Objectives:
- Identify key cartographic concepts, including latitude and longitude.
- Recognize and interpret types of maps and their purposes.
- Explain the purposes of map projections and globes.
Scene 1 — Engage
Student Activity
Students are introduced to the idea that there are many different kinds of maps and uses for maps. They examine an antique map of Europe, then respond to a word cloud prompt identifying items they notice on the map. Next, they view a modern map of the same region and post to a discussion wall comparing what the antique map got wrong and right and why the modern map is more useful.
Teacher Moves
Present the lesson overview and objectives. Guide students in noticing details on the antique map, highlighting decorative elements such as sea creatures and how they may have served as warnings or decoration. When students view the modern map, briefly point out the labeled features (countries, capitals, seas, continents) and explain that the antique map reflects how little navigators once knew. Facilitate discussion on the wall responses, prompting students to consider which region the antique map represents and to justify different interpretations.
Scene 2 — Explore 1
Student Activity
Students examine a detailed two-dimensional world map and respond to a word cloud prompt describing the types of features it shows. They then read and watch the resource Types of Maps to learn about political, physical, topographic, climate, economic, road, and thematic maps, including concepts such as latitude and longitude. As they work, they complete a graphic organizer with notes on each map type. Finally, they answer several multiple-choice questions to check their understanding of topographic maps, the use of latitude and longitude, and reference features on thematic maps.
Teacher Moves
Clarify that “types of features” refers to categories such as countries, oceans, and undersea landforms rather than specific place names. Encourage students to look closely at the world map for additional information (date, latitude markings, ownership of islands). As students use the article and video, suggest that they explore linked resources; consider assigning different linked topics to individuals or pairs to share informally. Emphasize newer or less familiar map types (thematic, topographic, climate, economic) and monitor student responses to the organizer and questions to reinforce key distinctions among map types and uses of latitude and longitude.
Scene 3 — Explore 2
Student Activity
Students watch the National Geographic video Selecting a Map Projection to learn what a map projection is and how it represents Earth’s three-dimensional surface on a flat map. They view an example of a Mollweide projection and note its trade-offs between area and shape. In small groups, each assigned one projection type (Mercator, Robinson, Fuller, or Goode Equal-Area), students search online for an example of their projection, analyze its key characteristics, advantages, and disadvantages, and create a brief report that includes an image and explanation. They post their report to a discussion wall or share a link created with a presentation tool, then present their findings to the class.
Teacher Moves
After the video, invite volunteers to summarize what they learned and reinforce the definition and purpose of map projections. Organize students into small groups and assign each a projection type, ensuring access to online examples. Support groups as they research and prepare their reports, prompting them to identify both strengths and limitations of their projection. During presentations, highlight that no single projection is perfect, that many different projections of the same area are possible, and that it is useful to have a variety of projections for different purposes.
Scene 4 — Explore 3
Student Activity
Students examine a satellite image of farmland in Haskell County, Kansas and respond to a word cloud prompt describing what they think the image shows. They then read an explanation of the image and learn how satellite and aerial photos support modern cartography. Next, they view the slideshow What Is GIS? to explore how Geographic Information Systems are used, and share something new they learned about GIS in a collaborative table. Students study a layered GIS-generated topographic map of part of Athens County, Ohio and identify its layers. They then complete a second table by proposing four layers they would include if mapping their own neighborhood. Finally, they read about the Global Positioning System and use the article What Is GPS? to inform a discussion wall post explaining how GPS has changed society, followed by replying to classmates with questions or positive comments.
Teacher Moves
Guide students in interpreting the initial satellite image, connecting colors and patterns to crops and land use. Preview the GIS slideshow and, if needed, select key slides to focus on essential ideas. After students share what GIS can do, discuss their examples and connect them to real-world applications. When students propose neighborhood map layers, facilitate a brief discussion, offering examples such as shops, homes, parks, roads, water bodies, and undeveloped land. Introduce GPS as a satellite-based mapping technology, point out that it is owned by the U.S. government, and, if desired, display the GPS Educational Poster. During the GPS discussion, prompt students to consider impacts on individuals, businesses, government, transportation, and other sectors, and highlight thoughtful or especially insightful posts.
Scene 5 — Explain
Student Activity
Students imagine themselves as the antique cartographer from Scene 1 who has traveled to the 21st century. Writing in first person, they compose a letter to a friend named Amerigo describing the amazing new kinds of maps and mapping technologies they have encountered, drawing on what they have learned about map types, projections, GIS, and GPS.
Teacher Moves
Invite students to share selected letters and read aloud an interesting or exemplary response. Use the shared examples to prompt discussion about how mapping knowledge and technology have changed over time and to reinforce key concepts from the lesson.
Scene 6 — Elaborate
Student Activity
Students examine a satellite photo of eastern North America at night and read a brief description noting that it lacks labels, lines, and numerical data. They respond to a discussion wall prompt considering whether the image is only a photo or can also be interpreted as a map, explaining their reasoning and identifying what information can be obtained from it. Students then review classmates’ posts and respond to at least two with questions or positive comments.
Teacher Moves
Lead a discussion of student responses, encouraging arguments for both viewing the image as a photo and as a map. Ask guiding questions about what the lights reveal (such as populated areas), which bodies of water are visible, what typical map information is missing, and which recognizable places and landforms can be identified. Highlight responses that use specific information and geographic vocabulary, and help students connect this example to broader ideas about what counts as a map and how visual data can convey geographic information.
Scene 7 — Evaluate
Student Activity
Students complete the exit quiz by answering all the questions.
Teacher Moves
Facilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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