The Earth-Our Living Planet

What are social sciences

Philosophy of Social Sciences

Teaching of Social Sciences

Curriculum and Syllabus

Topics in Social Science

Textbooks

Question Bank

While creating a resource page, please click here for a resource creation checklist.

Textbook

To add textbook links, please follow these instructions to: (Click to create the subpage)

Additional References

Useful websites

Pages from Wikipedia relating to this chapter

1. http://en.wikipedia.org/wiki/Earth
2. http://en.wikipedia.org/wiki/Latitude
3. http://en.wikipedia.org/wiki/Longitude
4. http://en.wikipedia.org/wiki/Continent
5. http://en.wikipedia.org/wiki/Ocean
6. http://en.wikipedia.org/wiki/Arctic_Ocean
7. http://en.wikipedia.org/wiki/Atlantic_Ocean
8. http://en.wikipedia.org/wiki/Indian_Ocean
9. http://en.wikipedia.org/wiki/Pacific_Ocean
10. http://en.wikipedia.org/wiki/Time_zone
11. http://en.wikipedia.org/wiki/Date_line

Reference Books

Why is it hotter at equator than at the poles. Also see useful science link

Teaching Outlines

The chapter discusses how the concept of latitude and longitude is used to 'logically' divide the earth. Each location on the earth can be uniquely located, if we have the latitude and longitude of that place

The implications of these two concepts are very important to understand

Key Idea - Latitude

What are latitudes? Why do we need latitudes? What kind of information can we deduce from latitude information?

Activity No 1- Using Marble to study Latitudes

Click to Comment

• Estimated Time 1 period
• Materials/ Resources needed Computer/Laptop with Marble educational tool installed. (Ubuntu Kalpavriksha contains Marble) + Projector to show the class
• Prerequisites/Instructions, if any
• Multimedia resourcesSee video on International date line, shown on this page.
• Relevant local connections - people, places and materials
• Website interactives/ links
• Process

1. Demonstrate Latitude on the Marble atlas. Move the earth from west to east to simulate the rotation of the earth. Move the Earth 'top down' and 'bottom up' also upside down to show Arctic Circle in the bottom. Explain 'north' and 'south' are only conventions and not 'up' and 'down'
2. Show the 'Precipitation (July) map? Is there any pattern in the rain heavy zones? Does it depend on the Latitudes?
   1. (tip - Is there more rain in the northern hemisphere than southern hemisphere? Within the northern hemisphere, is it heavier in some parts, are these related to the latitude of that place?)
   2. Why is the rain heavy in the south west coastal part of India (including coastal Karnataka)? Why is there a vertical strip where there is very less rain?

• What questions can you ask

Why do we need the concept of Latitudes?

1. What physical features depend on latitude? Does weather/climate depend on Latitude?
2. What do we mean when we say 'the sun is above Tropic of Cancer on June' and above 'Tropic of Capricorn' in December?
3. Why does Bangalore have peak summer during March-April, while Delhi has peak summer in June?
4. Are Latitudes lines? Are they parallel lines?
5. Are latitudes parallel to one another?

• Assessments - incorporating elements of CCEThe questions in the question corner test the understanding of the Latitude concept and can form part of CCE*Question Corner

Key Idea 2 - Longitude and time zones

What is a longitude? Why do we need Longitudes? How many time zones does India have? How many does USA have? why is there a difference? Russia has the highest number of contiguous time zones (nine). Why?

Learning objectives

Purpose of having longitudes Idea of time zones from longitudes (why do we need time zones?) Longitudes are 'half curves' meeting at the two poles (Latitudes are full curves, encircling the earth at that plane)

Notes for teachers

Longitudes are not lines but curves Longitudes are imaginary curves, created for enabling tracking of time across the earth

Activity No 1- See video on Time zones and discuss

Click to Comment

• Estimated Time
• Materials/ Resources needed
• Prerequisites/Instructions, if any
• Multimedia resources
• Relevant local connections - people, places and materials
• Website interactives/ links
• Process
• What questions can you ask
• Assessments - incorporating elements of CCE
• Question Corner

1. If the earth was not rotating on its axis,would there be any need for time zones and longitudes?
2. If the earth was not revolving around the sun, would there be any need for time zones and longitudes?
3. List as many differences between latitude and longitude as possible. Explain these differences

Activity No 2 - Using Marble educational software to explain Longitudes

Click to Comment

• Estimated Time 1 period
• Materials/ Resources needed Computer/Laptop with Marble educational tool installed. (Ubuntu Kalpavriksha contains Marble) + Projector to show the class
• Prerequisites/Instructions, if any
• Multimedia resourcesSee video on time zones, shown on this page.
• Relevant local connections - people, places and materials
• Website interactives/ links
• Process

1. Demonstrate Longitudes on the Marble atlas. Move the earth from west to east to simulate the rotation of the earth.
2. Explain why different time zones are needed
3. Show the 'Precipitation (July) map? Is there any pattern in the rain heavy zones? Does it depend on the Longitudes?

• What questions can you ask
• Assessments - incorporating elements of CCEThe questions in the question corner test the understanding of the date line concept and can form part of CCE
• Question Corner

Key Idea 3 - International Date Line

Why do we need a International Date Line?

See http://en.wikipedia.org/wiki/Date_line#mediaviewer/File:Dateline-animation-3deg-borderonly-180px.gif

Learning objectives

To understand need for an arbitrary 'date line' which begins a 'new day' at a artificial 'longitudinal' line. To understand why this line is not 'straight' but changes in many places

Notes for teachers

This is a very difficult concept to understand and may need a physical simulation with a globe for students to understand.

The idea of time varying across longitudes as well as time zones need to be well understood before coming to date line.

A video explaining the concept of date line

Activity No 1 - Using Marble educational software to explain the International Date Line

Click to Comment

• Estimated Time 1 period
• Materials/ Resources needed Computer/Laptop with Marble educational tool installed. (Ubuntu Kalpavriksha contains Marble) + Projector to show the class
• Prerequisites/Instructions, if any
• Multimedia resourcesSee video on International date line, shown on this page.
• Relevant local connections - people, places and materials
• Website interactives/ links
• Process Demonstrate the International date line on the Marble atlas. Move the earth from west to east to simulate the rotation of the earth. Explain why the date line is needed and why it is not 'straight'
• What questions can you ask
• Assessments - incorporating elements of CCEThe questions in the question corner test the understanding of the date line concept and can form part of CCE
• Question Corner

1. Can a plane flying across the earth, move from Monday at the departing location to Tuesday at the arriving location?
2. Can a plane flying across the earth, move from Tuesday at the departing location to Monday at the arriving location?
3. Can any two places on Earth be on two different (consecutive) days?
4. Can any two places on Earth be on two different days, which are not consecutive?
5. The date line is to a large extent over the ocean (water body) and very less on Land. What is the benefit of this?

Project Ideas

Have any countries shifted from one side of the international date line to the other? Why?