Objective:

Students will create physical maps and models to represent the geographical features of their local area, such as mountains, valleys, lakes, and deserts. They will also show how people have used and modified these features over time. 

This lesson will integrate computational thinking by encouraging students to organize and process historical data through physical mapping. Students also discuss the impacts of computing in determining how mapping has changed as technology has evolved.

Materials Needed:

• Large paper or poster board for drawing maps

• Markers, colored pencils, and other art supplies

• Research materials (books, photos) about local geography and human modifications (dams, farms, etc.)

Steps:

• Introduction:

  • Begin by discussing the physical geography of the local area and the resources people have historically used. 

  • Explain how building structures like dams or cities can change the environment. 

  • Students will work together to create physical maps that represent both the natural geographical features of the area and the modifications made by people over time.

• Group Activity:

  • In groups, students will draw large maps on poster board showing key geographical features such as mountains, lakes, and deserts. 

  • They will use different colors and symbols to represent human modifications, such as dam construction, changes in river flow, or deforestation for farming. 

  • As they work, students will use historical photos or primary sources to add context to their maps.

• Computational Thinking Integration:

  • Encourage students to think like computer scientists, organizing their map elements in a systematic way and considering the impact of each human modification. 

  • By categorizing and visually representing geographical data, they will practice abstraction and develop models of how human activity affects the environment over time.

• Testing and Refining:

  • Once the maps are complete, students will compare their work with actual maps or historical documents of the area to check for accuracy. 

  • They will refine their maps by adding more details or correcting inaccuracies based on feedback from peers.

• Presentation and Discussion:

  • Each group will present their map to the class, explaining both the natural geographical features they identified and the human modifications they included. 

  • Lead a class discussion on the impact of these changes and explore how technologies like GPS and digital mapping tools help us plan for environmental preservation and urban development.

Equity and Access:

Provide pre-labeled geographical features or a guided outline for students who need additional support in identifying key landmarks. Offer simplified versions of the map for students with different learning needs.

Real-World Application:

By creating physical maps, students gain a deeper understanding of the local environment and human impact on geography. This activity mirrors the work of environmental planners who assess land use and its effects on natural resources.

CS Practice(s):

• Developing and Using Abstractions: Students represent geographical data in a visual format, abstracting complex human interactions with the environment.

• Recognizing and Defining Computational Problems: Students analyze how human interventions, such as dam building, have modified local ecosystems and propose solutions for balancing development with environmental sustainability.

Standard(s):

• CA HSS 3.1.2

• CA CS 3-5.IC.20

Objective:

Students will use a digital mapping tool, such as Google Earth, to identify geographical features in their local region, including deserts, mountains, valleys, and lakes. They will also trace how human activity, such as building dams or cities, has modified the environment. 

Through computational thinking, students will organize and analyze geographic data.

Materials Needed:

• Tablets or computers with Google Earth or a similar mapping tool

• Interactive maps or digital globes

• Pre-selected locations highlighting different geographical features and examples of human modification

Steps:

• Introduction:

  • Begin by asking students, "What physical features can we find in our local environment?" 

  • List features such as mountains, lakes, and deserts, and discuss how people have used and modified these features over time. 

  • Introduce Google Earth as a tool for exploring the geography of the local region and for identifying how human activities, like constructing dams or highways, have changed the landscape.

• Group Activity:

  • In pairs, students will use Google Earth to explore and map the geographical features of the local area. 

  • They will look at specific sites (e.g., a nearby dam, mountain, or coastline) and use the mapping tool to trace how human activity has altered the physical environment. 

  • Students will also create annotations or use digital drawing tools to mark areas where human modifications have occurred, such as changes in river paths due to dam construction or urban development on former forests.

• Computational Thinking Integration:

  • Explain how using digital tools like Google Earth involves computational thinking by organizing, processing, and analyzing large sets of geographic data. 

  • Students will break down complex geographical features into smaller components (deserts, mountains, etc.) and study how human interventions impact the landscape over time.

• Testing and Refining:

  • After mapping local features and identifying modifications, students will share their findings with their group. 

  • They will test their understanding by comparing their maps to historical records or older versions of the area and refining their analyses as needed.

• Presentation and Discussion:

  • Each pair will present their digital map to the class, explaining the geographical features they identified and how human activity has altered the environment. 

  • Lead a class discussion on how human modifications can be both beneficial and harmful to local ecosystems, and explore how technologies like Google Earth allow us to visualize and plan for sustainable development.

Equity and Access:

Provide tutorials or guided support for students unfamiliar with using Google Earth. Offer pre-labeled maps of regions for students who need extra guidance.

Real-World Application:

Students learn how to use digital mapping technologies to analyze geography and human impact on the environment. This activity mirrors the way city planners, environmental scientists, and policymakers use technology to assess land use and plan sustainable developments.

CS Practice(s):

• Creating Computational Artifacts: Students use Google Earth to create digital maps and analyze geographical data.

• Recognizing and Defining Computational Problems: Students identify how human modifications affect the physical landscape and propose solutions for sustainable management.

Standard(s):

• CA HSS 3.1.2

• CA CS 3-5.IC.20