Reflection: Real World Applications Maps (3 of 3) - Section 3: ELABORATE: New Cartographers II

 

Students in my classes were extremely interested in this lesson.  All my students use geospatial technology everyday through their cell phones.  However, literally no students had any idea just how much technology powers seemingly simple tasks like finding directions to a business.  My purpose in formally introducing students to geospatial technology was to push students to consider that the same technologies that map locations on a cell phone can also become extremely powerful tools that can raise awareness about social problems.  In some cases, this technology can also solve problems, such as how to distribute resources during a natural disaster.  I chose to have my students look at real models and derive best practices for map creation from models.  By choosing this type of model I was hoping that my students would become deeply engaged in the process of understanding how geospatial maps work and how they might be used as powerful tools.  For this lesson, this choice was very successful.

RESOURCE:  The attached slideshow from ESRI offers more ideas for real world applications that teachers might want to use as a student resource or for lesson ideas.

  Real World Applications: Maps as models of the real world
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Maps (3 of 3)

Unit 3: Environmental justice
Lesson 7 of 16

Objective: Students will be able to: 1) articulate the role of geospatial technology in map creation and use; 2) identify applications for the "new cartography" in the real world; and 3) develop a prototype design of a student-generated community map about environmental justice that incorporates ideas from the geospatial revolution.

Big Idea: Mapmaking is an ancient tool that is making a comeback as a powerful data visualization tool. How might we apply new cartographic techniques from geographic information systems (GIS) to represent our community through a specific data lens?

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