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ALIVE!

ons

Where in the
World?

Less

The Basics of
Longitude and Latitude
Grades 46
Using AIT Products
Science for You, program 12, Magnetism: Why Does a Compass Point North?
Antarctica: 90 degrees South, program 1, Welcome to Antarctica
Antarctica: 90 degrees South, program 2, Antarctica under Construction

Overview

Objectives

Navigationthe art of finding your way from

one location to anotherhas evolved over the
centuries into a complex science, and today
encompasses the guidance of travel on land, in
the air, and in inner and outer space. Although
navigation embraces a wide range of skills,
instruments, and various levels of technology,
this lesson focuses on the basics for intermediate students: understanding longitude and latitude and the difference between magnetic and
geographic poles.

Explore Earths magnetic field and how the

poles affect it.

In this lesson, students will explore magnetic

fields and coordinate grids and use this knowledge to locate world landmarks by these coordinates. Then they will create riddles and
mysteries of their own based on what theyve
learned about compasses, latitude, and
longitude.

Use latitude and longitude to locate the equator, the Tropics of Cancer and Capricorn, the
Arctic and Antarctic Circles, the North Pole
and South Pole, the prime meridian, and the
International Date Line.

Understand the advantages and limitations of

compasses used for navigation.
Define and correctly use the terms latitude
and longitude.
Describe the differences between magnetic
and geographic poles.

Correctly identify the latitude and longitude

for selected sites, estimated to whole degrees

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Vocabulary
Antarctic
Arctic
atlas
compass
coordinates
geographic pole
globe
GPS
grid
hemisphere
International Date Line

latitude
lodestone
longitude
magnetic pole
magnetism
navigation
prime meridian
quadrants
Tropic of Cancer
Tropic of Capricorn

Optional: mathematic compass and protractor (for drawing a large circle on the board,
chart paper, or overhead transparency
whichever you prefer)
A large globe
Worksheet Mapping Antarctica (see
Appendix A), one copy for each student in the
class (An answer key is provided for the
teacher.)
Worksheet Identifying Latitude and
Longitude, one copy for each student in the
class

Preparation
Materials Needed
AIT video Science for You, Program 12
Magnetism: Why Does a Compass Point
North?CUE the tape to approximate time
code 00:09 (about 3.5 minutes in total length).

Masking tape or yarn (enough to stretch

across the length and width of the classroom
about six times each)
Index cards
Unlined paper

AIT video Antarctica: 90 Degrees South,

Program 2 Antarctica under Construction
CUE the tape to approximate time code 04:41
(about 1 minute in total length).
AIT video Antarctica: 90 Degrees South,
Program 1 Welcome to AntarcticaCUE the
tape to approximate time code 04:37 (about
6.5 minutes in total length).

Markers
Four current world maps, globes, or atlases
one for each small group
Optional: Latitude and Longitude Quiz (see
Appendix C)one copy for each student

Planning Notes
Iron filings, about 1 oz for each small group
(See Planning Notes for ideas on finding
them.)
Large bar magnets (at least six inches long,
with at least one pole marked), one for each
small group
One large zip-lock plastic bag for each group
One navigational compass for each group

Before Day One you will need to acquire 45

ounces of iron filings. You can find them at
most teacher or science materials supply
stores, or its even possible to extract iron
directly from the dirt outside or from iron-fortified cereals using a strong magnet and a lot
of patience!
Before group work time on Day Two, use
either masking tape or yarn to make a cross
which divides the room into four quadrants,
making them as equal as possible. Using
index cards or sheets of paper, mark the

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east/west line equator and the north/south

prime meridian. Designate each of the
quadrants A, B, C, or D, as shown here.
A

Appendix A includes a worksheet and answer

key that will be used for homework on Day
Two. Duplicate as many copies of this worksheet as needed. You may wish to project this
worksheet during the Reflection portion of
Day Three, when students will be grading
each others work. Prepare the worksheet for
display using your schools technology (overhead transparency, opaque projection, or
using the electronic version for computer projection).

Time
This project will take about three 45-minute
class periods, in addition to homework and
extension activity time.

ProcedureDay 1

North? Begin with the opening vignette at

approximate time code 00:09, right after the
opening credits, and continue to approximate
time code 03:43, after the host moves the compass back to the north end of the bar magnet.
Ask students to brainstorm ideas about how we
can use knowledge of magnetic fieldswhat
uses can we find for this information?

Group Work: Magnetic Fields

Have groups recreate the magnetic field activity
on the video for a hands-on reinforcement. Pass
out the zip-lock bags, iron filings, and sheets of
paper to each group. Also gather the bar magnets and navigational compasses but dont pass
them out yetthey will be used in Steps Two
and Three.
Step One
1. Assign or have groups self-select various
roles, including a recorder. The recorder will
draw the results at various stages.
2. Have groups place a sheet of unlined paper
inside their zip-lock bags.

Introduce Topic: The Earth is a Magnet

3. Add about an ounce of iron filings, trying to

keep them on one side of the paper. Zip the
bag closed.

Ask students what they know about compasses.

Students should know that a compass always
points north, but may not understand why this
is so. Dont provide explanations at this time.

4. Lay the plastic bag on a table and wiggle it

gently back and forth until the filings are
spread out across the surface of the paper.

Pre-Viewing Activity

5. Have the recorder draw what he or she sees.

Prepare students for watching the AIT video

from Science for You by explaining that compasses were invented by the Chinese, probably
around 221206 B.C.E. Before that, travelers
relied on the sun to help them find their way.
What are some disadvantages to using the sun to
navigate by?

Step Two
6. Pass out the bar magnets. Have group members lay their magnets so that everyone can
see where the north and south poles are
located.
7. Have the recorder draw the magnet, clearly
marking the poles.

Video
Show students a portion of the program
Magnetism: Why Does a Compass Point

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8. Have two members of each group carefully

pick up the zip-locked bag, being careful not
to disturb the iron filings, and lower it until it
is just above the magnet.

ProcedureDay 2
Review/Reflection

11. The recorder draws what he or she sees.

Review with students what they learned about

the magnetic poles of the earth, and how their
properties were used by Chinese inventors to aid
travelers. Then ask students to discuss what
might be the limitations of compasses for travelers. Remind them of the story of the two girls in
the Science for You program they saw earlier.
What did the girls already know that allowed
them to use the compass? (They already knew
that they needed to travel west.) What other
tools would a traveler need to keep track of his
or her directions? Allow any answers.

12. Collect the zip-locked bags, but allow groups

to keep their bar magnets.

Introduce New Topic: The Importance

of Maps and Globes

9. Another group member will gently flick the

edges of the bag-enclosed paper, causing the
filings to jump slightly and realign themselves on the paper.
10. When the filings have reorganized to match
the fields seen on the video, the group members can lower the bags to rest on the magnets.

Step Three
13. Pass out a compass to each group, and have
them experiment with the movement of the
needle as they move it around the bar
magnet.
14. Have groups discuss the following questions
among themselves, and record their answers
on the recorders sheet of paper:
a. Would the patterns created by the iron
filings be the same no matter how many
times the experiment was conducted?

Ask: Knowing what we do about Columbuss

mistaken ideas of the land he discovered, why is
this statement amusing? Columbus knew he
wanted to go west from Spain, so he used compasses. Why didnt a compass direction help
Columbus realize he hadnt landed in Asia?

c. Where is the magnetic field strongest?

Use these questions as a springboard for a discussion about the importance of knowing where
you are in relation to other things as well as the
direction you are headingin other words, the
importance of maps and globes.

d. Why do compasses point north?

Pre-Viewing Activity

b. What caused the patterns?

e. What are the poles of the earth, and where

are they located?

Write the following quotation on the board: For

the execution of the voyage to the Indies, I did
not make use of intelligence, mathematics, or
maps. Ask students to guess who said this.
(Answer: Christopher Columbus)

Prepare students for watching the AIT video from

Antarctica: 90 degrees South by writing the series
title on the board. Ask for volunteers to try to explain what the phrase 90 degrees South means,
and what it has to do with Antarctica. Hold up a
globe, and walk around so that all students can
see the lines that divide the globe into a grid.
Turn the globe up so they can see Antarctica and

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the Antarctic Circle at the bottom, or southern,

tip of the globe. Ask if anyone knows what these
lines are called. If not, write the terms longitude
and latitude on the board, and explain that in
this lesson they will be learning about how
important these lines are in navigation.

Video
Show students a portion of the program
Antarctica under Construction. Begin with the
onscreen title Geography at approximate time
code 04:41, and continuing to approximate time
code 05:52, after the host says, . . . by the
numbers.
Using a large world map (or project the map of
Antarctica found in Appendix A), discuss some
of the information about Antarctica that students learned from the program. Point out the
Antarctic Circle and its latitude, and explain that
the class will be studying this circle more as they
learn about longitude and latitude.

Group Work: Latitude and Longitude

1. Draw a circle on the board and divide it into
four equal sections. Ask a volunteer to tell
you how many degrees the angle of one of
those segments contains (90 degreesa
right angle). Ask how many are in the entire
circle (4 times 90 degrees = 360 degrees).
2. Hold up the large globe and remind students
that the planet Earth is a sphere, a 3-dimensional circle, and because of this, map and
globe makers use the term degrees when
marking Earth into sections. Use a protractor,
or quickly estimate and mark the large circle
on the board into 10-degree increments:

3. Hold up the large globe again, turning it so

students are looking directly down at the
North Pole, and explain that the globe is
marked with lines at these 10-degree markings. Walk around the room, allowing students to see the lines of longitude radiating
out from the pole. Write the word longitude on the board. Point out that the line
marked zero is called the prime meridian,
and write that term as well.
4. Point out the 180-degree mark and discuss
the concept of a hemisphere. Ask students
if they live in the Eastern or Western hemisphere.
5. Briefly explain how the circles of latitude
begin at the equator (at 0 degrees) and rise
up in parallel increments toward the poles as
well. Write the terms latitude and equator on
the board.
6. Explain how the equator also divides the
earth into hemispheres, and ask students if
they live in the Northern or Southern hemisphere.
7. Have students look at the two lines you
marked on the floor before class. Explain
that they will be using those lines as starting
places to create a room-sized model of the
lines of latitude and longitude of a globe.
The two lines they see are the equator and
the prime meridian.
8. Move desks away from the quadrants you
marked before class.
A

270

90

9. Divide the class into four groups, and assign

each group to one of the quadrants. Each
group will have to work with two of the other
groups in order to plan the location of first

180

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the longitude and then the latitude lines that

cross over their quadrant. For example:

sphere. Make sure students understand

why this is.)

Group A first works with group C to place

longitude lines west of the prime meridian, while group B works with group D.

Explain that the class has just marked the

two major lines of longitudethe prime
meridian and the international date line.
Now theyre going to identify the five
major circles of latitude. Ask if anyone can
name the most important or famous
latitude circle (the equatoralready
marked on the floor). As the groups work
to add the other four circles (point out
why theyre called circles even though
the class model uses straight lines), write
the terms on the board.

Group A next will work with group B to

place latitude lines north of the equator,
while Group C works with group D.
10. Make sure all groups place their circles of
latitude and lines of longitude at even intervals north and south of the equator and east
and west of the prime meridian. (You may
need to help younger students measure the
area to select equal intervals.)
Using index cards or small sheets of
paper, label the lines in 10- or 20-degree
increments, depending on the size of your
area.
Have all four groups work together to
mark the International Date Line (180
degrees longitude. (NOTE: This line will
show up twice, on the far east and west
lines crossing the equator, because the
classroom model is flat instead of a

Groups A and B will locate and label the

Tropic of Cancer (23.5 degrees North) and
the Arctic Circle (estimate to 66 degrees
North).
Groups C and D will locate and mark the
Tropic of Capricorn (23.5 degrees South)
and the Antarctic Circle (estimate to 66
degrees South).
11. When the coordinate grid is completed,
bring groups back together to discuss what
theyve learned so far. (Show students the
two lines of longitude and five circles of
latitude on the globe.)
As students know from math class, all
circles are divided into 360 degrees. How
is this related to the lines of longitude on
Earth?

So this is how the world

works, all energy flows
according to the whims of
the great magnet.
Hunter S. Thompson
6

What is the longitudinal coordinate for

the prime meridian?
What is the special name for the line of
longitude found opposite the prime
meridianat 180 degrees?
How many circles of latitude are there
above and below the equator? (You may

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need to remind students that their tape

marks are at 10- or 20-degree intervals.)
What is located at 90 degrees north
latitude?
Wrap up the group work activity by returning to
the questions asked during Pre-Viewing activities: What does the series subtitle 90 degrees
South mean, and what does it have to do with
Antarctica? (Students should realize by now that
90 degrees south latitude is the South Pole,
which is located in Antarctica.)
Leave the model of the world in place for the
next class period.

Pre-Viewing Activity
Remind students of the magnetic poles activity
from Day One. What did they learn about Earths
magnetic fields? Why do magnets have both
north and south poles? (If necessary, pass out
the bar magnets and navigational compasses
again.)

Video
Show students a portion of the AIT video
Antarctica: 90 Degrees South, Program 1
Welcome to Antarctica. Begin with the onscreen title The Southern Continent at approximate time code 04:57, and continuing to
approximate time code 07:12, after the host says,
. . . because of the fluid in the center of the
earth.

Homework
Pass out the Mapping Antarctica worksheet,
and have students use maps, globes, atlases, or
the Internet to locate and label the places in
Antarctica. Point out the two references to a
South Pole: the magnetic and geographic poles.
Tell students you will be discussing more about
them in the next class period.

ProcedureDay 3

Explain that the Magnetic South Pole they

marked on their Antarctica worksheets is the
actual place of the South Pole in Earths magnetic field. Can students guess what would happen to their compasses if they were standing on
the South Pole? Can anyone explain why the
Geographic South Pole isnt located in the exact
same spot?

Class ActivityUsing Latitude

and Longitude

Review/Reflection
Have students exchange homework papers and
work with them to correct any mislabeled locations on the maps of Antarctica.

1. Divide the class into the same four groups

that worked together in the previous activity.

Introduce New Topic: The Poles

2. Make sure each group has a globe, a world

map, or an atlas (opened to a world map that
shows longitude and latitude).

Direct the classs attention to the two South

Poles that students marked on their maps, and
discuss why they arent in the same location.
Explain that there are actually three South Poles,
as they will see in the video clip, but they will
only be discussing two: the Magnetic and
Geographic South Poles.

3. Pass out an Identifying Latitude and

Longitude worksheet (one to each student),
and reproduce the chart on the board. Explain
that youre going to show students how to
identify and write locations using latitude and
longitude.
4. Write the name of your state or province capital in the first blank, and have students copy it
on their worksheets.

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5. Follow the steps outlined below to mark the

location. NOTE: Estimate whole degrees only.
Ignore minutes and seconds for this lesson.
a. For Latitude: Find the equator. Determine
if your capital is north or south of the
equator. Mark N or S in the chart on the
board.
b. Determine which two circles of latitude
the city is in between.
c. Decide if the city is closer to one line or
the other, or if it is at the midpoint.
d. Estimate the degrees latitude, and write
the answer in the chart on the board.
Write either the word degrees or the
symbol for degree () beside the number.
e. For Longitude: Find the prime meridian.
Determine if the capital is east or west of
the prime meridian. Mark E or W in the
chart.
f. Determine which two lines of longitude
the city is in between.
g. Again, estimate the degrees longitude,
and write the answer in the chart on the
board.
6. Write the following locations on the board,
and have groups work together to estimate
the latitude and longitude of each, and then
mark its position on the world model on the
floor.
Group A: Greenwich, England; Ottawa,
Canada; and Panama City, Panama

Group D: Wellington, New Zealand;

Gaborone, Botswana; and Ross Island,
Antarctica

Homework
Write this riddle on the board for students to try
to solve. (*See the answer in the footnote.)
I walked 30 degrees North, turned and
walked 30 degrees East, and then turned and
walked 30 degrees South. I ended up at my
original spot. Where am I?

Assessment
1. Individual Assessment
Assess students work on the homework assignments as well as their participation in the class
activities. You might also wish to create a simple
quiz or use the Latitude and Longitude Quiz
from Appendix C, providing each student with
maps, globes, or atlases for the first five questions.
Answer Key
1. New Orleans, Louisiana
2. Iowa
3. The prime meridian
4. Degrees
5. 0 (zero)

6.
7.
8.
9.

B
C
Southern
A

2. Group Assessment
Evaluate the work students did in small group
activities during both the magnetic fields and
latitude/longitude activities. Assessment should
reflect evidence of effective participation, collaboration, and consensus, as well as an understanding of simple navigation and locational
skills.

Group B: Barcelona, Spain; Manila,

Philippines; and Midway Island
Group C: American Samoa; Quito,
Ecuador; and the Falkland Islands

* Answer: I'm at the Geographic South Pole.

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Extension Activity:
Cool Navigation Trivia
Have students work in groups to explore one of
the following topics, and write four or five trivia
questions for each. You can then use the questions in board games or in classroom games
similar to TVs Jeopardy! game show.
1. The invention and evolution of the navigational compass
2. Historical and trivial information about lines
of longitude (e.g., the first prime meridian, the
purpose of the International Date Line, etc.)
3. The uses of GPS (Global Positioning Systems)
4. The uses of GIS (Geographic Information
Systems)
5. Other navigational tools used by sailors (e.g.,
astrolabe, constellations, etc.)
6. Trivia about Antarctica (NOTE: Students can
review all of program 1, Welcome to
Antarctica from the AIT series Antarctica: 90
Degrees South for many interesting bits of
trivia about this continent.)

Resources
www.confluence.org
The goal of the Degree Confluence Project is for
people to visit each of the latitude and longitude
integer degree intersections in the world using a
GPS receiver, to take photographs at each location, and to write a story about the experience.
www.gisday.com
GIS Day is a grassroots event that formalizes the
practice of geographic information systems
(GIS) users and vendors of opening their doors
to schools, businesses, and the general public to
showcase real-world applications of this important technology. The event is principally sponsored by the National Geographic Society and
other government and commercial agencies.
www.pbs.org/wgbh/nova/shackletonexped/
navigate/find.html
Find Your Longitude is an interactive
Shockwave game hosted by PBS Nova. Want to
understand why it is that having a precise timepiece (also known as a chronometer) helps you
determine your longitude? Play this game, get
lost on the high seas, and find out.

For the execution of the

voyage to the Indies,
I did not make use of
intelligence, mathematics
or maps.
Christopher Columbus
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Appendix A
Use your atlas or the Internet to find and label the following places on the
Antarctica outline map:

Amundsen-Scott South Pole Station

Ross Island

Drake Passage

Wendell Sea

Magnetic South Pole

Antarctic Peninsula

Ross Ice Shelf

Geographic South Pole

Vostok Station

Lesser Antarctica

Antarctic Circle

Mount Erebus

Elephant Island

South Georgia Island

Greater Antarctica

All of the oceans that surround Antarctica

McMurdo Station

10

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2004 WNEO: Kent, OH. Used with permission. Duplication of this worksheet for non-commercial educational use is permitted. All other rights reserved.

Mapping Antarctica

Lessons ALIVE: Engaging Learners with Video

Mapping Antarctica
Answer Key
ak

eP

Antarctic Peninsula
Antarctic
Circle

as

INTRODUCTION

sa

ge

Elephant Island
South
Georgia
Island

Wendell Sea
Lesser
Antarctica

Pacific
Ocean
Ross Ice Shelf

Geographic South Pole

Ross Island

McMurdo

Atlantic
Ocean

Vostok
Station

Greater Antarctica

+
Magnetic
South Pole

Indian Ocean

Amundsen-Scott South Pole Station

Ross Island

Drake Passage

Wendell Sea

Magnetic South Pole

Antarctic Peninsula

Ross Ice Shelf

Geographic South Pole

Vostok Station

Lesser Antarctica

Antarctic Circle

Mount Erebus

Elephant Island

South Georgia Island

Greater Antarctica

All of the oceans that surround Antarctica

McMurdo Station
Antarctica: 90 Degrees South

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2004 WNEO: Kent, OH. Used with permission. Duplication of this worksheet for non-commercial educational use is permitted. All other rights reserved.

Dr

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Appendix B:
Identifying Latitude and Longitude
Location

12

Latitude

N/S

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Longitude

E/W

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Appendix C:
Latitude and Longitude Quiz
Use a world map, globe, or atlas to find the two mystery locations.
1. Name the city located at 30 degrees N and 90 degrees W: ____________________
2. Name the state that is located entirely between 4045 degrees N and between 90100
degrees W: ____________________
Answer these questions to show what you know about longitude and latitude.
3. The line at zero degrees longitude is called: ____________________
4. Latitude and longitude are measured in: ____________________
5. The equator is found at ________ degrees latitude.
Use the drawings to answer the questions.

6. Which picture shows lines of longitude? ________

7. Which picture shows the Western hemisphere? ________
8. Picture D shows which hemisphere? ____________________
9. The measure that demonstrates how far north or south a place is from the equator is shown in
picture ________

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