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Geography II Manual

Montessori Research and Development © 2004 241

ECONOMIC GEOGRAPHYECONOMIC GEOGRAPHYECONOMIC GEOGRAPHYECONOMIC GEOGRAPHYECONOMIC GEOGRAPHY

Material:Material:Material:Material:Material:

Completed land form maps of North America, including islands, lakes,

peninsulas, gulfs, isthmuses, straits, capes, and bays.

Large, blank sheet.

Presentation 1: Basic Land FormsPresentation 1: Basic Land FormsPresentation 1: Basic Land FormsPresentation 1: Basic Land FormsPresentation 1: Basic Land Forms

1. Display the completed land form maps for North America.

2. Say, “On this large piece of paper, all the information on these separate

maps may be placed. First, the continent of North America must be drawn.”

3. Lightly grid the paper and use the globe and/or atlas for the latitude and

longitude lines to draw the continent.

4. After the continent has been drawn in, place the basic land forms from

earlier research: islands, lakes, peninsulas, gulfs, isthmuses, straits, capes,

and bays.

5. From the knowledge gained from the geography classified nomenclature

and the use of the atlas, the child draws in the rivers, mountains, and

volcanoes. The use of latitude and longitude are important.

6. Overlays in plastic or duplicate maps may be drawn to illustrate:

a) Precipitation distribution

b) Vegetation

c) Altitude variation

d) Climate

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e) Plant distribution

f) Animal distribution

g) Mineral distribution

h) Energy distribution

i) Population distribution

J) Major cities

k) Transportation systems (air, land, water)\

7. From this composite picture of the geography of a land, discuss:

a) Where people live.

b) How people live.

8. The information on the maps may be illustrated utilizing:

a) Bar graph

b) Line graph

c) Pictograph

d) Pie graph

9. To the question, “How do people live?”, the response to the question is a

systematic review of the Fundamental Needs of People: Clothing, Shelter,

Heat, Transportation, Lighting.

A balance is established between the NEEDS of people and the

RESOURCES of the land. Reckless misuse of resources can create an imbalance

between NEEDS and RESOURCES. Later, this imbalance is rectified by lesser

RESOURCES available to satisfy NEEDS. Because people have consciousness,

reflective planning in the utilization of resources is important. Abdication of this

responsibility can result in depletion of minerals, and endangering of plants and

of animals.

Geography II Manual


Economic geography begins with the study of the land. A continent map

indicating waterways with the country highlighted suggests the possible

transportation by water that is available within a country, and from that country

to other countries. The study of the land continues with types of maps that

suggest much in terms of ways the land will influence the lives of the people that

inhabit it:

1. Topography map

2. Precipitation map

3. Elevation map

Graphs are useful to further understand the elements that influence the

land in different parts of the country.

1. Temperatures during the year

2. Precipitation during the year

How the land is used may be surmised from the study of the three maps

and graphs.

Research on a country produces information regarding:

1. Land use

2. Plant production

3. Animal production

4. Mineral production

5. Manufacturing

This research, also, indicates information about the people involved with

the production with charts, graphs, and pictographs.

1. Population distribution on the land.

2. Population distribution in employment.

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From this information, the child can draw conclusions about how the

Fundamental Needs of People are met in a particular country. The interrelationship

of everything on earth is the goal. An extensive library with atlases is required for

the research.

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PART 5: PART 5: PART 5: PART 5: PART 5:IMAGINARY ISLANDIMAGINARY ISLANDIMAGINARY ISLANDIMAGINARY ISLANDIMAGINARY ISLAND

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IMAGINARY ISLAND: IMAGINARY ISLAND: IMAGINARY ISLAND: IMAGINARY ISLAND: IMAGINARY ISLAND: FOURTEEN POINTS FOR FOURTEEN POINTS FOR FOURTEEN POINTS FOR FOURTEEN POINTS FOR FOURTEEN POINTS FOR THE STUDY OF A COUNTRY THE STUDY OF A COUNTRY THE STUDY OF A COUNTRY THE STUDY OF A COUNTRY THE STUDY OF A COUNTRY

The following is an outline with questions to help the students research a country.

1. Regions1. Regions1. Regions1. Regions1. Regions

What are the basic geographical regions within your country?

Are there any geographical features that are especially outstanding?

2. Climate2. Climate2. Climate2. Climate2. Climate

Does your country enjoy a variety of climates due to different geographical

regions or features?

Statistics are not necessary unless they are outstanding for some reason.

3. Invasions Past and Present3. Invasions Past and Present3. Invasions Past and Present3. Invasions Past and Present3. Invasions Past and Present

What people lived in your land in prehistoric times?

Have there been any invasions or immigrations in historic time?

Who and when?

4. Languages, Past and Present4. Languages, Past and Present4. Languages, Past and Present4. Languages, Past and Present4. Languages, Past and Present

This is obviously related to point 3. Which invaders or immigrant peoples

have had the most influence on the currently used language?

How many dialects?

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5. Towns and Industries5. Towns and Industries5. Towns and Industries5. Towns and Industries5. Towns and Industries

Which are the most important towns and cities?

For what reasons?

What are the main industries?

Are these industries related to either the regions or the climate or both?

6. Capitals, Past and Present6. Capitals, Past and Present6. Capitals, Past and Present6. Capitals, Past and Present6. Capitals, Past and Present

Have there been different capital cities or towns in the past?

Why were they changed?

Is there any special reason for the present capital being located where it

is?

7. Names of Towns7. Names of Towns7. Names of Towns7. Names of Towns7. Names of Towns

Have the towns been named for famous people, geographical peculiarities,

religious reasons?

Can you give some specific examples?

8. Internal Divisions8. Internal Divisions8. Internal Divisions8. Internal Divisions8. Internal Divisions

How have the internal divisions come about?

Has the primary determinant been geographical, historical, religious, or

political?

9. Oldest Roads9. Oldest Roads9. Oldest Roads9. Oldest Roads9. Oldest Roads

Did they link the oldest cities or religious centers?

Were the roads patrolled or guarded?

Are they in use today? (A small map may be useful.)

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10. Houses10. Houses10. Houses10. Houses10. Houses

How were the people’s houses made in prehistoric time and in historic

time?

Are they similar to those made today?

Does the climate influence the materials used?

11. Costumes, Custom, Crafts11. Costumes, Custom, Crafts11. Costumes, Custom, Crafts11. Costumes, Custom, Crafts11. Costumes, Custom, Crafts

Describe the native costume, if possible. (Pictures or drawings also.)

Are there any special customs that are outstanding? Dances? Games?

What are the common crafts of the people?

Are there any extraordinary crafts?

12. Food12. Food12. Food12. Food12. Food

What are the staples in the diet of the common people?

Are there any class or caste differences in diet?

Are there any food taboos?

13. Fauna, Past and Present13. Fauna, Past and Present13. Fauna, Past and Present13. Fauna, Past and Present13. Fauna, Past and Present

What animals inhabited your country in the past?

Which ones have survived up to the present day?

Have any animals been imported?

Are there any animals nearing extinction?

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14. Flora, Past and Present14. Flora, Past and Present14. Flora, Past and Present14. Flora, Past and Present14. Flora, Past and Present

What plants grew in your country in the past?

What plants growing in your country today are different or distinctive?

Are there distinctive regions or belts of vegetation?

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GEOGRAPHICAL FEATURES CARDSGEOGRAPHICAL FEATURES CARDSGEOGRAPHICAL FEATURES CARDSGEOGRAPHICAL FEATURES CARDSGEOGRAPHICAL FEATURES CARDS

Materials:Materials:Materials:Materials:Materials:

38 or more picture cards depicting geographical features

Definition cards for the picture cards.

Small name tags for the picture cards.

6 geographical feature models

Tracing paper cut to the size of the picture cards

Watercolors

Paint brushes

Aims:Aims:Aims:Aims:Aims:

1. To show the child that the physical world is composed of different

identifiable features.

2. To help the child learn the 38 basic geographical features. There are

more than 38 geographical features.

3. To prepare the child for the study of an Imaginary Island.

Prerequisite:Prerequisite:Prerequisite:Prerequisite:Prerequisite:

1. Mastery of the names of the Geographical Feature Models.

Preparation:Preparation:Preparation:Preparation:Preparation:

1. Make sure that all of the 38 picture cards, definition cards, and name

cards are complete and in good repair.

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Procedure:Procedure:Procedure:Procedure:Procedure:

1. Lay out the 6 geographical feature models, and the matching geographical

feature cards. (Island, lake, peninsula, gulf, isthmus, strait)

2. Show the child that the picture cards are two-dimensional representations

of the three-dimensional models.

3. When the child can identify the 6 picture cards with ease, additional picture

cards can be introduced using the three-period lesson. Be sure to introduce

obviously dissimilar pictures at first.

4. The child can also be given the matching name cards at this time.

5. When the child can match these two cards, the definition cards can be

added.

6. Be sure to remind the child that the picture cards are two-dimensional

representations of three-dimensional features in the real world.

7. After learning several of the picture cards and definitions, the child can

begin “creating” her own cards with tracing paper and watercolors.

Control of Error:Control of Error:Control of Error:Control of Error:Control of Error:

1. The adult.

Points of Interest:Points of Interest:Points of Interest:Points of Interest:Points of Interest:

1. The beautifully colored picture cards.

2. Stories or comments which would help the child remember the names.

3. The opportunity to make a picture card book of her own.

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Variations and Extensions:Variations and Extensions:Variations and Extensions:Variations and Extensions:Variations and Extensions:

1. Two or more children can play the memory game by showing picture

cards, and trying to identify and define the features.

2. The picture card book can be added to by putting in additional pages

which list some of the places in the world that each feature is found.

Age:Age:Age:Age:Age:

4 years through 12 years.

GEOGRAPHICAL FEATURESGEOGRAPHICAL FEATURESGEOGRAPHICAL FEATURESGEOGRAPHICAL FEATURESGEOGRAPHICAL FEATURES

archipelago atoll bay bight butte

canyon cape cave continent continental shelf

crater delta desert earth pillar estuary

fjord glacier gulf iceberg island

isthmus lagoon lake mountain oasis

pass peninsula plain plateau reef

ria river river basin strait tributary

valley volcano waterfall

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ADDITIONAL GEOGRAPHICAL FEATURESADDITIONAL GEOGRAPHICAL FEATURESADDITIONAL GEOGRAPHICAL FEATURESADDITIONAL GEOGRAPHICAL FEATURESADDITIONAL GEOGRAPHICAL FEATURES

abyssal plain alluvial fan arroyo artesian well

basin bayou beach bog

breaker cavern chaparral coniferous forest

coral reef crevasse deciduous forest

dune fault geyser guyot

harbor hill horst jungle

lava A’a pahoehoe pillow

scoria lava tube marsh meadow

meander mesa monadnock moraine

mountain ridge natural bridge natural levee

oxbow lake pampas prairie rain forest

rapids rift valley riparian habitat

savanna sea mount shallow sea shield volcano

shoal snow line stalactite stalagmite

steppes swamp swell talus

tree line trench tundra woodland

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IMAGINARY ISLAND STUDYIMAGINARY ISLAND STUDYIMAGINARY ISLAND STUDYIMAGINARY ISLAND STUDYIMAGINARY ISLAND STUDY


8 1/2 x 11 white paper geographical feature cards

12 x 18 white paper brown plasticine

light box waterproof tray

colored pencils quadrille paper

marking pens sprinkling can with small holes in sprinkling

head


1. To help the child begin to integrate the geographical features.

2. To help the child see from an aerial perspective.

3. To help the child learn to use a light box to duplicate maps.

4. To have the child create her own island, and learn many geographical

and physical characteristics in the process.


Geographical feature cards.


Select and arrange the materials in advance.

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A.A.A.A.A. Study of a CoastlineStudy of a CoastlineStudy of a CoastlineStudy of a CoastlineStudy of a Coastline

1. Have the children sort the geographical feature cards into features with a

coastline, and features without a coastline.

2. Using the 8 1/2 x 11 white paper, have the children draw a coastline

representing as many of the coastline features as they choose.

3. Show the children how to shade the water areas with a blue pencil.

4. Have the children label the features on their maps. This can either be

done in a generic manner, i.e. cape, bight, or in a specific manner, i.e.

Warrior’s Cape.

5. These same steps may be repeated on 12 x 18 white paper.

B.B.B.B.B. Study of the Interior of an Island Study of the Interior of an Island Study of the Interior of an Island Study of the Interior of an Island Study of the Interior of an Island

1. In the waterproof tray, build a plasticine model of an island.

2. Pour blue tinted water from the sprinkling can over the island.

3. Show the children where the rivers and lakes form on the island. Point

out the downward flow of the rivers and tributaries toward the coast.

4. Use as many geographical terms as possible during the presentation.

5. Reinforce the concept that the two-dimensional cards that they have been

studying actually represent three-dimensional features on the island.

6. Invite the children to build their own islands. This work is best done

outside, especially for the rainfall portion of the work.

7. Give the children 8 1/2 x 11 white paper to draw the coastline of an

island, and shade the water as previously shown.

Geography II Manual


8. Show the children on your own drawing how to shade mountains and

highlands with brown pencil.

9. Show the children how to depict the flow of rainwater downhill to the

sea.

10. Give the children lots of practice drawing these features, then present the

formation of lakes, meanders, etc.


1. The adult, and sample maps.


1. Creating an island on paper and with plasticine.

2. The blue tinted rainwater.

3. Watching the rivers and lakes fill on the plasticine model.

4. Drawing the islands, rivers, and mountains.


1. Using blue and brown construction paper, the child can draw her island

on brown paper, cut it out, and glue it to the blue paper.

2. The child can duplicate her favorite island on the light box. These

additional copies will be needed for later island studies.

3. Have the child duplicate her favorite island on the quadrille paper. Have

her duplicate the area of her island.


The island studies can begin at the age of 6 and continue on through 12

years. The older children particularly enjoy the three-dimensional creation

of the islands.

Geography II Manual


TOPOGRAPHY OF TOPOGRAPHY OF TOPOGRAPHY OF TOPOGRAPHY OF TOPOGRAPHY OFAN EXISTING ISLANDAN EXISTING ISLANDAN EXISTING ISLANDAN EXISTING ISLANDAN EXISTING ISLAND


maps of the island tracing paper or regular paper and a light box

waterproof tray brown plasticine

scissors craft sticks marked in centimeters or inches


1. To prepare the child for contour mapping.

2. To reinforce the fact that water runs from the highlands to the sea.

3. To help the child make the transition from two-dimensional maps to three-

dimensional models.

4. To introduce the use of scale measurements.

Prerequisites:Prerequisites:Prerequisites:Prerequisites:Prerequisites:

1. Imaginary Island Topography Study.

2. Experience with rulers and/or meter sticks.


1. Select and arrange the materials in advance.

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1. Trace the outline of the island on tracing paper or on regular paper using

the light box.

2. Mark mountain peaks and hilltops with x’s.

3. Cut out the outline of the island and place it in the waterproof tray.

4. Cover the outline with a thin layer of plasticine, except where the x’s

appear.

5. Determine the heights of the peaks using the calibrated craft sticks. Decide

on a scale.

6. Cut off the craft sticks to the appropriate height. Erect the cut off sticks at

the point of the x’s with a small blob of plasticine.

7. Build up the island with the plasticine using the craft sticks as guides.

8. Create the river valleys as indicated on the original map.

9. After building the entire island, the child can use the sprinkling can to

verify that the rivers, tributaries, and lakes appear in approximately the

same places as on the map. Some adjustments may be necessary.


1. Checking the flow of the rivers with the rainfall.


1. Measuring and marking the mountain peaks with the calibrated sticks.

2. Creating the rainfall.

3. Verifying the accuracy of the produced three-dimensional island.

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1. Continents can be created in the same manner. It is probably best to

begin with Australia, due to the complexity of the larger continents.


10 years and up.

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IMAGINARY ISLAND: IMAGINARY ISLAND: IMAGINARY ISLAND: IMAGINARY ISLAND: IMAGINARY ISLAND:LOCATION AND CLIMATELOCATION AND CLIMATELOCATION AND CLIMATELOCATION AND CLIMATELOCATION AND CLIMATE


light box 8 1/2 x 11 white paper

rulers quadrille paper

pencils World globe

flat World map

World map showing ocean currents.

World map showing steady and variable winds in January.

World map showing steady and variable winds in July.

World map showing rainfall in January.

World map showing rainfall in July.

World map showing temperature in January.

World map showing temperature in July.

World map showing annual precipitation.

World map showing temperature ranges for the year.

World map showing climatic regions.

Circle sheets divided into 16 equal parts.

Circle sheets divided into 36 equal parts.

String the length of the circumference of the globe.

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1. To help the child become familiar with places on the globe.

2. To introduce latitude and longitude.

3. To give the child background for determining flora and fauna.

4. To help the child see the global patterns of temperature, precipitation,

prevailing winds, and ocean currents.

5. To become familiar with a compass rose.


1. Imaginary Island Topography.


1. Assemble all of the materials for the presentation.


1. Have the child draw a new or trace a favorite imaginary island on quadrille

paper. The squares can represent either square miles or square kilometers.

2. Have the child count the number of complete squares. Then count the

half squares and divide the number by two. Then estimate the number of

remaining squares. The three numbers should be added together to

approximate the total area of the island.

3. Have the child draw a north arrow on the map. The child may choose to

add the other three compass points at this time.

4. Introduce the circle paper with the sixteen equal divisions. Show the

child how to determine the cardinal and inter cardinal points of a compass.

have the child complete the chart.

Geography II Manual


See latitude and longitude write-up before proceeding.

After the latitude and longitude presentation, show the child the

circumference cord for the equator of the globe. Continue by giving the child

the circle paper with the 36 equal divisions. Show her how to label the top mark

as North Pole, and the bottom mark as South Pole. Show her that the widest part

of the circle on the flat chart corresponds to the circumference cord, and the

equator on the three-dimensional globe. Have the child complete and label the

parallels of latitude on the chart.

To study longitude, have the child look down on the globe from above the

North Pole. Indicate that the farthest point that she can see represents the equator.

Obtain another piece of the circle paper with the 36 divisions. Have her label

the center of the circle the North Pole. Indicate that the meridians are not parallel

to each other as the parallels of latitude are.

After studying latitude and longitude, the child is ready to locate her island

on the globe or map. Remind her of how to record the data for the exact location

of her island.

Using the reference maps for precipitation, prevailing winds, ocean

currents, etc., the child can now determine the climate of her island.

Encyclopedias, atlases, and other reference books can help the child determine

the climate of other nearby islands.

After gathering all of this information for her island, the child should write

down the information on a summary sheet to be kept with her maps.

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1. The adult and reference books.


1. Counting the square miles or kilometers to find the area of her island.

2. Locating her island on the map or globe.

3. Determining the coordinates of her island.

4. Finding the climate of her island.


1. The child can take the plasticine model of her island and calculate water

levels and flows in rivers and lakes throughout the year after determining

the precipitation of the island.

2. The child can determine the snow line of the mountains on her island.

3. The child can find arid and fertile areas of the island due to prevailing

winds, precipitation, and terrain.


9 years through 12 years and beyond.

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ADVANCED IMAGINARY ISLANDADVANCED IMAGINARY ISLANDADVANCED IMAGINARY ISLANDADVANCED IMAGINARY ISLANDADVANCED IMAGINARY ISLAND


light box 8 1/2 x 11 white paper

physical World globe political World globe

large flat map of the World good quality World atlas


1. To help the child select realistic flora for her imaginary island.

2. To help the child select realistic fauna for her imaginary island.

3. To help the child populate her island with colonists.

4. To help the child write the history of the colonization of her island.

5. To help the child work out systems of roads, telephone and electrical

services, buildings, and cities for her island.

6. To help the child develop a government, clothing, customs, trade, crafts,

agriculture, and transportation for her island.


1. Topographical studies of the island.

2. Location and climatological studies of the island.

3. Studies of soil types.

4. Fourteen points of an established country.

5. History of developing countries.

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1. Gather the globes and maps at the presentation area.


1. Once the child has completed the prerequisite studies for her island, suggest

that she begin working on the more advanced island studies.

2. Soil Type:Soil Type:Soil Type:Soil Type:Soil Type: Consult the atlas for a map which shows the soil types for different

areas of the world.

3. The child should look for an island at approximately the same latitude

that is approximately the same size as hers, to help determine the soil

type.

4. The child should consult the map of steady and variable winds, as well as

the ocean current map to determine if these factors will influence the type

of soil present on her island.

5. When the child has completed her research as to the types of soil, she

should write a paragraph indicating the soil type, and the factors which

influenced her decision on that type.

6. Additional research can be done to determine if there should be other

types of soil present on the island, such as rich soil from winter floods of

the plains near rivers. This information can be added to her map.

7. Flora:Flora:Flora:Flora:Flora: Have the child find a map which shows vegetation types for the

continents and islands of the world.

8. Locate the vegetation type for the island in a manner similar to the locating

of the soil type.

9. The amount of rainfall should also be taken into consideration.

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10. With the help of plant and flower books, the child should be able to choose

specific plants for the vegetation of her island.

11. Pictures from National Geographic and other sources can be put together

in a booklet to show the vegetation of the island. Or the child may draw

pictures to put in a booklet.

12. Fauna:Fauna:Fauna:Fauna:Fauna: The fauna of the island should be researched in the same manner.

13. Again, pictures of the animals indigenous to the island can be placed in a

booklet.

14. Colonists:Colonists:Colonists:Colonists:Colonists: The child should decide if the first people to ‘see’ her island

were visitors, who would later move on, or colonists who would make

the island home.

15. Next, the child needs to decide where these people came from. This

should be realistic. It will be necessary to study early migrations of peoples.

16. The child can again collect or draw pictures of these peoples. These

pictures can be placed in a booklet.

17. Later Arrivals:Later Arrivals:Later Arrivals:Later Arrivals:Later Arrivals: Most islands have had a succession of colonists.

18. The child should research these arrivals, and the changes to the

environment, and the change in population caused by each arrival.

19. This information can be compiled into a booklet.

20. Food:Food:Food:Food:Food: The first visitors to the island may have been stranded, in which

case, they would have had to use the available food.

21. If the colonists came prepared to make a new home on the island, they

may have brought food with them.

22. The child needs to decide which was the case, and collect or draw pictures

of the foods which the early islanders had to eat.

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23. The child needs to research the possibilities of food types on the island,

and the possibility of a food source which was hunted to extinction.

24. The child needs to decide how new foods could come to the island.

25. The child should collect pictures and recipes for the foods which are

available on her island.

26. Does the island provide a balanced diet, or will it be necessary to trade

with others to obtain a balance?

27. Clothing:Clothing:Clothing:Clothing:Clothing: The child needs to develop the clothing for the islanders. The

clothing that they wore from their old homeland may not be appropriate

for the existing weather. Some changes might need to be made.

28. Trade, again, may be necessary to get the materials necessary to make

clothing.

29. Pictures should be collected or drawn for the clothing worn by the people.

30. Shelter:Shelter:Shelter:Shelter:Shelter: It will be necessary to develop shelter for the inhabitants.

31. Usually, the shelter is made from available, nearby materials.

32. Pictures of the shelters should be gathered and placed in a booklet.

33. Transportation:Transportation:Transportation:Transportation:Transportation: The child should determine the modes of transportation

for her island.

34. Generally, the early settlers did not have advanced modes of transportation.

35. The child should collect and draw pictures of the transportation, and how

it was influenced by later visitors to the island.

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Other Topics for ResearchOther Topics for ResearchOther Topics for ResearchOther Topics for ResearchOther Topics for Research

Agriculture Animal Husbandry

Industries Manufacturing and Processing

Handicrafts Forestry

Mining Trade

Independence from or dependence on a nearby nation.

Money used on the island Form of Government

Customs Arts

Languages Forms of Communication on the Island

Forms of Communication with Other Islands and the Mainland

Education Writing

Recording of the History of the People of the Island

The research may go on and on, or stop after only a few items have been

researched.


1. The adult.

2. The atlases and world maps.


1. Studying the needs of people on the island.

2. Studying the plants and animals on the island.

3. Collecting pictures and artifacts of the people on the island.

4. Being able to decide on the development of the island.

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1. The child can write her own “Voyage of Discovery” for a trip to her island.

2. The child can write to trading companies for samples of cloth used for the

clothing for her people.

3. The child can make anthropological ethnographic studies of the people

on the island. Data on the following could be included:

Kinship systems and customs.

Wealth and how it is passed on from generation to generation.

Medical practices.

Child rearing practices.

Religious beliefs.

Warfare and conflict with neighboring peoples.


9 years and up.

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PART 6: PART 6: PART 6: PART 6: PART 6: CARTOGRAPHY CARTOGRAPHY CARTOGRAPHY CARTOGRAPHY CARTOGRAPHY

Geography II Manual


CARTOGRAPHY: CARTOGRAPHY: CARTOGRAPHY: CARTOGRAPHY: CARTOGRAPHY:INTRODUCTIONINTRODUCTIONINTRODUCTIONINTRODUCTIONINTRODUCTION

Natural locationNatural locationNatural locationNatural locationNatural location is utilized to identify a particular position on the surface

of the earth. For example, the Geography Self Tests ask questions of natural

location: What ocean(s) touch Europe? The location of the ocean is identified by

the natural land formation of a continent.

Relative locationRelative locationRelative locationRelative locationRelative location is utilized when the direction and distance from one

location to another is described. For example, the Geography Self Tests ask

questions of relative location: What country is north of the United States?

Exact locationExact locationExact locationExact locationExact location is a mathematical description which measures in degrees

the distance a particular location is from the Equator and the Prime Meridian.

The child has had experiences with natural location and with relative location.

Functional Geography Charts 30 and 31 introduced the child to latitudinal lines

and the equator. The child is now prepared to explore the surface of the earth in

terms of location utilizing exact location.

Locating a particular place on the surface of the earth is similar to locating

a point on a graph grid in which there is a horizontal x-axis and a vertical y-axis.

Note that a graph grid lies on a two dimensional, flat plane. Therefore, the lines

are perpendicular. The earth is graphed in this same manner, except that because

the earth is a three dimensional solid figure (oblate spheroid), the hoizontal and

vertical lines are NOT perpendicular.

Just as plane geometry is introduced to the child prior to solid geometry,

the introduction of exact location assumes that the child has already been

introduced to coordinate planes or graph grids.

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The graph of the earth is based on two lines:

EquatorEquatorEquatorEquatorEquator - The equator is similar to the horizontal x-axis of a graph grid.

The distance away from the equator to the north or to the south is called the

latitudelatitudelatitudelatitudelatitude and it is measured in degrees.

Prime MeridianPrime MeridianPrime MeridianPrime MeridianPrime Meridian - The Prime Meridian is similar to the vertical y-axis of a

graph grid. The distance away from the Prime Meridian to the east or to the west

is called the longitudelongitudelongitudelongitudelongitude and its is measured in degrees.

The distances along the latitude or longitude is measured in degrees.

LatitudeLatitudeLatitudeLatitudeLatitude - The distance from the equator to the south pole is calibrated

from 0 degrees latitude to 90 degrees latitude. The distance from the equator to

the north pole is calibrated from 0 degrees latitude to 90 degrees latitude. In

order to know which direction to go, north or south, the convention is to name

north latitude or south latitude.

LongitudeLongitudeLongitudeLongitudeLongitude - The distance around the surface of the earth is calibrated

from 0 degrees longitude to 180 degrees longitude beginning at the Prime Meridian

and going both east and west. In naming longitudinal position, it is necessary to

identify if it is east or west of the Prime Meridian. Therefore, the convention is to

name east longitude or west longitude. Where east longitude meets west longitude

is the International Date Line. When crossing the International Date Line, add a

day going west, and subtract a day going east.

Geography II Manual


CARTOGRAPHY: CARTOGRAPHY: CARTOGRAPHY: CARTOGRAPHY: CARTOGRAPHY:GEOGRAPHIC LOCATIONGEOGRAPHIC LOCATIONGEOGRAPHIC LOCATIONGEOGRAPHIC LOCATIONGEOGRAPHIC LOCATION

Material:Material:Material:Material:Material:

The fourth globe which is a standard globe with longitude lines and latitude

lines.

Several world atlases

Red, blue, and black washable felt pens

Labels for Equator, Prime Meridian, Latitude, North Latitude, South Latitude,

Longitude, East Longitude, West Longitude, International Date Line

Presentation 1: Equator and Latitude LinesPresentation 1: Equator and Latitude LinesPresentation 1: Equator and Latitude LinesPresentation 1: Equator and Latitude LinesPresentation 1: Equator and Latitude Lines

1. Set out the materials.

2. Ask, “Point to the place that is north of South America.”

3. When the child generally indicates North America, reply, “That is not

exactly what I had in mind.” Point to another location in North America.

“Let’s try again. Point to the place that is south of Canada.”

4. When the child generally indicates North America, reply, “That is not

exactly what I had in mind.” Point to another location in North America.

5. Explain that in the past we have always described places on the earth by

the natural location of an ocean or a continent, next to it, or by the direction

(north, south, east, or west) that it is from another location. Say, “There is

a special way that cartographers have to show exactly a position on the

surface of the earth.”

Geography II Manual


6. Set the globe before the child. Ask, “What can you tell me about these

lines?”

7. In the discussion, you may wish to mention the Equator line that the child

has already experienced in the Functional Geography Charts.

8. Say, “There are two major lines for cartographers: the Equator and another

called the Prime Meridian.” Point out the Equator line on the globe and

mark the line with the red washable felt pen. (You may also use red yarn

and tape it on the globe.)

9. Display several world atlases and ask the child to locate the Equator.

10. Write the word ‘Equator’ in red on a label.

11. Say, “There are lines on the globe that go in the same direction as the

Equator line. Can you find them?”

12. Display several world atlases and ask the child to locate the lines that go

in the same direction as the Equator.

13. Say, “The lines that go in the same direction as the Equator are called

Latitude lines.”

14. Write ‘Latitude’ in red on a label.

15. Say, “The lines south of the Equator are called South Latitude.”

16. Say, “Find the South Latitude lines.”

17. Display several world atlases and say, “Find the South Latitude lines.”

18. Say, “The lines north of the Equator are called North Latitude.”

19. Say, “Find the North Latitude lines.”

20. Display several world atlases and say, “Find the North Latitude lines.”

21. Ask, “Do you notice any numerals written on these latitude lines?”

Geography II Manual


22. Say, “Cartographers measure in degrees and count the Equator line as line

zero. From the Equator, they count along the latitude 90 degrees at the

North Pole and from the Equator, they count along the latitude 90 degrees

at the South Pole.

Note:Note:Note:Note:Note: Each globe and world atlas has different latitude lines drawn in. Typically,

they are in increments of 15 degrees, or 20 degrees.

23. Ask, “Can you count the latitude lines north of the Equator?” Circle them

with the red washable felt pen.

24. Ask, “Can you count the latitude lines south of the Equator?” Circle them

with the red washable felt pen.

25. Display several world atlases and ask the child to indicate the north latitude

lines and the south latitude lines.

26. Ask, “Can you find (depending on the latitude lines of the globe you are

ultilizing) 20 degrees latitude?”

27. Say, “That is not exactly what I had in mind.” Then indicate the 20 degrees

latitude in the opposite hemisphere that the child selected.

28. Say, “I meant 20 degrees southsouthsouthsouthsouth (or northnorthnorthnorthnorth) latitude.”

29. Again, ask the child to find a latitude and continue as above until the

child asks for more information, i.e., north latitude or south latitude.

30. Write ‘North Latitude’ and ‘South Latitude’ in red on labels.

31. Display several world atlases and continue to identify the latitude lines

specifying the degrees south or north latitude.

Geography II Manual


Presentation 2: Prime Meridian and Longitude LinesPresentation 2: Prime Meridian and Longitude LinesPresentation 2: Prime Meridian and Longitude LinesPresentation 2: Prime Meridian and Longitude LinesPresentation 2: Prime Meridian and Longitude Lines

1. Set out the materials.

2. Ask, “Point to the place on 20 degree south latitude.”

3. When the child generally indicates a position along the 20 degree south

latitude line, reply, “That is not exactly what I had in mind.” Indicate

another position along the 20 degree south latitude.”

4. Repeat latitude questions until the child asks for more information.

5. Say, “Cartographers use another line which goes in the opposite direction

to help in finding an exact position. They begin with the line called the

Prime Meridian.” Point out the Prime Meridian on the globe and mark

the line with the blue washable felt pen.

6. Display several world atlases and ask the child to locate the Prime Meridian.

7. Write the words ‘Prime Meridian’ in blue on a label.

8. Say, “There are lines on the globe that go in the same direction as the

Prime Meridian line. Can you find them?” Circle them with the blue

washable felt pen.

9. Display several world atlases and ask the child to locate the lines that go

in the same direction as the Prime Meridian.

10. Say, “The lines that go in the same direction as the Prime Meridian are

called Longitude lines.”

11. Write ‘Longitude’ in blue on a label.

12. Say, “The lines east of the Prime Meridian are called East Longitude.”

13. Say, “Find the East Longitude lines beginning at the Prime Meridian.”

14. When the child reaches the 180 degree east longitude line, STOPSTOPSTOPSTOPSTOP.

15. Write ‘East Longitude’ in blue on a label.

Geography II Manual


16. Say, “The lines west of the Prime Meridian are called West Longitude.”

17. Say, “Find the west longitude lines beginning at the Prime Meridian.”

18. When the child reaches the 180 degree west longitude line, STOPSTOPSTOPSTOPSTOP.

19. Display several world atlases and say, “Find the West Longitude lines.”

20. Write ‘West Longitude’ in blue on a label.

21. Ask, “Do you notice any numerals written on these longitude lines?”

22. Say, “Cartographers measure in degrees and count the Prime Meridian

line as line zero. From the Prime Meridian, they count east 180 degrees,

and from the Prime Meridian, they count west 180 degrees.”

Note:Note:Note:Note:Note: Each globe and world atlas has different longitude lines drawn in. Typically,

they are in increments of 15 degrees or 20 degrees.

23. Ask, “Can you count the longitude lines east of the Prime Meridian?”

24. Ask, “Can you count the longitude lines west of the Prime Meridian?”

25. Circle the numerals in blue washable felt pen.

26. Display several world atlases and ask the chid to indicate the east longitude

lines and the west longitude lines.

27. Ask, “Can you find (depending on the longitude lines of the globe you are

utilizing) 20 degrees longitude?”

28. Say, “That is not exactly what I had in mind.” Then indicate the 20

degrees longitude in the opposite direction that the child selected.

29 Say, “I meant 20 degrees east east east east east (or westwestwestwestwest) longitude.”

30. Again, ask the child to find a longitude and continue as above until the

child asks for more information, i.e., east longitude or west longtiude.

Geography II Manual


31. Write ‘East Longitude’ and ‘West Longitude’ in blue on labels.

32. Display several world atlases and continue to identify the longitude lines.

33. Say, “The place where 180 degrees east longitude and 180 degrees west

longitude meet has a special name. It is called the International Date

Line. When crossing the International Date Line, we add a day going

west, and subtract a day going east.”

34. Display several world atlases and say, “Find the International Date Line.”

35. Write ‘International Date Line’ in blue on a label.

Geography II Manual


Presentation 3: Exact LocationPresentation 3: Exact LocationPresentation 3: Exact LocationPresentation 3: Exact LocationPresentation 3: Exact Location

1. Set out the globe.

2. Say, “You know about longitude lines and latitude lines. Now we will put

both of the lines together in order to find an exact positon on the globe.”

3. Say, “Always begin by placing your finger at the intersection of the Prime

Meridian line and the Equator line.” With a black washable felt pen,

circle the 0 degree latitude and 0 degree longitude intersection.

4. Say, “I want to find 40 degrees east longitude and 20 degrees south latitude.

5. Say, “I always locate the longitude first..” Begin at the zero line. “Should

I move east or west?” Move your finger east to 40 degrees east longtiude.

6. Say, “Now we count the latitude. Should I move my finger down, south

of the Equator, or up north of the Equator?” Move the finger down south.

7. Say, “This is the exact location where the two lines intersect. This is 40

degrees east longitude and 20 degrees south latitude. This is the way that

I write it.”

8. Write the label: 40 degrees east longitude and 20 degrees south latitude.

9. Give the child a prepared label with an exact location indicated. Observe

the child find the location. Note where the location is.

10. Take out a notebook and record the notation and the place: 40 degrees

east longitude and 20 degrees south latitude - the Indian Ocean between

Madagascar and Africa.

11. Give the child the Latitude/Longitude Self Test.

Geography II Manual


Name _________________________________Name _________________________________Name _________________________________Name _________________________________Name _________________________________ Date _____________________Date _____________________Date _____________________Date _____________________Date _____________________

Latitude/Longitude Self Test 1Latitude/Longitude Self Test 1Latitude/Longitude Self Test 1Latitude/Longitude Self Test 1Latitude/Longitude Self Test 1

15̊ East Longitude and 15̊ North Latitude ________________________________






15̊ East Longitude and 15̊ South Latitude ________________________________






Geography II Manual
















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