The Coordinate Plane

Blank Collins Paper
Volcano Worksheet
Volcano Answer Key
CPS Question One
CPS Question Two
CPS Question Three
CPS Question Four
CPS Answer Key
Student Samples

Name: Angela Horton
Grade: 6
School: Grant C. Madill Elementary (Ogdensburg City Schools)
Subject: Mathematics, Science, Technology
Topics: Coordinate Planes, Plotting Coordinates, Volcanoes, GPS

Summary: This lesson is part of a triad unit on the theme volcanoes. This particular lesson will concentrate on the math concept coordinate planes and how they relate to longitude and latitude. The students will plot the location of volcanoes around the world and gain and understanding that plotting coordinates is the basis for GPS technology.

Time Frame:
Planning:

• 2 hours initial planning and previewing all web materials
• 1 hour for creating CPS quiz
• future preparation time for implementing lesson: 45 min.

Implementation:

• One class period: 45-60 minutes

Notes: This lesson relies heavily on the use of technology. If was specifically designed for the use of CPS technology and the integration of math, science, and technology as part of a triad unit. Intermediate level experience with the notes hardware and software is necessary. Collins Writing is a writing program that this particular group of students is familiar with. Any alternate writing format can be used.

Standards:

• Subject: Math
  • Grade: 6
    • Strand: Geometry Strand
      • Standard: Students will apply coordinate geometry to analyze problem solving situations
        • Performance Indicator: Coordinate Geometry 6.G.10 Identify and plot points in all four quadrants.
• Subject: Science
  • Grade Range: Physical Settings - Earth Science
    • Standard: STANDARD 6 - Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
      • Area: SYSTEMS THINKING:
        • Key Idea: Key Idea 1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.
          • Performance Indicator: For example:
            • Detail: analyze the depositional-erosional system of a stream

Understandings:
Theme: Students will understand the relationship and common theme that connects math, science, and technology and apply the theme to other areas of learning.

Essential Questions:

• Why do I need to know about the coordinate plane and how does is relate to me?

Performance Task: The students will demonstrate their ability to plot points on the coordinate plane by labeling the locations of volcanoes around the world.

Performance Prompt: List three ways that understanding and using coordinate planes will relate to your life now or in the future.

Assessment:

1. Plotting volcanoes worksheet
2. Collins Writing Type II

Procedure:

1. Students will begin class with a “Bell Ringer” to assess prior knowledge of the coordinate plane. Set a timer for five minutes and ask students to write a description, using sentences, of how to plot points when trying to find a location. Discuss responses and collect.
2. Distribute dry erase boards and related materials to students. Inform them that they will watch a video clip called The Coordinate Plane on the brainpop.com website. While watching the short 2 min. video they should take notes on any new information they hear. Inform them that they will be allowed to use these notes on a quiz to check for understanding. Play the video two times while students take notes.
3. Distribute CPS (Classroom Performance System) response pads as they have been previously designated to students. Students will respond to twelve multiple choice questions relating to the video as a check for understanding (An attached document of questons has been provided. These questions must be set up in the CPS program prior to the lesson.
4. Discuss with students the real-world application of the coordinate plane as it relates to GPS (Global Positioning Satellite) Systems. Show students a GPS unit from a car, airplane, etc, or photographs you may have access to. Proceed by showing students a video at the website teachertube.com called GPS Tracker (*Please note that this is a student create video and it does have a typing error in it. However, the material is relevant for the lesson)
5. Relate the coordinate plane to the study of volcanoes in science class by taking students to Google Earth. Demonstrate how to locate volcanoes all over the world using this program. (After you have downloaded Google Earth, do an advanced search for volcanoes with a filetype: km2) This will display volcanoes and as you click on them you will see the coordinates of the location, a photo, and other detailed information about the volcano.
6. Distribute the homework assignment worksheet which requires students to plot the location of volcanoes around the world. Do the first two locations with the students to check for understanding. Students should complete plotting the remaining volcanoes for homework.
7. Closing activity: Collins Writing: Type II
   One a piece of paper students will list three ways that understanding and using the coordinate system will relate to their life now or in the future.

Differentiated Instruction:
To accommodate individual needs in this class:

• Students with fine motor disabilities will be allowed to use paper for note-taking instead of the dry-erase board.
• Students with reading/writing disabilities will be given extended time on the bell-ringer and closing writing assignments.

Resources:
Materials and resources:

• dry-erase boards (could be replaced by notebooks)
• CPS (Classroom Performance System) with all related hardware and software (lesson questions should be prepared prior to class session)
• Collins Writing Paper (or loose leaf)
• Plotting volcanoes worksheet (see attached)

Technology resources:

• Websites:

1. brainpop.com
2. teachertube.com

• Google Earth
• CPS
• The number of computers required is one

Student Familiarity with Software Tool:
Students in this class are comfortable with the use of CPS and do so with ease. Students are also familiar with the format of brainpop videos. Google Earth will be a new demonstration for them unless they have previous prior knowledge.

Reflection:
This lesson was initially piloted by a group of seventeen sixth grade students. This particular group of students was asked to critique the lesson as it was presented. Students assisted in creating reasonable time limits for pre- and post-assessments and preparing the classroom materials/technology for smooth transitions. Modifications at that time included having all student materials on desks prior to the beginning of class and a folder was created on the desk top of the computer with links to all web resources used in the lesson. During this presentation of the lesson there was a technical difficulty with making the teachertube.com video full screen. This was resolved before future implementation of the lesson.

During the bell ringer portion of the lesson students demonstrated prior knowledge of plotting points by relating it to the geography skills they had gained in social studies (i.e. latitude, longitude). This understanding was bridged with mathematics during the coordinate plane (brainpop.com) video. It was important to present the new information two times and to allow students to take notes. A check for understanding was done using the CPS format. After reviewing the instructor summary (see attached document) I was able to determine which students needed re-teaching and which questions they had difficulty with.

Making the connection with science and technology was exciting for the students. Many had heard of GPS but they were not clear about its uses. Some students had used Google Earth in the past but relating it to their study of volcanoes in science was also enlightening for them.

The closing activity in which students wrote about the connections they discovered was most revealing. Students related the coordinate plane to their lives now and in the future:

“My dad uses a GPS so he doesn’t get lost when he is hunting in the woods.”

“You could use it on a boat, a plane, in a car, to plan a trip, to find lost pets, in math class, to help us study volcanoes in science, on maps in social studies, etc.”

I look forward to using this lesson again to introduce the math concept, the coordinate plane.