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 wide variety of maps and the lesson objectives. They examine an image of an antique map, then respond to a word cloud prompt identifying items and features they notice. Next, they view a modern map of the same region of Europe and use a discussion wall to compare what the antique map got wrong and right and why the modern map is more useful.
Teacher Moves
Preview the experience and objectives, noting that it may span two sessions and that students will work in small groups later. Facilitate discussion of the antique map, drawing attention to decorative elements such as sea creatures and how they may have functioned as warnings. Guide students in comparing the antique and modern maps, prompting them to identify labeled features on the modern map and to reason through which region the antique map represents.
Scene 2 — Explore 1
Student Activity
Students examine a detailed flat world map and respond to a word cloud prompt describing the types of features it shows. They read Types of Maps (including its embedded video) to learn about political, physical, topographic, climate, economic, road, thematic, and other map types, as well as key concepts like latitude and longitude. As they read, they complete a graphic organizer by taking notes on the characteristics and uses of each map type. They then answer multiple-choice questions that check understanding of how to recognize a topographic map, who most needs latitude and longitude, and why thematic maps include natural and political features.
Teacher Moves
Clarify for students that “types of features” refers to categories such as countries or undersea landforms, not specific labels. Prompt students to notice additional details on the world map, including dates, latitude markings, and national ownership of islands. Encourage students to explore linked articles within the reading, possibly assigning different links to individuals or pairs to share findings with the class. Use student responses and the embedded questions to reinforce distinctions among map types and the practical importance of latitude and longitude. Before moving on, form small groups and assign each a specific map projection (Mercator, Robinson, Fuller, or Goode Equal-Area) for the next scene.
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. In small groups, they research their assigned projection type (Mercator, Robinson, Fuller, or Goode Equal-Area), locate an example world map using that projection, and collaboratively analyze its key characteristics, advantages, and disadvantages. Each group creates a brief report—either posted directly to a discussion wall or linked from an online presentation tool—and then presents its findings to the class.
Teacher Moves
Invite volunteers to summarize the main ideas from the video, emphasizing that projections are methods for creating flat maps from a spherical Earth. Support groups as they research and prepare their reports, ensuring they identify both strengths and limitations of their assigned projection. During presentations, guide discussion so students grasp that all projections involve trade-offs, that multiple projections of the same area are possible, and that it is useful to have different projections for different purposes. Transition students to working individually in the remaining scenes.
Scene 4 — Explore 3
Student Activity
Students view a satellite image of farmland in Haskell County, Kansas and respond to a word cloud prompt describing what they think the image shows. After learning that it is a satellite photo and reading an explanation of how satellite and aerial imagery support modern cartography, they view the slideshow What Is GIS? to explore how Geographic Information Systems are used to analyze geographic data. They share one thing they learned about GIS in a class table. Students then examine a layered GIS-generated topographic map of part of Athens County, Ohio and complete a table identifying four layers they would include if they mapped their own neighborhood. Next, they read about the Global Positioning System and its relationship to GIS, using What Is GPS? to learn the basics. They post to a discussion wall explaining how they think GPS has changed society, then review classmates’ posts and respond to at least two with questions or positive comments.
Teacher Moves
After students respond to the initial image, reveal that it is farmland in Kansas and explain how different colors represent crop types and stages. Introduce GIS and, after students view the slideshow, highlight or preselect key slides to focus on essential concepts. Facilitate sharing of what GIS can do, and discuss student ideas about possible neighborhood map layers, prompting them to consider features such as homes, shops, parks, roads, water, and undeveloped land. Introduce GPS as a satellite-based form of GIS, and, if desired, use the NASA video and GPS Educational Poster to deepen understanding. Lead a whole-class discussion on how GPS and online mapping have affected individuals, businesses, government, and other sectors, emphasizing the growing role of layered, digital maps.
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 new kinds of maps and mapping technologies they have discovered, explaining what makes these modern maps remarkable compared to their original work.
Teacher Moves
Remind students to write in a consistent first-person historical voice and to incorporate specific concepts from the lesson (map types, projections, GIS, GPS). After students submit their letters, select and share one or more interesting or exemplary responses with the class, using them to prompt discussion and reinforce accurate use of geographic terminology.
Scene 6 — Elaborate
Student Activity
Students examine a satellite photo of the eastern United States at night and read a brief description noting that it lacks labels, lines, legends, and numerical data. They respond on a discussion wall to the prompt asking 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. They then review classmates’ posts and respond to at least two with questions or positive comments.
Teacher Moves
Facilitate a discussion about whether and how the night image functions 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 are visible, what typical map elements are missing, and which recognizable places and landforms can be identified. Highlight responses that use precise geographic vocabulary and that thoughtfully argue either side of the “photo vs. map” question.
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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