LESSON PLAN FOR GEOGRAPHY MAP
Grades: 9
Overview:
This lesson emphasizes map drawing and map projections. Students will consider the different types of
relief features to include in their map do depict the type of ancient culture they are researching on and
also the most appropriate map projections for various uses. After researching and reading about their
ancient culture/civilization country, seeing graphics of, and taking notes on a variety of map projections,
students will discuss and share their findings with the rest of the group and draw a geography map to
depict their choice of civilization. After which the students will then pretend to be cartographers who
will specify which types of map projections would be the most valuable for their clients.
Connections to the Curriculum:
Geography, earth science, social studies
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"
Time:
1-2 class periods
Materials Required:
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Computer with Internet access
Lamina cards
Water pens and pencils
Ruler
Scissors and cutters
Tapes and other supports
Objectives:
Students will
 Research on the land marks and relief features/topography of their choice of civilization
 Share their research findings with the rest of the class.
 Draw a map to depict their choice of civilization using their tools and materials
 Do the Globe Projector activity in the Xpedition Hall and take notes on the different map
projections;
 List the pros and cons of the map projections they have learned about;
 Read and take notes on a feature article describing map projections and their purposes;
 Pretend to be cartographers, and explain which type of map projection they would use for a
variety of purposes; and
 Pretend they are cartographers, and create maps that would be relevant for particular clients.
Geographic Skills:
Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
Procedure:
Opening:
 Have students discuss with the class, their findings on the geography of their ancient civilization
Have students discuss also the features of a geography map – Prior Knowledge.
 Have students in their various groups make an outline of their maps and discuss it with the class.
 Students now do the actual drawing of their geography map taking note of every key feature and
carefully defining the legend of their map.
 Have them do the Globe Projector activity in the Xpedition Hall.
http://education.nationalgeographic.com/education/xpedition-hall/?ar_a=1
 Ask them to take notes on the differences between the map projections they see (have them keep
the database in outline mode).
Development/Modifications
Have students list the pros and cons of each of the projections they have seen. What are the benefits and
drawbacks of using each projection?
 Have students go through the Round Earth, Flat Maps feature.
http://www.nationalgeographic.com/features/2000/exploration/projections/
 Ask them to take careful notes on the purposes of each map projection they read about.
Ask students to pretend they are cartographers who have been asked to make maps for several clients
with very different needs. Ask them to explain which projections and design features they would use for
each of the following clients, using details from the Xpedition Hall site and the feature they visited.
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A company that produces geography textbooks
An adventure travel group that is on an expedition to the country of their ancient civilization and
needs maps for the expedition
A company that makes road atlases
A sailboat manufacturer that wants to expand its product line into the map business
Closing:
Discuss students' research results. Which map projections do they think would be the most suitable for
which of the clients, and why?
Reflection/ Assessment:
Have each student choose one of the fictitious clients from the above list and create a map that would be
useful to that client. The map should look the same as other projections of the same type that students
have seen in their research, and it should include actual geographic and demographic features (when
appropriate) to make it particularly relevant to that client.
Extending the Lesson:
Have students visit a bookstore or sporting goods store and find maps in books or stand-alone maps
available for purchase. What projections can they find? Why do they think these projections were used?
Do they see any projections that they think are particularly unusual, interesting, or inappropriate?
Student/Teacher Resources
http://education.nationalgeographic.com/education/xpedition-hall/?ar_a=1
http://www.nationalgeographic.com/features/2000/exploration/projections/
http://www.un.org/Pubs/CyberSchoolBus/infonation/e_infonation.html
http://www.nationalgeographic.com/resources/ngo/education/xpeditions/main.html
http://www.odci.gov/cia/publications/factbook/
National Geographic: Xpeditions Activity—Crack the Code Worldtime
http://www.ngnews.com/
National Geographic: MapMachine
National Geographic: Xpedition Hall—Globe Projector
REFERENCEs
Jackson J. (2012) World History & Geography, Spielvogel USA
McGraw-Hill (2010) World Geography and Cultures, Student Edition
American Education Publishing ( 2009) The Complete Book of Maps and Geography. NY
Beka , A. (2012) New World History & Geography Review Maps. Prentice Hall, USA