Lesson Plan
Global: National Geographic Map Maker
Created: 07/2015 by the National FFA Organization
STUDENT LEARNING OBJECTIVES
After completing these activities students will…
1. Demonstrate the ability to use spatial relationships.
2. Demonstrate critical thinking using related data sets.
3. Have further understanding of trade logistics in global agriculture.
TIME REQUIRED: 60 minutes
RESOURCES:
1.
2.
FFA.org – My Journey
National Geographic Mapmaker Interactive (http://mapmaker.education.nationalgeographic.com/)
EQUIPMENT AND SUPPLIES NEEDED:
1.
2.
A copy of the “Mapping Agriculture 101” worksheet for each student.
Internet access and computers for each student or group of students.
THIS QUICK LESSON PLAN WOULD WORK WELL AS:
1.
2.
Part of an agribusiness unit.
Part of an introductory agriculture course.
THESE ACTIVITIES ARE ALIGNED TO THE FOLLOWING STANDARDS:
FFA Precept

N. Decision-Making-This precept defines your ability to analyze a situation and execute an appropriate course of
action.
AFNR Performance Element

CS.02. Evaluate the nature and scope of the Agriculture, Food, and Natural Resources Career Cluster and the role of
agriculture, food, and natural resources (AFNR) in society and the economy.
NASDCTEc

AGC02.01 Use oral and written communication skills in creating, expressing and interpreting information and ideas
including technical terminology to communicate technical information within AFNR.
AFNR Career Ready Practices

CRP.04. Communicate clearly, effectively, and with reason. Career-ready individuals communicate thoughts, ideas
and action plans with clarity, whether using written, verbal and/or visual methods.
Common Core-Language

CCSS.ELA-LITERACY.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
Common Core-Writing

CCSS.ELA-LITERACY.W.9-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Partnership for 21st Century Skills





Global Awareness
Social and Cross-Cultural Skills
Work Creatively with Others
Environmental Literacy
Critical Thinking
LESSON PLAN:
Introduction:
a.
b.
Explain the importance of mapping applications to agriculture.
Describe general relationships between land use, crop types, and other types of data.
Activity: Each student needs a copy of the handout “Mapping Agriculture 101” to fill out as they are using the online
mapping tool.
Procedure
1.
2.
Zoom in to the United States and your home state. Click a marker point on your school or its approximate location.
Add the ‘Land Cover Layer, found in the Environment category.
a.
b.
c.
Review the Legend for that layer.
d.
e.
Zoom to Full Extent
See ‘Mapping Agriculture 101’ worksheet for processing questions.
3. Add a layer for a crop that grows in your state.
a.
b.
Review the Legend and related information (by clicking on the ‘?’)for your selected layer.
c.
See ‘Mapping Agrculture 101’ worksheet for processing questions.
4. Add the ‘Cassava’ layer to the map.
a.
b.
Review the Legend for the Cassava layer.
c.
See ‘Mapping Agrculture 101’ worksheet for processing questions.
Follow-up:
1. Consider using future lesson plans on My Journey, using the National Geographic Mapmaker Interactive platform, to build
on these concepts.
2. Give students time to interact with the online platform on their own. Assess other relationships they find using the
mapping tool.
NAME:
Mapping Agriculture 101
DIRECTIONS:
Visit National Geographic Mapmaker Interactive at: http://mapmaker.education.nationalgeographic.com/
Instructions
a. Zoom into the United States and your home state. Click a marker point on your school or its approximate location.
Instructions
a. Add the ‘Land Cover’ layer
b. Click on the Legend for the ‘Land Cover’ layer and review its contents.
What color in the Legend indicates ‘Cropland’ on the map?
What is the primary land cover for your state/territory?
What countries outside of the United States have the most cropland?
What factors allow these cropland areas to be productive?
Instructions
a. Add a layer for a crop that grows in your state to your map
b. Click on the Legend for the layer you chose and review its contents.
What are the units of production? (Found by clicking on the ‘?’ in the corner of the legend)
What is the total production (with units) for the United States of the crop you chose?
What other countries produce the crops you chose at the same production level as the United States?
Why might this relationship be important to United States farmers?
Instructions
a. Add the ‘Cassava’ layer to your map.
b. Click on the Legend for the Cassava layer and review its contents.
What country produces the most Cassava?
According to the map, is Cassava produced in the United States?
What other layers could help us determine why Cassava isn’t grown in the United States?
Aligned to the following standards:
FFA.CS-N; CS.02; AGC02.01; CCSS.L.9-10.6; CCSS.W.9-12.9