Muskingum University

Teacher Education Programs

Lesson Plan Format revised 6/20/14

Teacher Katrena Grantham Subject Social Studies School Building N/A Grade 6th

I. Learning Goals
Identify the new Ohio Learning Standard(s) OR Common Core Standard(s)
addressed in this lesson:

Content Statement #4: Latitude and longitude can be used to identify

absolute location.

Describe the interconnections among the components of the content within the
discipline and the relationship of the content to at least two other content
areas. Specifically describe how the content taught in your lesson relates to at
least two other content areas.

Math: The game of Battleship will be related to finding information on

a grid and can relate to the tools needed in order to read a graph of
information

Science: Students will be using deductive reasoning similar to the

process of Scientific Deduction to determine the possible and likely
locations of the other players battleships

What will your students know and be able to do at the end of this lesson?
(Include the student learning target I can/am able to )

Students will be able to identify that longitude refers to the vertical

placement of an object
I know that longitude means the vertical location of something
Students will be able to identify that latitude refers to the horizontal
placement of an object
I know that latitude means the horizontal location of something
Students will be able to list the longitude and latitude in order to refer to
an absolute location
I can use latitude and longitude to show the absolute location of
something

II. Student Background Knowledge and Experience

What prior knowledge and skills do students need in order to be successful in

reaching the goals of this lesson?
 Students will need to have an understanding of how to play
Battleship
Students will have to be able to read a grid of information to
determine where a battleship could be on the other players board

What are preconceptions, common errors, and misunderstandings related to

the content of this lesson?

Students may struggle to grasp the rules of Battleship which would

complicate the lesson plan

How do you know if students have the knowledge and skills they need in
order to be successful?

The teacher will introduce the game and its rules at the end of
the previous class and will go over the rules again at the
beginning of class before passing out the board games
Students will be given a brief reminder of how to read a grid and how this knowledge relates to the
gameplay of Battleship during the reminder of the rule
 sHow will you use or accommodate the diverse experiences that your students
bring to class (gender, race/ethnicity, English language proficiency, economic
status, exceptionalities, skill level, learning styles)?

Skill Level: Students will be placed in pairs according to their

academic ability in order to ensure a fair game that will still be
challenging for both players
ELL students: will be provided a translation of the instructions
and the vocabulary in their native language in order to ensure
understanding

III.Instructional Procedures
Content summary, including concepts and essential understandings:
This lesson plan will be an introductory lesson plan in to the
concepts relating to using longitude and latitude in order to
determine an objects absolute location. This skill will be
introduced through the board game Battleship and will later be
developed further in later lessons.

Teaching methods:
Students will be introduced to the concepts of longitude, latitude,
and the use of both to find location through a class game of
Battleship.
Vocabulary will be given orally and visually through a brief lecture
and by taking notes
Students will be engaged kinesthetically through the playing of the
game Battleship

Academic Language (content vocabulary AND general academic

vocabulary used across the discipline e.g. Blooms Taxonomy, key words,
phrases, and symbols: Note: address each of these specifically listing the
academic language students are expected to learn and use.)
Longitude: the vertical (up and down) location of an object,
normally used on a map to find location
Latitude: the horizontal (left or right) location of an object,
normally used on a map to find location
Absolute location: where an object is using both its longitude
and latitude position

IV. Classroom Environment

Room arrangement (with rationale provided):

The room will be arranged with desks in groups of four set apart in
rows across the room. These groups of four will then be separated
 vertically so that there will be about a foot of room between each
pair of desks.
This will allow pairs of students to play Battleship without
worrying about others potentially cheating and spoiling the game.
This will also give the teacher ample room to move between the
groups and observe the students capability at using absolute
location

Grouping patterns (with rationale provided):

Students will be grouped in pairs of two. These pairs will be

students who are at the same academic level.
This will allow students to play the game with an opponent of equal
skill and ability so that both students are challenged

Learning resources, including technology (with rationale provided):

The room will need a class-set of Battleship (10-15 boards) in order

to allow pairs of students to play the game.
The room will need a projector or a Smart Board so that the teacher
is able to project the final grid on the board to test students ability
to determine absolute location

V. Instructional Activities
Lesson sequence (include important questions to ask students). Time Allotted
Provide a thorough description of each:

Opening:
At the beginning of class, the teacher will remind students that
today they are playing Battleship as a way to learn how to say
where an object or place is (~2 minutes)
The teacher will go over the rules of Battleship again and will give
the students time to ask questions (~2 minutes)
The students will be introduced/ reminded on how to read a graph
(~2 minutes)
o the teacher will hold up the board and give examples of
how they would read the information in order to attack a
location (~2 minutes)
Ex// I believe the other players battleship is at this
dot; therefore, I would trace my finger over to the
left from that dot until I found the letter (C), and
then trace my finger down from that dot until I
found the number (4) and combine the two in order
to give the other player the location (C4)
 The teacher will then inform the students that todays lesson is an
introduction that will lead to students learning how to read maps
and charts. (5-7 minutes)
o the students will be told that while playing the game, they
must use the terms longitude and latitude to refer to the
specific locations they are attacking apply vocabulary
o The teacher will introduce the vocabulary and then model
how students should apply it in the game
Longitude: the vertical (up and down) location
of an object, normally used on a map to find
location
Latitude: the horizontal (left or right) location of
an object, normally used on a map to find
location
Absolute location: where an object is using both
its longitude and latitude position
Ex// I believe another students ship is at
(D2) then I would read it as: Longitude
D, Latitude 2

Main Activities:
The teacher will split students in to groups of two, based off of their
academic ability so that advanced students are placed with other
advanced students, etc. (~2 minutes)
The teacher and assistants will pass out the board games and
students will get their boards set up (~2 minutes)
The students will be allowed to play until 5 minutes before the end
of class. The teacher will observe the various games, checking for
understanding and that students fully comprehend the idea of
absolute location to find an object (20 minutes)

Closing:
At five minutes until the end of class, the teacher will announce that
it is time to clean up and the board games need to be set back in
their designated location (~2 minutes)
The teacher will then discuss how this activity will tie in to
tomorrows lesson plan (5 minutes)
o Tomorrow we will be applying the ideas of longitude,
latitude, and absolute location to maps and how to find
real world locations. We will be using an app called
Google Earth to explore the world and find famous sites
and buildings
Students will write their names on a Post-it note and will use this as
an exit slip to identify the absolute location of the object that the
teacher would place on a grid and project on the screen
(~2 minutes)
 VI. Assessment/Evaluation
How will you know if each student has met the learning goals?
Attach assessments and assessment criteria.

Formative Assessment: The teacher will monitor the

classroom throughout the game to see if students are able to
correctly identify the location they are trying to hit.
Summative Assessment: At the end of the class, the teacher
will place an image of a grid pattern on the board with a
certain location marked. As an exit slip, students will
identify the latitude and longitude of the location.

VII. Adaptations (e.g. IEP, 504 plans, WEP)

Modifications: If lesson objective and/or significant content learning goals need to be
changed to alter the expectations for a student (e.g. reduced number of problems, or
lower level Blooms or for gifted student(s) extensions to advance progress).
Accommodations: If other components such as method, activity or materials of
lesson are changed to help students meet the learning goal (e.g. extended time,
scribe, r e a d e r , spell checker, electronic device, or guided notes).
Student Name e.g. Gifted e.g. Special e.g. Special e.g. Special e.g. Other
(samples e.g.) Needs Needs Needs Needs
(physical) (intellectual) (attention (vision,
issues) hearing)

What needs are Student will Student has fine Student has Student easily Student has
you addressing easily beat motor disability difficulty becomes bored anger issues and
for this student other player (cant move understanding the with the game becomes
in this lesson? strategically pieces) rules of the game irrationally
upset with
losing
Learning Goals Learning goals Learning goals Learning goals Learning goals Learning goals
(modification as to will remain the will remain the will remain the will remain the will remain the
what student will same same same same same
be expected to
know or do)

Teaching Teaching Teaching The student will Teacher will Teacher will
Methods method will Method will be given a provide an closely monitor
remain the remain the same personal copy of incentive (candy,the student and
same the rules bonus points intervene if the
,etc.) to the student loses
winner of the control of their
game anger

Teaching Teaching Student will be Teaching Material Teaching Teaching

Materials Material will given digital will remain the Material will Material will
remain the notes to fill out same remain the same remain the same
same instead of
paper/pencil
Academic Academic Academic The teacher will Academic Academic
Language language will language will avoid words that language will language will
(identify variationremain the remain the same might complicate remain the same remain the same
based upon student same understanding
needs)
Student Student will be Student will be Student activity Student activity Student activity
Activities paired with given a partner will remain the will remain the will remain the
another gifted to move the same same same
student to pieces around
increase the the board
challenge
Student Student Student will Student will be Student material Student will
Materials material will need a digital paired with a will remain the have a stress
remain the device to take student who same ball to manage
same notes understands the anger
game
Assessment/ Assessment Student will Assessment will Assessment will Assessment will
Evaluation will remain the respond orally to remain the same remain the same remain the same
(allows for student same the exit slip
demonstration of
learning)
VIII. Reflection (if lesson is taught):
N/A
6/20/2014