Spatial patterns are all around us, from the arrangement of plants in our yards to the positions of desks in our classrooms. The ability to recognize and describe patterns within the distribution of physical and human features on Earth is essential to developing a geographic perspective. In this lesson, students analyze the distribution of businesses and residences within their own communities in order to develop a more sophisticated understanding of already familiar places.

Geography, language arts, social studies

Standard 3: "How to analyze the spatial organization of people, places, and environments on Earth's surface"

Two to three hours

• Large laminated wall map of the local community
• Small copies of community maps (one per pair of students)
• Small self-stick notes or self-stick dots in various colors
• Fine-point black markers
• Local telephone book (one per pair of students)

Students will

• analyze and explain patterns of land use in urban, suburban, and rural areas;
• understand terms such as "distance," "accessibility," and "connections"; and
• apply these land-use patterns to his or her community.

Help students define land use in your community. Use the words "commercial," "industrial," and "residential."

Have students create a chart with examples of types of residences and businesses that exist in your community.

Students will want to put types in more than one category. Let their ideas stand as a baseline.

Commercial	Industrial	Residential
grocery stores	manufacturing plants	single-family homes
hotels	trucking companies	apartments
restaurants	landfills	apartment buildings

Divide students into pairs. Give each pair a copy of the local phone book, fine-point black markers, copies of the community map, and a stack of self-stick notes.

Assign each pair a type of business from the student-generated chart. The students are then responsible for mapping the distribution of that type of business within the community, using the following procedure:

• Look up the business type in the yellow pages.
• Record as many locations as possible on the copies of the community map.
• Decide upon a small symbol that can be drawn on the self-stick notes to represent each business type.
• Place self-stick note symbols or flags on the large community wall map as the small-group work ends.

Once all groups have placed their symbols on the large community map, have each pair of students present their symbol to the class and discuss the distribution they discovered.

Lead discussion on such key questions as:

• What distribution patterns do you notice?
• Are related businesses accessible to each other?
• Are there certain types of businesses that are not found together?
• Are there certain types of businesses that are always/never found near public areas such as parks or schools?
• What are the connections between business types and also between commercial, industrial, and residential areas?
• What is the distance between residential areas and different types of businesses?

Assign a two-paragraph written follow-up. For homework, students should describe the distribution of their assigned business types and any patterns they found. (For example, where are the doctors' offices located?) To the best of their ability, they should also explain possible reasons for the locations of their business types within the community. (Why are they located in those areas? Why aren't they found in other locations?)

Depending on the geography of the community and the structure of the local economy, give students the following scenario:

"You are a consultant on small business development, and you work for the local chamber of commerce. An entrepreneur has hired you to help her decide where to locate a new _________ business within your community. Her investors would like her to consider several options before they commit the money she needs to get started. In a three-paragraph paper, present her with two or three possible location options. Discuss the pros and cons of each, and make your recommendation on the best site for her new __________ business."

• Compare business types and distribution within the local community to those of other communities within the region. For example, students in Olympia, Washington, could compare economic activities in their city to those in Seattle or Portland—and to a nearby rural area such as Rainier.
  
  
• Compare findings internationally, exchanging community maps, photos, and distribution data with a class in another country.
  
  
• Examine the history of a particular industry that is important to the community. Gather information by interviewing speakers, visiting historic sites, and examining old records and photographs. How has the location and distribution of this industry changed or developed over time? How has that affected other businesses or industries within the community?

Megan Baker of Nova School in Lacey, Washington, contributed classroom ideas for Standard 3.

National Geographic: MapMachine
USGS: Geography—The National Map