The students will cooperatively use map-reading skills to discover the physical and political geography of Bangladesh

Brown, Dawn

Sundstedt, Kathy

English

Name not available

Reading a Map in Any Language

University of Northern Iowa

University of Northern Iowa UNI ScholarWorks Open Educational Resources Open Educational Resources 2012 Reading a Map in Any Language Kathy Sundstedt Dawn Brown Copyright ©[2012?] Kathy Sundstedt and Dawn Brown This work is licensed under a Creative Commons Attribution 4.0 License. Follow this and additional works at: https://scholarworks.uni.edu/oermaterials  Part of the Geography Commons Let us know how access to this document benefits you Recommended Citation Sundstedt, Kathy and Brown, Dawn, "Reading a Map in Any Language" (2012). Open Educational Resources. 191. https://scholarworks.uni.edu/oermaterials/191 This Lesson Plans is brought to you for free and open access by the Open Educational Resources at UNI ScholarWorks. It has been accepted for inclusion in Open Educational Resources by an authorized administrator of UNI ScholarWorks. For more information, please contact scholarworks@uni.edu. Reading a Map in Any Language Kathy Sundstedt and Dawn Brown – School not available Grade Level (Req.): 7th-12th grade Content Area (Req.): Geography Unit (Opt.):   Connections to Other Disciplines (Opt.): •   •   •   Time Frame (Req.): 1 class period  Goal (Req.): Students will be able to accurately read a map.  Objective (Req.): The students will cooperatively use map-reading skills to discover the physical and political geography of Bangladesh. Materials Needed (Req.): • Color copies of Bangladesh map, written in Bengali, one copy for each group of students • Student worksheets, one copy for each group of students • Optional – Classroom map of Bangladesh, written in Bengali, for projection onto wall • Optional – Classroom map of Bangladesh, written in English, for projection onto wall • Optional - PowerPoint •   •   New Vocabulary (Opt.): •   •   •   •   •   Anticipatory Set/Introduction [Inquiry Question is required] (Req.): How much can one learn about a country using basic map “reading” skills, even if the map cannot be “read” in English?       Instructional Sequence/Procedure (Req.):  1. Distribute one copy of Bangladesh map, written in Bengali, to each student group. 2. Optional – project the same map on the wall from transparency, overhead projector, or computer (see resource below for direct download of computer files of maps). 3. Together, as a class, review T.O.A.D.S. – an acronym for typical map contents: Is there a Title on the map (where?)? [Yes, at the top of the page.] What is the Orientation of the map? [Participants can accurately assume north is toward the top of the page.] Who is the Author of the map? [Publisher is GIS section, BANGLAPEDIA, Asiatic Society of Bangladesh.] What is the Date of publication of the map? [Published date is unknown. Accessed date is 8/28/2007.] Discuss the Symbols [in the lower right hand of the page] and Scale [under the title in the upper right hand of the page]. 4. Distribute one worksheet to each group of students. 5. As a class, discuss answers to questions 1-10; extend information. 6. Exchanging of original questions (#11). 7. Enrichment Possibilities: Using Internet resources, or the GAI website, students can create photo essays of each of the districts or specific cities or areas (Rangamati’s Kaptai Lake area, the Sundarbans, Chittagong, etc.). 8.   9.   10.   11.   12.   13.   14.   15.   16.   17.   18.   19.   20.   Formative Evaluation (Req.): Class discussion.   Assessment (Req.): After completing the map exercise and further discussing the geography of Bangladesh, students can make an acrostic as a summary, using the word Bangladesh. (See sample.) Iowa Core Curriculum Standards Used (Req.): • Geography, grade 9-12: Understand the use of geographic tools to locate and analyze information about people, places, and environments. •   •   •   •   •   •   •   •   •   Common Core Curriculum Standards Used (Opt.): • Writing, grade 6-12: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. •   •   •   •   NGS Standards Used (Req.): • How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective •   •   •   •   •   •   •   •   •      Five Themes of Geography Used (Req.): • Location • Place • Region •   •   School District Standards and Benchmarks (Opt.): •   •   •   21st Century Universal Constructs (Opt.): Complex Communication, Productivity and Accountability Other Disciplinary Standards (Opt.): •   •   •   •   •   Other Essential Information (Opt.): NOTE: Printing original maps off websites below will offer better reproduction than copies of maps attached to this lesson.  Other Resources (Opt.): • ENGLISH VERSION map source: http://banglapedia.org/Atlas/bangladesh.htm • BANGLA VERSION map source: http://banglapedia.org/AtlasB/bangladesh.htm • http://en.wikipedia.org/wiki/Divisions_of_Bangladesh • http://upload.wikimedia.org/wikipedia/commons/2/28/BD_Map_admin.svg Sample Acrostic B ay of Bengal is in the south A rea includes three main rivers N ot a very large country G oing to have trouble with rivers flooding L ots of small braided rivers A lot of roadless areas in far south D oes not have any snow-capped mountains E veryone depends on river transportation S ea-going ships can come far inland H ot, tropical climate           Student Response Sheet:  Reading a Map in any Language 1. Identify, using cardinal (N, S, E, W) and intermediate directions (NW, SW, SE, NE) the number and location of countries that border Bangladesh. The gold line around the country may help you   2. For political administration, nations are often divided into states, provinces, or divisions. Count the number of divisions. The green line and colored divisions will help you.   3. Just as you might give the name of your state and county, each division in Bangladesh is further divided into districts. Count the number of districts. The broken gray line will help you. What other clue is there?   4. Reservoirs are human-made lakes created by damming rivers. Water flowing out of reservoirs can be a source of hydroelectric power. Using intermediate directions, describe the location of the division containing a large reservoir.   5. Trace the paths of the three major rivers of Bangladesh. In which cardinal direction do they flow?   6. Take a look at the symbols used for cities. Using those symbols, locate the capital of Bangladesh, Dhaka. Describe the location of the capital.   7. Does there seem to be a connection between the confluence (joining) of those rivers and the location of the capital? Explain.   8. Does every division have an airport? Explain   9. In addition to roads, airports, and railroads, what other transportation system is important in Bangladesh? Why would that be an important transportation system?   10. Geographers examine connections. Does one division seem more remote (less connected) than the others? Explain your reasoning.   11. After further map study, develop two original questions to use for class discussion or further research.                Teacher’s Background:  Reading a Map in any Language   1. Identify, using cardinal (N, S, E, W) and intermediate directions (NW, SW, SE, NE) the number and location of countries that border Bangladesh. Two countries border Bangladesh. One (India) is to the west, north and east. A second country (Myanmar/Burma) borders Bangladesh on the southeast. 2. For political administration, nations are often divided into states, provinces, or divisions. Count the number of divisions.  Each division is colored pink, yellow, purple, green, etc. There are six divisions: Barisal (Borishal) South Chittagong (Chôţţogram) Southeast Dhaka (Đhaka) North or Central Khulna (Khulna) Southwest Rajshahi (Rajshahi) Northwest Sylhet (Sileţ) Northeast 3. Just as you might give the name of your state and county, each division in Bangladesh is further divided into districts. Count the number of districts. There are 64 districts. Divisions are divided by a broken gray line and districts are identified by name. Barisal (Borishal) South, 6 districts Chittagong (Chôţţogram) Southeast, 11 districts Dhaka (Đhaka) North or Central, 17 districts Khulna (Khulna) Southwest, 10 districts Rajshahi (Rajshahi) Northwest, 16 districts Sylhet (Sileţ) Northeast, 4 districts 4. Reservoirs are human-made lakes created by damming rivers. Water flowing out of reservoirs can be a source of hydroelectric power. Using intermediate directions, describe the location of the division containing a large reservoir. Kaptai Lake is a reservoir located in the southeast, in Rangamati district, Chittagong division. 5. Trace the paths of the three major rivers of Bangladesh. In which cardinal direction do they flow? The three rivers flow in a southerly direction, to the ocean. The river systems include: a. from the west, the Padma (called the Ganges inside India); b. from the north, the Jamuna; c. from the north/east, the Brahmaputra/Meghna system. NOTE: From these rivers, annual alluvial deposits are responsible for the fertile soil of Bangladesh. The alluvium deposited from these rivers also creates the many inhabited river islands (called chars "chores"). Most of the rivers in Bangladesh flow from other countries, creating a need for international cooperation. 6. Take a look at the symbols used for cities. Using those symbols, locate the capital of Bangladesh, Dhaka. Describe the location of the capital. The capital, Dhaka, is located in central Bangladesh. 7. Does there seem to be a connection between the confluence (joining) of those rivers and the location of the capital? The capital is located north of the confluence, on slightly higher ground. Most of Bangladesh is located within 30 meters of sea level. 8. Does every division have an airport? Yes. Do some have two? 9. In addition to roads, airports, and railroads, what other transportation system is important in Bangladesh? Why would that be an important transportation system? Ships (and ferries). There are many, many rivers (see #10, too). 10. Geographers examine connections. Does one division seem more remote (less connected) than the others? Answers will vary. 11. After further map study, develop two original questions to use for class discussion or further research. Answers will vary.    READING A MAP IN ANY LANGUAGE Kathy Sundstedt and Dawn Brown “T.O.A.D.S.” •Title •Orientation •Author •Date •Symbols 

The students will cooperatively use map-reading skills to discover the physical and political geography of Chile

Shattuck, Dawn

University of Northern Iowa UNI ScholarWorks Open Educational Resources Open Educational Resources 2012 Reading a Map in Any Language Dawn Shattuck Northeast Iowa Community College Kathy Sundstedt Copyright ©[2012?] Dawn Shattuck and Kathy Sundstedt This work is licensed under a Creative Commons Attribution 4.0 License. Follow this and additional works at: https://scholarworks.uni.edu/oermaterials  Part of the Geography Commons Let us know how access to this document benefits you Recommended Citation Shattuck, Dawn and Sundstedt, Kathy, "Reading a Map in Any Language" (2012). Open Educational Resources. 190. https://scholarworks.uni.edu/oermaterials/190 This Lesson Plans is brought to you for free and open access by the Open Educational Resources at UNI ScholarWorks. It has been accepted for inclusion in Open Educational Resources by an authorized administrator of UNI ScholarWorks. For more information, please contact scholarworks@uni.edu. Reading a Map in Any Language Dawn Shattuck – NICC; Kathy Sundstedt – School not available Grade Level (Req.): 7th-12th grade Content Area (Req.): Geography Unit (Opt.):   Connections to Other Disciplines (Opt.): •   •   •   Time Frame (Req.): 1 class period  Goal (Req.): Students will be able to accurately read a map.  Objective (Req.): The students will cooperatively use map-reading skills to discover the physical and political geography of Chile. Materials Needed (Req.): • Color copies of Chile map, printed in Spanish, one copy for each group of students (optional) • Student worksheets, one copy for each group of students • Optional – Classroom map of Chile, printed in Spanish • Optional – Classroom map of Chile, written in English • Optional – Internet access to online maps of Chile •   •   New Vocabulary (Opt.): •   •   •   •   •   Anticipatory Set/Introduction [Inquiry Question is required] (Req.): How much can one learn about a country using basic map “reading” skills, even if the map cannot be “read” in English?       Instructional Sequence/Procedure (Req.):  1. Distribute one copy of Chile map, written in Spanish, to each student group OR direct each group of students to access an online copy of a Chile map. 2. Together, as a class, review T.O.A.D.S. – an acronym for typical map contents: Is there a Title on the map (where?)? [Mapa Politico de Chile – Often at the top of the page of a printed map, the title may also be located in a digital file’s name.] What is the Orientation of the map? [Participants should determine north is toward the top of the page by reading the compass rose.] Who is the Author of the map? [Publisher may or may not be noted on the map.] What is the Date of publication of the map? [Published dated may or may not be noted on the map.] Discuss the Symbols and Scale [Sometimes provided in a separate digital file]. 3. Distribute one worksheet to each group of students for independent study.  4. As a class, discuss answers to questions 1-9; extend information.  5. Exchanging of original questions (#10).  6. Extension: Follow this lesson with a similar lesson, giving students regional maps to study in small groups. Small groups report back to the larger class what they have learned from the maps. 7. Enrichment Possibilities: Using Internet resources, or the GAI website, students can create photo essays of each of the districts or specific cities or areas (Santiago, Concepcion, La Serena, Arica, etc.). 8.   9.   10.   11.   12.   13.   14.   15.   16.   17.   18.   19.   20.   Formative Evaluation (Req.): Class discussion.   Assessment (Req.): After completing the map exercise and further discussing the geography of Chile, students can make an acrostic as a summary, using the word Chile. (See sample.) Iowa Core Curriculum Standards Used (Req.): • Geography, grade 9-12: Understand the use of geographic tools to locate and analyze information about people, places, and environments. • Geography, grade 9-12: Understand how physical and human characteristics create and define regions. •   •   •   •   •   •   •   •   Common Core Curriculum Standards Used (Opt.): •   •   •   •   •   NGS Standards Used (Req.): • How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective •   •   •   •   •   •   •   •      •   Five Themes of Geography Used (Req.): • Location • Place • Region •   •   School District Standards and Benchmarks (Opt.): •   •   •   21st Century Universal Constructs (Opt.): Complex Communication, Productivity and Accountability Other Disciplinary Standards (Opt.): •   •   •   •   •   Other Essential Information (Opt.): NOTE: Printing original maps off websites below will offer better reproduction than copies of maps attached to this lesson.  Other Resources (Opt.): • Worksheet questions are associated with this map: http://www.visitingchile.com/mapas/mapa-politico-chile.htm • More maps of Chile: http://www.educarchile.cl/Portal.Base/Web/verContenido.aspx?ID=130639; http://www.visitingchile.com/mapas-chile.php; http://www.ipgp.fr/~dechabal/Geol-million.pdf; http://www.gochile.cl/Info_s/Map/MapIndex.asp; http://www.educarchile.cl/UserFiles/P0001/File/Planisferio%20200.jpg • General political statistical information: http://www.statoids.com/ucl.html • Spanish-English translator: http://www.spanishdict.com/translate/ Student Response Sheet: Reading a Map in any Language 1. Identify, using cardinal (N, S, E, W) and intermediate directions (NW, SW, SE, NE) the number and location of countries that border Chile.   2. For political administration, nations are often divided into states, provinces, or divisions. Count the number of regions in Chile.   3. Just as you might give the name of your state and county, each region in Chile is further divided into provinces. Count the number of provinces.   4. Insets are small maps within larger maps. Describe in detail the information found in the insets on your map. Why was it a good decision to include this information in insets as opposed to including it in the map itself?   5. Take a look at the symbols used for cities. Using those symbols, locate the capital of Santiago, Chile. Describe the location of the capital.   6. Examine the network of primary and secondary roads. In which area—north, southeast, southwest, or central—does the road network seem less developed? How do you explain this?   7. Does there seem to be a connection between the concentration of those roads and the location of the capital? Explain.   8. In addition to roads, airports, and railroads, what other transportation system is very important in Chile? Why would that be an important transportation system?   9. Geographers examine connections. Does one division seem more remote (less connected) than the others? Explain your reasons.   10. After further map study, develop two original questions to use for class discussion or further research.               Teacher’s Background: Reading a Map in any Language   1. Identify, using cardinal (N, S, E, W) and intermediate directions (NW, SW, SE, NE) the number and location of countries that border Chile. Three countries border Chile. One (Peru) is to the north. A second country (Bolivia) borders Chile on the northeast. A third country (Argentina) borders Chile on the east. 2. For political administration, nations are often divided into states, provinces, or divisions. Count the number of regions in Chile. There are thirteen regions reflected in this map. [Note that the map does not reflect the new division of Chile into 15 regions.] 3. Just as you might give the name of your state and county, each region in Chile is further divided into provinces. Count the number of provinces. There are 51 provinces named in this map. [Note that the new division of Chile into 15 regions reaps 53 provinces.] 4. Insets are small maps within larger maps. Describe in detail the information found in the insets on your map. Why was it a good decision to include this information in insets as opposed to including it in the map itself? The locations of four Pacific Islands are outlined and described in the insets in the left-hand side of the map. The inset on the right-hand side of the map outlines and describes Chilean territory in the Antarctic region near the South Pole. Because the locations of these five areas are remote and the distance from the mainland is great, to include them on the map without insets would use and waste a lot of space. 5. Take a look at the symbols used for cities. Using those symbols, locate the capital of Santiago, Chile. Describe the location of the capital. Santiago lies between 32 and 34 degrees latitude and between 70 and 72 degrees longitude in central Chile. The city of Santiago is located in the Metropolitan Region. It lies inland mid-way between the Pacific Ocean and the border with Argentina. 6. Examine the network of primary and secondary roads. In which area—north, southeast, southwest, or central—does the road network seem less developed? How do you explain this? The road system appears less developed along the eastern border, explained by the presence of the Andes Mountains. There is also less development across Region II where the Atacama Desert lies. Less development is also observed across the islands in the south and southwest. 7. Does there seem to be a connection between the concentration of those roads and the location of the capital? Explain. Yes, there is a strong network of roads near the capital for ease of trade and transportation. 8. In addition to roads, airports, and railroads, what other transportation system is very important in Chile? Why would that be an important transportation system? Port cities along the west coast would imply a strong shipping industry, which is important for trade between the regions and globally. 9. Geographers examine connections. Does one division seem more remote (less connected) than the others? Explain your reasons. Obviously, the islands, the Atacama Desert area in the north, and the Antarctic region in the south are isolated because of their remoteness and the climatic conditions. 10. After further map study, develop two original questions to use for class discussion or further research. Answers will vary.       Sample Acrostic C oncepcion is the capital of Region VIII H as territory in the Antarctic I slands in Regions XI and XII are too numerous to count L argest region in km2 is Region II E xtends west to 109º 26´ latitude (Easter Island)  

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Reading a Map in Any Language

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