Navigation Teacher Resources

Find Navigation educational ideas and activities

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High schoolers read a scale on a map, use dimensional analysis and calculate velocities.  In this navigation lesson students complete an activity and worksheet. 
Students investigate error. As shown in earlier activities from navigation lessons 1 through 3, without an understanding of how errors can affect position, one cannot navigate well. Students explore how computers can help in navigation. By using the power of computers to do calculations and repetitive tasks, they see how changing parameters likes angles and distances and introducing errors will affect their overall result.
Extensive background on marine navigation is provided for you as the teacher. Assign groups to research marine navigation techniques and construct astrolabes. Resource links are listed for extension ideas. If you are teaching an oceanography course, this will be a valuable addition to your curriculum.
Students determine how navigators of ships predict and compensate for the effect of coastal ocean currents. Students use an online database to retrieve data on water movement for selected areas. Students gather information about currents, winds, and tides to solve problems related to coastal navigation.
Fifth graders create a compass, with the help of written instructions and then write six sentences discussing how compasses work and why they are helpful. They discuss the different types of navigational tools and how they are helpful.
Students define data, recover data from the Internet, and use information they obtain to solve problems.  In this investigative lesson students answer questions on a worksheet and demonstrate the use of a maneuvering board in solving problems involving ocean currents and navigation. 
Young scholars study about an autonomous underwater vehicle and explain the strategies that it uses to locate and map hydrothermal vents. In this marine navigation lesson students design a program for an AUV survey.
Students are introduced to the concepts of latitude and longitude. In groups, they identify the Earth's magnetic field and the disadvantages of using compasses for navigation. They identify the major lines of latitude and longitude on a map and determine the location of major cities using only latitude and longitude coordinates.
Fourth graders follow directions given in bearings. They invent their own maps using them and use a protractor to help them with their designs. Students produce their own maps with instructions for navigating the maps. The channels should be such that the submarines are never moving in the direction of any of the major points of the compass. The groups should interchange their instructions and try to recreate each other's maps.
Students study the retreat of the Nez Perce Native Americans into Montana while tracing their journey on a map. They use the law of cosines to solve problems based on the navigational methods of the Nez Perce. They work with both the law of cosines and the law of sines using a software program.
Learners work together on computers to practice measuring for navigation. They discover that errors in their calculations can lead them in the wrong direction. They examine the need of computers by engineers.
Students explore google earth and its functions.  In this navigation lesson students create their own tour of google earth using all the navigation tools.
Students investigate how engineers navigate satellites in orbit around the Earth and on their way to other planets in the solar system. They study vocabulary words and participate in studying a satellite by learning about times and dates on a NASA website.
Children listen as the teacher tells them about Childnet. Young scholars use the CD-ROM and internet sites to answer questions on the worksheets. Students learn to navigate the sites and search techniques. If time and interest allows, an extension activity is to have young scholars use MS/Publisher/Front Page/Word to develop their own website about internet safety.
Learners will learn some basic information about leatherbacks and hypothesize why individual leatherbacks were able to find their way from Costa Rica to the Galapagos Islands without any obvious navigational aids.
Students identify longitude and latitude and how they were, and are, determined, and discuss the rudiments of navigation in the eighteenth century.
Students create a map to scale using technology. For this algebra lesson, students navigate through a shipwreck to perform rescues. They use he CEENBoT program to perform the different tasks.
Young scholars describe the characteristics and behaviors of bats. After viewing a video, they explain how bats use echolocation to navigate and how they find their young within a group. They list four misconceptions about the animal and contrast those with true statements.
Students recognize that global winds move in specific directions in specific latitudes and describe that in a written form. They relate the motion of the wind belts to historical navigation.
Students build a model steamboat. They research the role of steamboats in trade, communications, and economic development in the Lower Rio Grande region. They research the technology of steam and how it was applied to navigation. They write a play about life aboard steamboats and perform for the school. Students visit historical sites related to this study. This is the 11th in a series of lessons.