![]() Finally, ask students to work on their own to make lists of questions the activity raised for them.Ħ. ![]() Then have them work in small groups and compare their maps to their classmates’ maps. First, ask students to explain what they drew and how the colors related to latitude and longitude. Discuss with students what they drew and why.Ĭonduct a class discussion about the maps. Tell students that the purpose of this activity is to think about patterns of temperature around the world, so their predictions will not be exact.ĥ. Give each student six crayons of the colors listed in the legend, and ask them to draw their best predictions of the average temperatures around the world in June, July, and August. Have students draw the average temperatures around the world in June, July, and August.Īsk students to think about climate and temperature, and what areas they think are warmest or coldest. ![]() Help them determine the following typical color range where red is the hottest and violet is the coldest.Ĥ. Have students contribute their ideas for a color range for hot to cold temperatures. Make sure students know these temperatures are in degrees Fahrenheit, not degrees Celsius. List the temperatures below on the board. Have students point to and explain the difference between lines of latitude and longitude.ģ. Give each student a printed MapMaker 1-Page world map, and also project the map from the provided website. Review the difference between lines of latitude and longitude on a world map. Tell students that in this activity they will make predictions about temperature patterns around the world.Ģ. Discuss students’ ideas for why the temperatures might vary. Ask: How would you dress differently if visiting those places? In the third column, list clothing needed for those places in the summer months. In the first column, list those places students named, and in the second column write whether the temperatures in those places are similar, cooler, and warmer than where you are located. On the board, make a Three-Column Chart or project the one provided. Locate those places on a wall map or globe. Discuss differing temperatures in different places.Īctivate students’ prior knowledge by asking if students have relatives who live in places that are much warmer or cooler during June, July, and August than in the students’ hometown.
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