{"activityType":[{"id":38377,"name":"Practical skills"}],"activityCategory":"Activity","completionTime":"60","cost":"\u00A3\u00A3","energy":"Focusing","equipmentList":[{"id":38313,"name":"Tables","description":"","type":"general"},{"id":38321,"name":"Scissors","description":"","type":"general"},{"id":39224,"name":"Something to protect surfaces (for example, newspaper or tablecloths)","description":"","type":"general"},{"id":38297,"name":"Balloons","description":"","type":"general"},{"id":38359,"name":"Mixing bowls","description":"","type":"general"},{"id":38366,"name":"Forks","description":"","type":"general"},{"id":38287,"name":"Spoons","description":"","type":"general"},{"id":38309,"name":"Paint","description":"","type":"general"},{"id":38308,"name":"Paint brushes","description":"","type":"general"},{"id":38318,"name":"Permanent markers","description":"","type":"general"},{"id":38273,"name":"Access to the internet","description":"","type":"general"},{"id":0,"name":null,"description":"Paint trays","type":"specific"},{"id":0,"name":null,"description":"Aprons (optional)","type":"specific"},{"id":0,"name":null,"description":"Newspaper","type":"specific"},{"id":0,"name":null,"description":"Round balloons","type":"specific"},{"id":0,"name":null,"description":"Flour","type":"specific"},{"id":0,"name":null,"description":"Mugs","type":"specific"},{"id":0,"name":null,"description":"Warm water","type":"specific"},{"id":0,"name":null,"description":"Salt","type":"specific"}],"adjustments":"","firstProvidedBy":"","flexibilityStatement":"\u003Cp\u003ETry to balance the groups and make sure that those who are more confident at drawing or maths can support anyone less experienced. You could work out the numbers beforehand so people can concentrate on the artistic and practical aspects of creating the globe.\u003C/p\u003E","groupSize":"Teams","guide":null,"meetsRequirements":[{"notes":null,"subRequirementsToQualify":0,"numberOfTimeToComplete":0,"subRequirements":null,"tips":null,"optional":false,"id":49085,"nodeName":null,"title":null,"type":"","image":null,"assets":null,"headerOptions":null,"searchDescription":null,"subHeader":null,"browserTitle":null,"silktide":null,"canonicalUrl":null}],"countsTowardsBadges":[{"title":"Air or Sea Navigation","sections":["Scouts"],"supportedBy":null,"badgeType":{"id":39282,"name":"Activity"},"activityTypes":[],"settings":[],"browserTitle":"Air or Sea Navigation Activity Badge","url":"/scouts/activity-badges/air-or-sea-navigation/","id":40439,"nodeName":"Air or Sea Navigation","type":"badge","image":{"url":"/media/4375/activity-sc-air-or-sea-nav.png","caption":"Activity Sc Air Or Sea Nav","type":"png","size":10408,"width":347,"height":350,"altText":""},"assets":null,"headerOptions":{"headerTitle":"Air or Sea Navigation","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"","subHeader":"","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC80MDQzOSJ9","canonicalUrl":"https://www.scouts.org.uk/scouts/activity-badges/air-or-sea-navigation/"}],"outcome":[{"id":38399,"name":"Problem solve","outcomeLabel":"Problem solve","outcomeDescription":"Find it easier to understand challenges, consider your options, and find solutions."},{"id":38391,"name":"Try new things","outcomeLabel":"Try new things","outcomeDescription":"Find it easier to meet new people, go to new places, and do new things."}],"preparation":null,"preparationTime":"15","reflection":"\u003Cp\u003EThis activity was about solving problems when it comes to finding places. Sometimes it\u2019s easy for people to find out where they and sometimes it can be difficult. Has anyone been on a long hike navigating only with a map? How did they find out where they were? People may have looked for features and used a compass to align the map. Latitude and longitude historically helped sailors find out where they are on the ocean. What features could these sailors use to know where they are? People might think about the position of the sun and the stars \u2013 5,000 years ago the Ancient Greeks were using constellations to navigate.\u003C/p\u003E\n\u003Cp\u003EThis activity was also about trying new things. Everyone looked at the world in a new way and tried some new techniques for painting and crafting. Do people think they got all the most important features on their globe, or are there more they\u2019d like to put on?\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"}],"supportedBy":null,"takingItFurther":"","whoIsItFor":"","youthShapedGuidance":"\u003Cp\u003EYoung people may have their own ideas about the best approach to decorating their globes.\u003C/p\u003E","activityTags":[{"id":45929,"name":"Air navigation"},{"id":38513,"name":"Craft"},{"id":38514,"name":"Model making"},{"id":38517,"name":"Drawing"},{"id":38518,"name":"Painting"}],"roles":[{"id":39231,"name":"Helpers"},{"id":38724,"name":"Section Teams"},{"id":38725,"name":"Young Leaders"}],"sections":[{"name":"Scouts","id":39275,"logo":"","colour":null,"ageRange":""}],"themes":[{"id":38417,"name":"Outdoor skills"}],"searchEngineDescription":"Learn about latitude and longitude lines, then use them to find your birthday earthquake (or birth quake!)","plannerTimeSlot":90.000000,"safetyAlerts":[{"title":"Scissors","alert":"\u003Cp\u003E\u003Cspan\u003ESupervise young people appropriately when they\u2019re using scissors. Store all sharp objects securely, out of the reach of young people.\u003C/span\u003E\u003Cspan\u003E\u003C/span\u003E\u003C/p\u003E"}],"safetyAlert":"","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":16,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":90,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"type":"Promo","cta":"","body":"\u003Cul\u003E\n\u003Cli\u003EUse the\u00A0\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 target=\u0022_blank\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E\u00A0to help you plan and risk assess your activity. Additional help to carry out your\u00A0\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 target=\u0022_blank\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E, including examples can be found here. Don\u2019t forget to make sure all young people and adults involved in the activity know how to take part safely.\u003C/li\u003E\n\u003Cli\u003EMake sure you\u2019ll have enough adult helpers. You may need some parents and carers to help if you\u2019re short on helpers.\u003C/li\u003E\n\u003C/ul\u003E","link":null,"colour":"#f1f1f1","title":"Before you begin","image":null,"imageFocus":"","imageId":0,"imageKey":"00000000-0000-0000-0000-000000000000","imageCrop":"","gridType":"card","gtmId":"","gtmClass":""},{"gridType":"RichTextBlock","content":"\u003Ch3\u003E\u003Cstrong\u003EPlanning this activity\u003C/strong\u003E\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EThis activity may take several sessions to complete as the papier-mache needs to completely dry before it can be painted. The paint then needs to dry before the longitude and latitude lines can be marked on, so make sure you have enough storage space. Alternatively, you could consider running this at a camp or sleepover.\u003C/li\u003E\n\u003Cli\u003EThe papier-mache\u00A0mixture can get messy, so cover workstations carefully and consider wearing aprons or old clothes.\u003C/li\u003E\n\u003Cli\u003EIt may be good to familiarise yourself with latitude and longitude coordinates, so you can help people with this activity.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003E\u003Cstrong\u003EGet ready to get messy\u003C/strong\u003E\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EEveryone should get into small groups.\u003C/li\u003E\n\u003Cli\u003EEvery group should cut or tear newspaper into one-inch wide strips, enough to cover their balloon more than once.\u003C/li\u003E\n\u003Cli\u003EEvery group should blow up a balloon and tie a knot at the end.\u003C/li\u003E\n\u003Cli\u003EEvery group should get a clean dry bowl and sit the balloon inside it with the knot at the bottom.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch3\u003E\u003Cstrong\u003EMix the papier-mache\u003C/strong\u003E\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EEvery group should get a mixing bowl, a tablespoon, a mug, and a fork.\u003C/li\u003E\n\u003Cli\u003EMix together one level mug of flour and half a cup of warm water, breaking up any clumps with the fork.\u003C/li\u003E\n\u003Cli\u003ECarefully mix until the water has been mostly absorbed.\u003C/li\u003E\n\u003Cli\u003EAdd another half cup of warm water and mix until smooth.\u003C/li\u003E\n\u003Cli\u003EAdd half a tablespoon of salt and mix again. Test for consistency by lifting the mixture on the fork. If it sticks to the fork, add a splash of water and stir again.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch3\u003E\u003Cstrong\u003ECover the globe\u003C/strong\u003E\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EPlace a strip of newspaper into the papier-mache\u00A0mixture. Push it down to make sure it\u2019s thickly coated on both sides.\u003C/li\u003E\n\u003Cli\u003EPull out the strip. Hold it over the bowl and run your fingers lightly down the length of the strip to remove excess mixture. Make sure there are no dry bits.\u003C/li\u003E\n\u003Cli\u003EStarting from the top, place the strip onto the balloon. Carefully smooth it down to remove the wrinkles. Make sure someone is holding the balloon to keep it upright.\u003C/li\u003E\n\u003Cli\u003ERepeat the process with more strips, making sure they overlap. Place the strips in all different directions.\u003C/li\u003E\n\u003Cli\u003EEveryone should wash and dry their hands after applying a few strips, so there isn\u2019t too much papier-mache mixture on the strips or the balloon.\u003C/li\u003E\n\u003Cli\u003EContinue until the balloon is completely covered. Look for any gaps, no matter how small, and apply more strips.\u003C/li\u003E\n\u003Cli\u003ELeave each balloon in its bowl and allow the papier-mache\u00A0to dry until it is completely hard.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch3\u003E\u003Cstrong\u003EPaint the planet\u003C/strong\u003E\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EDraw the continents onto the globe. These can be drawn freehand or by using the templates in the Map resources sheet.\u003C/li\u003E\n\u003Cli\u003EUse acrylic paints to mark the features of the globe. As well as blue for the sea and green for the land, use brown for mountains regions, white for arctic environments, and sandy yellow for deserts.\u003C/li\u003E\n\u003Cli\u003ELeave the paint to dry.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch3\u003E\u003Cstrong\u003ELine it up\u003C/strong\u003E\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EEvery group should carefully mark a dot at the very top and very bottom of their globe. These represent the North and South Poles.\u003C/li\u003E\n\u003Cli\u003EThe person leading the activity should explain that each group will draw imaginary lines that cross the earth, to represent longitude (vertical) and latitude (horizontal). These lines help people to measure the positions of things on Earth.\u003C/li\u003E\n\u003Cli\u003EEvery group should draw a straight line from the North Pole to the South Pole that runs through the UK, France, Spain and northwest Africa. This is the prime meridian, which passes through Greenwich\u2019s Royal Observatory in London.\u003C/li\u003E\n\u003Cli\u003EBring the line back up the other side of the globe, between the continents of North America and Asia. This is the 180\u003Csup\u003Eth\u003C/sup\u003E meridian.\u003C/li\u003E\n\u003Cli\u003EEvery group should draw a horizontal line around the widest part of the globe, passing through the northern part of South America, Central Africa, and the islands of Malaysia and Indonesia. This is the equator.\u003C/li\u003E\n\u003Cli\u003EEvery group should draw vertical longitude lines, as evenly spaced as possible, between the prime meridian line and the 180\u003Csup\u003Eth\u003C/sup\u003E meridian. Make sure you put the same number of lines on both sides. Longitude lines always connect to both poles.\u003C/li\u003E\n\u003Cli\u003EEvery group should draw an equal number of horizontal latitude lines, as evenly spaced as possible, on either side of the equator line. Latitude lines are like belts and never meet each other. The globe should now be covered in a grid.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch3\u003E\u003Cstrong\u003ELabel the coordinates\u003C/strong\u003E\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EEvery group should label the first lines they drew with the coordinates they represent:\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli\u003E0\u00B0 is the coordinate of both the prime meridian and equator lines.\u003C/li\u003E\n\u003Cli\u003E180\u00B0 is the coordinate of the 180\u003Csup\u003Eth\u003C/sup\u003E\u003C/li\u003E\n\u003C/ul\u003E\n\u003Col start=\u00222\u0022\u003E\n\u003Cli\u003EEvery group should work out the coordinates for their longitude lines and label them.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli\u003EThe prime meridian and 180\u003Csup\u003Eth\u003C/sup\u003E meridian vertically divide the globe into an east and a west hemisphere, each measuring 180\u00B0.\u003C/li\u003E\n\u003Cli\u003ECount how many longitude lines are drawn between the prime meridian and 180\u003Csup\u003Eth\u003C/sup\u003E meridian in one hemisphere, including the 180\u003Csup\u003Eth\u003C/sup\u003E\u003C/li\u003E\n\u003Cli\u003EDivide 180 by this number. Four lines would mean that each one represents a 45\u00B0 slice of the Earth.\u003C/li\u003E\n\u003Cli\u003ELines that move towards North America should be marked \u2018W\u2019, so 45\u00B0W, 90\u00B0W, 135\u00B0W).\u003C/li\u003E\n\u003Cli\u003ELines that move towards Asia should be marked \u2018E\u2019, so 45\u00B0E, 90\u00B0E, 135\u00B0E.\u003C/li\u003E\n\u003Cli\u003EThe 180\u003Csup\u003Eth\u003C/sup\u003E meridian represents both 180\u00B0W and 180\u00B0E.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Col start=\u00223\u0022\u003E\n\u003Cli\u003EEvery group should work out the coordinates for their latitude lines and label them.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli\u003EThe equator horizontally divides the globe into a northern and a southern hemisphere, measuring 90\u00B0 north or south from the equator.\u003C/li\u003E\n\u003Cli\u003ECount how many latitude lines are drawn between the equator and the North Pole in one hemisphere, including the equator. Divide 90 by this number. Six lines would mean that each one represents a 15\u00B0 slice of the Earth.\u003C/li\u003E\n\u003Cli\u003ELines that move towards the North Pole should be marked \u2018N\u2019, so 15\u00B0N, 30\u00B0N, 45\u00B0N.\u003C/li\u003E\n\u003Cli\u003ELines that move towards the South Pole should be marked \u2018S\u2019, so 15\u00B0S, 30\u00B0S, 45\u00B0S).\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003E\u003Cstrong\u003EFind a birthquake\u003C/strong\u003E\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EVisit the website of the \u003Ca rel=\u0022noopener\u0022 href=\u0022https://earthquake.usgs.gov/earthquakes/search/\u0022 target=\u0022_blank\u0022 title=\u0022Search the earthquake catalogue (USGS)\u0022\u003EUS Geological Survey\u003C/a\u003E, where you can look up the earthquakes that have happened on any given day. Click a spot on the map to see the location information.\u003C/li\u003E\n\u003Cli\u003EEarthquakes are more common than we realise. There\u2019s a good chance everyone can find one for their exact date of birth. If not, try your birth date in another year, or the birthday of someone you care about.\u003C/li\u003E\n\u003Cli\u003EEveryone should use the latitude and longitude lines on their globe to find the spot where their birthday earthquake took place. Mark the spot and write in the date.\u003C/li\u003E\n\u003Cli\u003ERecord the earthquake\u2019s location in the format of its latitude and longitude coordinates, like this: 24.308\u00B0N 94.488\u00B0E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli\u003EThe first number is the latitude. The \u2018N\u2019 or \u2018S\u2019 shows whether the bearing is measured north or south of the equator.\u003C/li\u003E\n\u003Cli\u003EThe second number is the longitude. 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