Geography Activities

7/24/2019 Geography Activities

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Geo/History Activities: Time Zones Cassandra Aerts 1

Grade: 3rd grade

Topic: Time Zones (Geography)

Lesson Objective:

• 3rd grade students will be able to state the number of time zones in the

world and why time zones exist.

• 3rd grade students will use the meanings of AM and M !orre!tly while

understanding the meaning of a "#$hour uni%ersal !lo!&.

NCSS Standards:

'trand 3 eople la!e and *n%ironments.

The study of people pla!es and human$en%ironment intera!tions assists

students as they !reate their spatial %iews and geographi! perspe!ti%es of

the world beyond their personal lo!ations. 'tudents need the &nowledge

s&ills and understanding to answer +uestions su!h as ,here are things

lo!ated- ,hy are they lo!ated where they are- ,hat do we mean by region-

ow do landforms !hange- ,hat impli!ations do these !hanges ha%e forpeople-

Materials Needed:

• Map of ,orld with time zones

• /lose up map of all !ontinents with

time zones

• 0lan& maps to pra!ti!e drawing time

zones

• /lo!& (a few if possible1 display themin the !lassroom as the times in

2orth Ameri!a)

• Globes

Procedure:

Day One: Introduction to time zones.

• As& the students oes anyone ha%e family outside of 4owa- 4f so

where do they li%e- 4s it a di5erent time there- ,hy is this so- ,hat

ma&es another pla!e a di5erent time-• Time Zones. Turn to your partner and share why you belie%e we ha%e

time zones- ,hat is a time zone-

• /he!& for students6 understanding of time zone di5eren!es by leadinga dis!ussion about why the whole world is not on the same time.

• 'ome ideas might be plane s!hedules sporting e%ents T7 shows et!.




• Tell the students that this !ame about a long time ago in a pla!e !alledGreenwi!h *ngland. (The 8ren!h wanted it to be in aris but the*nglish won.) 'o Greenwi!h be!ame the pla!e on the map we now !allthe rime Meridian or 9 degrees longitude otherwise !alled Greenwi!hMean Time (GMT) Z:;: time or more properly Universal Time.

• ,hen tra%eling in a ship or plane there is a spe!ial !lo!& that is alwaysset to :ni%ersal Time. 4f you &now your longitudeand GMT time you !an <gure out what time zoneyou are in. = emonstrate a "#$hour (uni%ersal)!lo!& by !ounting from > a.m. (antemeridian) and!ontinuing !ounting past >" p.m. (post$meridian)all the way to "#99. (4dea for beginning se!tionfromhttp??tea!heratsea.noaa.go%?sponsored?epi!?lessons?pdfs?whattimeisit.pdf )

• 'o GMT a&a Greenwi!h Mean Time is the :ni%ersal Time. GMT is

measured from midnight so the new day begins at 9999 GMT. ,hen

you mo%e to the right of this time zone (GMT) the time in!reases by

one hour ea!h zone. (@efer to time in!reasing with zones on map

below.)

• 'how the students where this is lo!ated on the map

• "B nations met in >CC# with the intention of uni%ersal time. Theleaders who attended the !onferen!e agreed that Greenwi!h should bede!lared the prime meridian and GMT was a!!epted as the global timestandard. After the !onferen!e international time zones wereestablished relati%e to GMT.

• 'o why do time zones exist- a%e a !lass dis!ussion about this after

the students wat!h the following %ideo.

o https??www.youtube.!om?wat!h-%Dwid,;h44bzs This %ideo

explains why we ha%e time zones how many and how this

wor&s.

http://teacheratsea.noaa.gov/sponsored/epic/lessons/pdfs/whattimeisit.pdf


https://www.youtube.com/watch?v=widWLhIIbzs







•

*xit 'lip for ay Eneo 2ame

>. ow many time zones are there-

". ,hy do we ha%e time zones-

3. Tell me two things you &now about GMT or :ni%ersal Time-

#. 4f we did not ha%e time zones what do you thin& would be

di5erent about the world today- 2ame at least three things.

Tea!her /he!&list ay >

• The student parti!ipated in small group and large group dis!ussion. >

" 3

• The student pro%ided reasonable and thoughtful answers on the exit

slip. > " 3

• ,hat does this student seem to still be struggling to understand- ,hat

should be re%iewed tomorrow with him?her?the !lass- FFFFFFFFFFFFFFFFF

Day Two: Experimenting with time zones

• Tou!h on longitude and latitude *xplain that there are 39o oflongitude (the !ir!umferen!e of the *arth) and that there are "# hoursin a day. 'o 39 o ? "# D >B o. Meaning that for ea!h >B degrees westof GMT the time on the !lo!& is ($>) and (H>) for ea!h >B degrees *astfrom 9. @efer to maps pro%ided.




o @efer to %ideo again if needed https??www.youtube.!om?wat!h-%Dwid,;h44bzs

• o not dwell so mu!h on longitude and latitude but it is a goodtea!hing moment for %o!ab words. The main fo!us is on time zones(whi!h does en!ompass longitude and latitude but is not limited to).

• is!uss what A.M. and .M. means.• 'in!e time is &ept in a >"$hour in!rement (how !lo!&s show) there

must be " sets of >" hours to ma&e a full "#$hour day.

• The <rst period of the day is !alled Iante meridiemJ KAM. This means

before noon in ;atin. The se!ond period is !alled Ipost meridiemJ

meaning after noon in ;atin KM.

• A "#$hour !lo!& in !ontrast displays the time as the hours passes sin!e

midnight. Therefore "399 hours on a "#hour !lo!& on Mar!h #th means

"3 hours has passed sin!e midnight on Mar!h #th. This is also &nown as

military time.• ,ith the students loo& at a map and !ompare the time zones and the

distan!e and di5eren!e between the >B degrees.

• ra!ti!e with the students <nding the time of a lo!ation in relation to

GMT. This !an be done in a large group or at small groups using a map

with time zones mar&ed. The <rst step would be to <nd GMT and then

to determine the time based o5 this.

• ;o!ations that !ane be used for this proLe!t are

o 2ew or& /ity

o

en%er /oloradoo An!horage Alas&a

o awaii

o To&yo

o 'ydney

o ong Nong

o Mos!ow

o ;ondon

o @io de Oanerio

o

Oohannesburg








'tudent *xit 'lip

>. ,hat did you learn about time zones today-

". ,hat is the purpose of GMT-

3. ,hat is AM and M used for- ,hy do we need them-

#. ,hat +uestions do you still ha%e-

Day Three: What time is it now? Why?

•

This <nal day !hildren will be experimenting with the time zones andtrying to dis!o%er the time of a gi%en pla!e.

• 'tudents will use maps or globes to help <nd the lo!ation of the gi%en

pla!e to then determine the time.

• The following two wor&sheets will be used for this a!ti%ity. The students

will be split into ability groups for this a!ti%ity. Any TAG students will

re!ei%e the se!ond sheet while the remainder of students re!ei%es the

<rst. Any struggling learners at this time will be pro%ided assistan!e

and one on one instru!tion if appropriate.

Name:

ire!tions 0elow are listed ten pla!es in the world. This may in!lude a

!ountry state e%en !ity. our Lob is to lo!ate this pla!e on a map or globe

and then determine what time it is there.

>. 4f it is A.M. in /alifornia what time is it in 2ew or& /ity-




". 4f it is >9 .M. in Adrar Algeria what time is it in 0eiLing /hina-

3. 4f it is 3 .M. in aris 8ran!e what time is it in @ome 4taly-

#. 4f it is 3 A.M. in awaii what time is it in 8lorida-

B. 4f it is P A.M. in Minnesota what time is it in Guatemala /ity

Guatemala-

. 4f it is C .M. in anama /ity anama what time is it in 'an Oose /osta

@i!a-

P. 4f it is >9 .M. in Toronto /anada what time is it in 4reland-

C. 4f it is # A.M. in ortugal what time is it in ;ima eru-

Q. 4f it is B .M. in 0rasilia 0razil what time is it in 0eiLing /hina-

>9. 4f it is >9 .M. in :lan 0ator Mongolia what time is it in 'eward

Alas&a-

T!G" Name:

ire!tions lease answers the +uestions below that pertain to time zonesand names of time zones around the world. @efer to a glob map or

!omputer when needed for the wor&sheet.

>. ,hat time is it in 'an Oose /osta @i!a if it is C .M. in anama /ity

anama-

". 4f it is >9 .M. in Toronto /anada what time is it in 4reland-

3. ,hat time is it in ;ima eru if it is # A.M. in ortugal-

#. 4f it is B .M. in 0rasilia 0razil what time is it in 0eiLing /hina-

B. ,hat time is it in 'eward Alas&a if it is >9 .M. in :lan 0ator

Mongolia-

. 4f is .M. in 2ew or& /ity and " .M. in Alas&a what time zone

(name) would it be # .M- 2ame a !ity in this zone along with the name

of the zone.

P. 4f it is > .M. in awaii what time zone is it .M.- 2ame a !ity apart of

the time zone.

C. ,hat time zone (name) am 4 spea&ing of that !o%ers the Midwest of

the :nited 'tates-

Q. ,hat time would it be in the 0ahamas6 if it is " A.M. in No!hi 4ndia.

>9. Are there really "# whole time zones- Er is it short of that-

Grouping:

'tudents will wor& in small group and large group throughout the lesson.

There will be opportunities for one on one instru!tion if needed throughout

the three days. This will be o5ered during independent wor& time of the

lesson or if it !an be addressed immediately during the lesson.




Diferentiation:

'truggling ;earners

4f a student is ha%ing a diR!ult time with any part of the lesson the tea!her

!an pull him or her aside to explain the topi! one on one. The pi!tures and

maps !an be blown up so e%eryone !an see and parti!ipate in the lesson if

needed. The tea!her will be open for any +uestions and spending extra time

with struggling learners during any point during the lessons but preferably

during wor& time or after !lass. artners !an be used for a maLority of the

a!ti%ities whi!h may also help any struggling learners to better understand.

TAG 'tudents

4nstead of more wor& the TAG students !an ha%e a separate set of +uestions

that are more mature and go more in depth. 8or example on the last day

when students are exploring with time zones and how they wor& TAG

students ha%e a separate sheet rather than a longer sheet. This will pushthese students learning to a higher understanding and allow them to thin&

about the topi! from a %ariety of %iewpoints. En day one and two the TAG

students ha%e the same set of +uestions but will be expe!ted to !ome up

with uni+ue thoughtful responses to these. 0e!ause they are exit slips and

the main proLe!t of the unit is at the end TAG students will be held to a

higher standard and expe!tation when re%iewing the information for the day.

Assessment:

The <nal assessment of the three$day lesson will be to !onstru!t a globe and

draw the approximate time zone. 4t does not ha%e to be perfe!t but a good

attempt (with at least the :nited 'tates !losely resembled will be eR!ient.

The students will also be as&ed to !omplete the sur%ey along with their

globe.

Materials for Globe

• *a!h student will re!ei%e a balloon. ,e will blow these up and tape the

to a small !up upside down.

• The students will use !ut strips of newspaper and dip this is a glue

substan!e or modge podge and pla!e the strips on the balloon.

• This will !ontinue until the whole balloon is !o%ered and ea!h studenthas essentially !reated a piSata. ,hen the glue is dry we will pop the

balloons and ea!h student will be gi%en sti!&ers of all the !ontinents.

• As a !lass we will pla!e the sti!&ers on the IglobeJ in the !orre!t

positions and re%iew the names of the !ontinents as we do this.

• En!e this is !omplete students will be as&ed to draw the time zones to




the best of their abilities.

• 8inally ea!h student will need to !omplete the exit slip below for an

assessment o%er the unit lesson.

*xit 'lip 'tudent 2ame

>. ,hy do time zones exist in the world-

". ,hat does a uni%ersal !lo!& mean-

3. ow many time zones are there-

#. ,hy is there this many-

B. ,hat was your fa%orite part of this unit about time zones-

Teacher #u$ric %or &ina' !ssessment:

(tudent Name: ro<!ient e%eloping 2eeds ,or&Globe 'tudent pla!ed

the !ontinent

sti!&ers in!orre!t position

and "# time

zones were

present on

his?her globe (in

relati%ely the

right positions).

'tudent pla!ed the

!ontinent sti!&ers

in relati%e positionand "9$"# time

zones were present

on his?her globe (in

relati%ely the right

positions).

'tudent did not

pla!e the

!ontinents in the!orre!t position

and less then "9

time zones were

present.

*xit 'lip

uestions

'tudent

answered #$B of

the +uestions

!orre!t on the

exit slip.

'tudent answered

"$3 of the +uestions

!orre!t on the exit

slip.

'tudent

answered > or

none of the

+uestions !orre!t

on the exit slip.E%erall

:nderstanding

'tudent

displayed a well

respe!table

understanding of

time zones and

the reason they

are present inthe world today.

'tudent displayed a

good

understanding of

time zones and

&nows somewhat

why they are

present in theworld today.

'tudent

displayed little

understanding of

time zones and

the reason they

are present in

the world today.

esources:

http??images.s!holasti!.!o.u&?assets?a?b3?9d?#CC9#C.Lpg

http??tea!heratsea.noaa.go%?sponsored?epi!?lessons?pdfs?whattimeisit.pdf

http??www.timeanddate.!om?time?am$and$pm.html

http://images.scholastic.co.uk/assets/a/b3/0d/488048.jpg


http://www.timeanddate.com/time/am-and-pm.html

http://images.scholastic.co.uk/assets/a/b3/0d/488048.jpg


http://www.timeanddate.com/time/am-and-pm.html




http??forum.&lan&ind.!om?8orum@esour!es?TimeZone.Lpg

http??www.>9>tra%eldestinations.!om?tur&ey$world$map?tur&ey$world$map$

>Q?

http://forum.klankind.com/ForumResources/TimeZone.jpg

http://www.101traveldestinations.com/turkey-world-map/turkey-world-map-196/


http://forum.klankind.com/ForumResources/TimeZone.jpg



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