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 read an introduction to the world of maps, then examine an antique map of Europe, identifying items shown on it through a word cloud response. They compare the antique map to a modern map of the same region and post to a discussion wall about what the antique map got wrong and right, and why the modern map is more useful.
Teacher Moves
Present the lesson overview and objectives, highlighting that students will explore different map types, projections, and modern mapping technologies. Guide students’ observations of the antique map, drawing attention to decorative elements and what they reveal about historical navigation. Facilitate comparison with the modern map by prompting students to notice labeled features and to reason about the intended use and limitations of each map, supporting multiple interpretations of the antique map’s location.
Scene 2 — Explore 1
Student Activity
Students study a detailed world map, respond in a word cloud about the types of features it shows, and then read and view the resource Types of Maps to learn about political, physical, topographic, climate, economic, road, and thematic maps, including key concepts like latitude and longitude. They take notes in a graphic organizer on the characteristics and uses of each map type, and then answer multiple-choice questions that check their understanding of topographic maps, the use of latitude and longitude, and why thematic maps include reference features.
Teacher Moves
Clarify that students should identify categories of features (such as countries or undersea landforms) rather than specific labels on the world map, and prompt them to notice additional details like dates, latitude markings, and ownership of islands. Encourage students to explore linked examples within the article and, as time allows, assign different links to individuals or pairs to share findings with the class. Monitor and support note-taking in the organizer, emphasizing less familiar map types, and use the follow-up questions to address misconceptions about map types and coordinate information before transitioning students into small groups for the next scene’s projection work.
Scene 3 — Explore 2
Student Activity
Students watch the National Geographic video Selecting a Map Projection to understand what a map projection is and how it represents Earth’s surface on a flat map. In small groups, each assigned a specific projection (Mercator, Robinson, Fuller, or Goode Equal-Area), they research an example of their projection online, analyze its key characteristics, advantages, and disadvantages, and create a brief report that includes an image and explanation. Groups post their reports to a shared wall or link to an online presentation tool, then present their findings to the class.
Teacher Moves
Elicit student summaries of the video to reinforce the definition and purpose of map projections. Organize and support small groups as they research their assigned projection, guiding them to locate clear examples and to distinguish between benefits and distortions. Monitor group reports for accuracy and completeness, then facilitate class presentations, emphasizing that all projections involve trade-offs and that having multiple projections helps mapmakers serve different purposes. Clarify that students need to grasp the general idea of projection choices and distortions rather than memorize every projection’s details.
Scene 4 — Explore 3
Student Activity
Students examine a satellite image of farmland in Haskell County, Kansas and respond in a word cloud with what they think the image shows. They then read an explanation of how satellite and aerial photography support modern cartography and view the slideshow What Is GIS? to learn how Geographic Information Systems analyze layered geographic data. Students share one thing they learned about GIS in a class table, study a layered GIS-generated topographic map of part of Athens County, Ohio, and identify possible layers they would include if mapping their own neighborhood. Next, they read about the Global Positioning System and use the article What Is GPS? to understand how GPS works and who controls it, then post to a discussion wall about how GPS has changed society and reply to classmates’ posts.
Teacher Moves
Prompt students to interpret the initial satellite image, then reveal its true location and discuss how color and pattern indicate land use. Preview the GIS slideshow and, if needed, select key slides to focus on essential concepts. Facilitate sharing of GIS insights in the table and guide discussion of the layered Athens County map so students connect each layer to real-world uses. Support students as they brainstorm neighborhood map layers, offering examples such as homes, roads, parks, and water features. Introduce GPS as a satellite-based mapping tool, optionally displaying the GPS educational poster, and lead a discussion on students’ wall responses about GPS’s impact on individuals, businesses, government, and other sectors, highlighting the expanding role of online and layered mapping.
Scene 5 — Explain
Student Activity
Students imagine themselves as the antique cartographer from Scene 1 who has traveled to the 21st century and write a first-person letter to a friend named Amerigo. In the letter, they describe the new kinds of maps and mapping technologies they have encountered, explaining what makes these modern maps different and more powerful than the maps of their own time.
Teacher Moves
Remind students to draw on what they have learned about map types, projections, GIS, and GPS as they write from the antique cartographer’s perspective. Circulate to support students in using specific vocabulary and examples, and then share one or more exemplary letters with the class to highlight strong explanations and creative yet accurate use of historical and modern mapping concepts.
Scene 6 — Elaborate
Student Activity
Students view a satellite photo of the eastern United States at night and read a brief description of what it shows. They post to a discussion wall explaining whether the image is only a photo or can also be interpreted as a map, justifying their position 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
Facilitate a whole-class discussion of the night image, inviting arguments for and against treating it as a map. Use guiding questions to help students infer information from the photo, such as what the lights reveal about population and development, which bodies of water and landforms are visible, and what typical map elements are missing. Highlight responses that use precise geographic terms and that thoughtfully connect the image to earlier ideas about maps, projections, and layered 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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