Lesson 3 Activity 2: Maps with a "Spin"

Time

Two 50-minute classes for steps 4 and 5.

One 50-minute class for step 6.

Materials needed for each group

• Base map of your locality (several copies)
• Geographic data from which to select map topics
• Local newspapers
• Calculators
• Graph paper
• Colored pencils or markers
• Stapler

Procedures

1. As a class, collect basic geographic from various sources: government, local libraries, student observations, businesses, and other organizations. For example, zoning and development regulations, weather records, locations of landfills and other waste sites, data on land use (residential, farming, commercial, governmental, recreational), boundaries of school districts, locations of fire departments and fire hydrants, water supplies, pipelines and powerlines, natural hazards (flood plains, landslides, earthquake risk zones), special scenic or historic sites, transportation features, wildlife refuges, and so on.

2. Sort the data by type: economic, climatic, demographic, and so on. Select data sets that are especially important for consideration in planning an airport.

3. Research local newspapers to identify interest groups active in local issues; briefly discuss issues in class to clarify the point of view of each group. Evaluate maps in newspapers. Do they have "spin''? Break the class into the working groups.

4. Evaluate data and sketch a few test maps. Select only the data that support your point of view or need for information. Remember the importance of good choice of color, attractive lettering, and other aspects of map design in presenting information.

5. Prepare the final copies of materials for a town meeting. Make final copies of maps; be sure each map has a legend and cites sources of information. Be able to defend your choice of map type, symbols, colors, and generalization or groupings of data. Write notes or a paragraph to briefly explain what each map shows; these will be your speaking notes for the town meeting.

6. Have a class "town meeting" where the maps are presented and the issues are discussed. Allow each group 4 minutes to present its views, after which each group has 1 minute for rebuttal. The teacher or a student may act as moderator, keeping the meeting on time and on track.

Glossary