Unit 1: Thinking Geographically

Essential Knowledge

• IMP-1.A.1 Types of maps include reference maps and thematic maps.
• IMP-1.A.2 Types of spatial patterns represented on maps include absolute and relative distance and direction, clustering, dispersal, and elevation.
• IMP-1.A.3 All maps are selective in information; map projections inevitably distort spatial relationships in shape, area, distance, and direction

The Student Summary Sheet can be used to review for map projections, parts of maps, and the difference between map scale and scale of analysis.

Essential Knowledge

• IMP-1.B.1 Data may be gathered in the field by organizations or by individuals.
• IMP-1.B.2 Geospatial technologies include geographic information systems (GIS), satellite navigation systems, remote sensing, and online mapping and visualization.
• IMP-1.B.3 Spatial information can come from written accounts in the form of field observations, media reports, travel narratives, policy documents, personal interviews, landscape analysis, and photographic interpretation.

Essential Knowledge

• IMP-1.C.1 Geospatial and geographical data, including census data and satellite imagery, are used at all scales for personal, business and organizational, and governmental decision-making purposes.

Data Analysis

Analyze and interpret quantitative geographic data represented in maps, tables, charts, graphs, satellite images, and infographics.

• 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
• 3.B Describe spatial patterns presented in maps and in quantitative and geospatial data.

Scale Analysis

Analyze geographic theories, approaches, concepts, processes, and models across geographic scales to explain spatial relationships.

• 5.A Identify the scales of analysis presented by maps, quantitative and geospatial data, images, and landscapes.

Use of the Model - Pair - Independent strategy for students to learn, develop, practice, and then demonstrate understanding of skill of reading maps. This strategy consists of:

1. MODEL: The teacher models to the entire class working through an example, problem, question or task together, providing direction and explaining each component thoroughly while answering any questions
2. PAIR: Students work in pairs (or groups if you want to provide additional support) to navigate through another practice example. This allows students to struggle through the development of understanding and applying skills, but to have a support system of a peer (or peers) to talk through the process. The teacher continues to provide support as needed during this step, but the goal is to push students to work through the problem-solving steps together.
3. INDEPENDENT: Students will complete the task independently to demonstrate understanding and mastery of the skills.

Teacher Instructions:
* Use this SLIDE DECK to guide the Review Activities.

Map focus, scale, and distortion play a big role in determining what information we can learn from a map.

• MODEL -- Display SLIDE 3: What is “WRONG” with This Map?!?.
  • Ask the question - What is “wrong” with this map?
  • Call on a few students to share what they found wrong with the map.
    • Most students will state that the United States is in the “wrong” place because it is located on the right side of the map instead of the more typical left location.
    • MODEL the correct answer that there is, in fact, nothing wrong with the map. It is just a different way to look at the world than they may have seen before.
• PAIR -- Display SLIDE 4: What About This Map?!?
  • Working in PAIRS, discuss the following questions:
    • What does the map show?
    • Is it an accurate representation of the globe? Why or why not?
    • What makes this map different from maps of the globe that you are used to?
  • Call on a few students to share their answers to the questions.
• INDEPENDENT -- Display SLIDE 5: Which of These Maps is Right?!?.
  • Explain that both of these maps are focusing on the country of Greenland. Students work independently to determine which map is “most accurate” and provide explanations.
  • Call on students to INDEPENDENTLY share which map they believe is “correct.” Require students to defend their choices with explanations.
    • While technically the projection map on the left is more accurate in sizing, again, there is nothing wrong with either map. They are both just different ways to look at Greenland.
    • The Student Summary Sheet can be used to review various map projections.
    • These exercises are not designed to point out what is “right” or “wrong” with a map, but for students to review what a map conveys, how we interpret those things, and how that influences what we “see” when we look at maps.

Teacher Instructions:
* Use this SLIDE DECK to guide the Review Activities.

• MODEL -- Display SLIDE 7 and MODEL how students should interpret the maps.
  • Cartogram maps are often very difficult for students to understand, so you will be working through the most difficult example for students.
  • Share the Student Handout with the MODEL Map (Korean Population Density Map) with all students and help students analyze this map.
  • Students answer the following questions, but be prepared to provide students with the answers:
    • Identify the type of thematic map.
    • Explain the purpose of the map.
    • Describe the patterns observed.
    • Describe other information you need to know in order to effectively analyze the map.
    • Identify the scale of analysis of the map.
    • Explain the degree to which the scale of analysis impacts how the map is interpreted.
      • Here is a link to the MODEL Map ANSWER KEY for these questions.
• PAIR -- Provide each PAIR of students with this PAIRS Handout with these two maps: “Literacy Rate by Country” and “South Korean College and University Locations” Map.
  • Students work in PAIRS to answer the following questions about each assigned map:
    • Identify the type of thematic map.
    • Describe what the map shows.
    • Explain the purpose of the map.
    • Describe other information you need to know in order to effectively analyze the map.
    • Identify the scale of analysis of the map.
    • Explain the degree to which the scale of analysis impacts how the map is interpreted.
      • Here is a link to the PAIRS Handout ANSWER KEY for these questions.
    • Provide ample time for student pairs to analyze each of the maps and walk around the room providing assistance as necessary.
    • After students have had time to analyze both maps, call on individual students to share their findings from the map analysis about one of the two maps that were assigned. Make sure that you review both maps and correct any errors.
• INDEPENDENT -- Provide each INDIVIDUAL student with this INDEPENDENT Handout with these two maps: “Share of Land Area Used” and “Earthquake Epicenter in South Korea” map.
  • Students work INDEPENDENTLY to answer the following questions about each assigned map:
    • Identify the type of thematic map.
    • Describe what the map shows.
    • Explain the purpose of the map.
    • Describe other information you need to know in order to effectively analyze the map.
    • Identify the scale of analysis of the map.
    • Explain the degree to which the scale of analysis impacts how the map is interpreted.
      • Here is a link to the INDEPENDENT Handout ANSWER KEY for these questions.
    • Provide ample time for students to analyze each of the maps and walk around the room providing assistance as necessary.
    • After students have had time to analyze these two maps, you can collect this INDEPENDENT work for a grade or call on individual students to share their findings from the map analysis.

7 Stimulus-Based Multiple Choice Questions and Answer Key (webpage)