Mapping The News

Designed by: Mary H. Harris   School: Hopkins Middle School
Grade Level: Seventh   Subject: Social Studies

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Core Curriculum Objective(s):
Identify and use map essential (i.e. key, grid, legend, compass rose, scale, title, etc.) (7WG1-1)
Identity geographic terms used to discuss location and place (7WG1-2)
Identify the continents and oceans on (a) world map(s) (7WG1-3)


State Standards for S.C.:
Make and use maps, globes, graphs, charts, and models to describe and analyze the location and spatial distribution of people, places, and environments on a global scale and in the principal world culture regions. (7.3.1)
Describe the physical characteristic of each world culture region and explain the processes the shape the patterns in the physical environment. (7.3.2)


Overview: In this lesson, the students will have an opportunity to become a cartographer. The students will learn basic mapping techniques as they create a wall-size map of the world. This lesson leads students to use basic geographic concepts in conjunction with principles of mathematics, art, and design. 

Purpose/Focus Questions:
What are the physical features of world regions?
What is the difference between a physical and political map?

Time Frame:
Six fifty minute classes

Resources/Materials:
World: Adventures in Time and Place, McGraw-Hill School Divison.2000.
Overhead projector
A large vertical surface
(Consider a wall in a hallway or classroom)
Large sheets of paper taped together
Ladder
Tape
Pencils
Colored markers paint or crayons
Rulers
Atlas
www.nationalgeographic.com
www.edgov/pubs/parents/geography/place.htm/



Culminating Assessment:
This lesson contains a variety of assessments. Students will create a wall-size map of the world. This product will assess for clarity and accuracy. The students will be assessed daily via a response sheet which may be counted as a participation grade or as points toward a quiz grade. Sample rubrics are provided. 

INSTRUCTIONAL ACTIVITIES:

ACTIVITY ONE 
Focus Activity: Locate a site for the map.
The class should decide on how much detail they want to put on the map.

1. Students should be placed in collaborative groups of 4 or 5 to work throughout this lesson. Groups may be named after the continents.
   
2. Groups should prepare the display area for the map. The surface should be covered with large sheets of paper. For a permanent display, draw the map directly on the surface.
   
3. Teacher should use the overhead projector to project the laminated map of the world exactly where the group wants it. 
   
4. Whole class should trace the coastlines and boundaries onto the surface. Pencils are best for the initial lines, so mistakes can be corrected easily. Students should go over the pencil lines with paint or markers.
   
5. Groups should be assigned to each continent and the major features should be traced onto the surface. 
   
   

Daily Assessment: Students will be given a response sheet about general knowledge geography skills. A rubric for this activity is provided. Also, peers may quiz each other on geography skills.

Note: At this point the teacher and students should decide what kind of map they want. If the class decides to create a reference map, groups should be assigned to show the different physical and culture features of each continent.

Activity Two:

1. Teacher and students must decide what symbols to include on the map. Each group should include the symbols on their continent. Map legend, compass rose, latitude and longitude should also be included on the map. Students may refer to internet sites www.nationalgeographic.com and www.edgov/pubs/parents/geography/place.html for additional information about the physical features of continents.
   
2. Students should clip 10 newspaper and/or magazine headlines of major news events. Tape or tack the headlines around the map, and connect them with string to the locations on the map where the events occurred.
   
3. Groups should discuss the places that are most often mentioned in the news. Groups should discuss and agree on the ten news hot spots in the world. Students should list areas of the world that are seldom mentioned in the news. Students should explain why these places attract so little media attention.
   
4. Groups should clip stories that show links between your state or region with other areas of the world. Discuss the connections and the impact, these events have on the students and other people in your state.
   

Daily Assessment: Students will be given a response sheet about general knowledge geography skills. A rubric for this activity is provided. Also, peers may quiz each other on basic geography skills.

Extensions:
Mark daily weather patterns on the map. 
Use symbols for different types of weather. Include a legend. 
Introduce students to the concept of map projections. 
Show students different map projections and discuss the distortions and accurate features in each.