In this lesson, students will visit the Globe Projector exhibit in Xpedition Hall and explore the different types of map projections. Students will also use their critical thinking skills to consider different careers that would require geographic knowledge and decide what projection would serve them best for each.

Geography

Standard 1: "How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective"

Three to five hours

• Computer with Internet access
• Index cards (one per student), each labeled one of the following: 7th grade geography teacher, weather forecaster, environmental manager, travel agent, and transportation planner

Students will

• compare map projections;
• research careers related to geography; and
• evaluate different careers to determine which type of map projection would be most helpful in the field to which they are assigned.

Tell the class that while they have seen many maps during their studies, they might not have noticed that there are different projections, or views, that serve the needs of different audiences. Let the students know that they will be visiting a virtual museum to learn more.

Pass out the cards to the students and tell them that when they visit the Globe Projector exhibit, they will be "wearing the hat" of a person with that career. Let students know that others in the room will have the same card that they do, but that they will be working alone.

Ask students to think about what their responsibilities would be in the job that they were assigned. Is their goal to teach basic geographic concepts or to look at the ways the changes in the environment or climate impact our daily lives? Would they be more concerned about how far apart countries are or how global warming could impact the earth? These are all geographic concepts, but people who are in different fields of geography may have different perspectives on what a useful map would be.

Have students research their careers for more background information, such as how much training they would need, what the priorities of the professionals in that field might be, and what their goals are. Students may find information on these careers, and others, at the following sites:

Association of American Geographers
Ohio State University: Careers in Geography

Once students have a deeper understanding of their careers, they can visit the online exhibit and consider which map projection would be the most useful for them.

Ask students to share their findings with the group by going around the room and explaining why they chose a particular map projection. Remind students that their answer should include how the strengths of that projection correspond with the priorities of a person in that particular field.

Ask students that have the same profession to gather in teams and compare their answers. If there are multiple responses for the same profession, ask the group to try to reach a consensus. Students may need to persuade their classmates that they have made the appropriate choice. The goal is for students to develop arguments based on the facts found about the profession during their research and the characteristics of the map projection. If students found different information about the same profession, they may have different responses.

Ask students to consider other careers in geography and write a letter to a professional in that field. Using the Internet as a resource, ask students to write a business letter asking the receiver of the letter to explain how maps are actually used in their field.

Association of American Geographers
National Geographic: Xpedition Hall—Globe Projector
Ohio State University: Careers in Geography