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Overview:
A geographic perspective is a way of understanding the world by thinking about, observing, and analyzing how things are distributed on the earth and how they are connected. When we view the world through this lens, we ask who, what, where, and when people, places, and things are distributed across the surface of the earth, and how and why they got there. We say we know a place if we can find it on a map and tell where it is; maybe we would even add details about who lives there. However, knowing that information is just the first step in understanding the physical and natural environment of a city, state, country, or continent and how people live and visit there. Once we start to look for these connections, we can begin to make predictions about other places.
In this lesson, students will use a geographic perspective in identifying and comparing features of physical and political maps of the world. They will use information from these map sources, as well as other National Geographic resources, to make decisions about the best place to go on a class trip. Once students identify this place, they will relay their findings in a presentation designed to convince the principal that it’s an ideal place for a class trip.
Connections to the Curriculum:
Geography, art, language arts
Connections to the National Geography Standards:
Standard 1: "How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective"
Standard 3: "How to analyze the spatial organization of people, places, and environments on Earth’s surface"
Standard 4: "The physical and human characteristics of places"
Time:
Three to four hours
Materials Required:
Objectives:
Students will
- determine what information is revealed on physical and political maps;
- use a geographic perspective in identifying and comparing features of physical and political maps of the world;
- use both a political and physical map to choose a class trip destination; and
create a proposal for a class trip destination.
Geographic Skills:
Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Guiding Question: How can we use a geographic perspective in analyzing information from physical and political maps and other resources to learn more about the characteristics of a place?
Explain to students that they will be learning a new way to look at and understand the world. They will learn how to use a geographic perspective. It is a way to understand just about any topic by asking and answering the questions who, what, where, when, how, and why. They will learn how to do this by working with maps.
Write the word "Map" on the board or an overhead. Assess prior knowledge by asking students what they know about maps. Create a word web using student responses. A word web is a graphic tool used to organize an idea. The word "Map" appears in a bubble in the center, and details or descriptive words (i.e., "shows locations") are placed in bubbles connected to it. Organize the responses with headings such as "Type of Map," "Uses for Maps," "Features of Maps," etc. Using National Geographic: MapMachine, show students examples of political and physical maps, as well as satellite images of the United States and the world. Ask students to examine the maps, and talk about how they are alike and how they are different. Have them compare the different types of information presented on each map. You might have them create a chart or a Venn diagram to illustrate these comparisons.
Next, using overheads (generated from maps on National Geographic: MapMachine), overlay the political and physical maps of the United States so students can see them together. Explain that they will be looking at these maps through a "geographic lens." Guide them through this process by asking the following questions:
- Describe what you see.
- Based on what you know about the United States, when do you think these maps were developed? Do they reflect the current boundaries of the country and the states?
- Where are your state’s boundaries? Why are they where they are? How do they relate to the physical features of the land, such as rivers and mountains? Can you identify these connections for other state boundaries?
- Where are the cities located in relation to the elevation of the land and other physical features? Why are cities located where they are? How do the locations of large cities affect the way of life of the people who live there?
Now place a transparent map of population distributions in the United States (from National Geographic: MapMachine) on top of the other two maps, and continue using a geographic perspective in guiding the class through the following questions:
What relationships can you observe between where people live and what physical features are present?
Why do people choose to live where they do?
Repeat this process using overheads of the world. Record all observations on chart paper and place around the room so that students can refer back to them.
Development:
Assign students the task of finding a good place to go on a class trip. Divide them into groups, and ask students to discuss where a good destination for a class trip would be. It should have some educational value and be geographically interesting. Tell students that they can select anywhere but that they must be able to defend their decision in a proposal to the principal. Have them use a geographic perspective to discern the attributes of the location by asking and answering questions such as the following:
What is the name of the place?
Where is it located? How far away is it? How would the class get there? How long would it take?
What are the major attractions (natural and made by humans)? Is it near an ocean or the mountains? How do those features make the place appealing to visit for a class trip?
Who lives in or near this place? Why do you think they chose to live there? How do the people who live there get around? Are there cities in the area? What activities can you do in a city? What are reasons you would want to be near or far from a city?
How did the place come to exist as it does now? How and when was it developed or settled? What do you know about the history of the place?
Why do you want to visit this place on a class trip?
After the discussion, ask students to share the outcomes of the small-group discussion with the whole class. On the board, list the students’ suggestions for a class trip. Ask students to share their thoughts on the pros and cons of each destination.
Next, have students independently, in pairs, or in small groups research a select destination more thoroughly using National Geographic: People and Places. Once they have found out more about the place, students should create a proposal for the principal, including a three-dimensional (3-D) representation, for the destination of their choice. The proposal must include the following:
Important information using facts from physical, political maps, and population maps such as location, population density, and physical features, as well as information from National Geographic: People and Places that illustrates information about the characteristics of the place.
A 3-D representation, including physical features of the area like mountains, rivers, and lakes, among others. Students may create a topographical map of the area, or, if the destination is a city, students may wish to construct a skyline.
A completed Geographic Perspective Chart (PDF, Adobe Reader required)
for the area.
Closing:
Maps and other resources about chosen destinations are tools for learning about different places in the world. These tools help students gain a geographic perspective by observing and analyzing features of the earth and making inferences about the characteristics of different areas. After finishing the activity, ask students to share their proposals and discuss the following:
What influenced their decision? After observing the area on different types of maps and researching other aspects of the area, what conclusions were they able to draw?
What did they expect to find there? Why? Why did they ultimately select this place?
Would they want to live in this locale? Why or why not?
Compare their class trip destination to where they live. What features do they share?
How can learning about other places in the world help us understand our community?
Suggested Student Assessment:
Extending the Lesson:
Inquiry Extension
Have students further investigate their class trip destination by learning its history and how it has changed over time.
Have students complete the Geographic Perspective Chart (PDF, Adobe Reader required) about their community.
Cross-Curricular Extension for Further Exploration
What is the distance from your class trip destination to your home? How long would it take to get there? Based on that distance and time, how do families choose to get there? (Math)
Create a 3-D representation of the topography of your destination. (Art)
Read books about your destination, and discuss what it might be like to live there. (Language Arts)
Try This at Home
Create a real travel brochure or a scrapbook of a place you have visited. Use pictures and souvenirs in your description.
Adaptations
Allow students to work in pairs or small groups to complete the assignment.
For some students, it may be more meaningful to simply pictorially display information about their destination.
Students in the class who have lived or traveled extensively in other areas of the world should be encouraged to share their intimate knowledge of the area and offer an opinion about whether or not it would be a good place to go on vacation.
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