Goals:

To describe and use longitude and latitude.

To identify different countries, their neighbors, and borders around the world.

To identify natural features that control the borders of some nations.

Content Areas:

Science - topography, land forms

Social Studies - world geography, longitude, latitude

Language Arts - group discussion, decision making, writing skills

Materials:

Globe

Political map of the world

Geophysical map of the world

Large sheets of paper

Writing materials

Procedure: (2 hours)

1) Divide the class into groups of 2-3 students.

2) Using the globe, the teacher should explain how to use longitude and latitude to describe locations in the world. Include the equator and the Prime Meridian as reference points for longitude and latitude. Locate the general area of the city or town where your school is located. What is the latitude and longitude?

3) The teacher should explain to the class that the boundaries of countries often coincide with natural features of the land in the area. For example, describe and show how the Mississippi River affects the shape of the boundaries of states adjacent to the Mississippi. What other natural features might affect the shape of a country or state border?

4) Students will trace a map of the world using a large sheet of paper. Students must copy all the continents and add countries with natural land features that coincide with international boundaries.

5) Student groups will use the political and geophysical world maps to identify boundaries of countries that coincide with a natural land feature. In addition, students should recognize that the ocean can also affect the border of a country. Students will draw these areas on their maps. Students should list the two countries that are on either side of the border, the natural land feature that coincides with the border, and the longitude and latitude of the border. (Students will need to decide how to best describe a line using longitude and latitude.)

6) International boundaries often extend 15 miles offshore. Ask students to describe how this may cause difficulties in cargo shipping. In what areas of the world might this be a problem?

7) Ask students to define a land locked country. What are the disadvantages of not having a port to the sea? Are there any advantages?

Assessment:

Individual students can be assessed upon their participation in class discussion (see Discussion Rubric). Criteria for success: Did the students contribute to class discussion?

Students will present their maps to the class, including an explanation of land features and borders.

Extensions:

Using world maps from different time periods, explore how international boundaries have changed throughout history.

 This page was submitted by St. Norbert College Ocean Voyagers Program