Lesson 2: Mapping Districts

Grades K–4

words to know

Strand: Map Literacy

Skills and Objectives

  • bullet Visualize census data on a map
  • bullet Use a map key to read a population map
  • bullet Understand the concept of population density

Materials: Mapping Districts Student Worksheet 2, Guam wall map, pencil/pen

Time Required:
45 minutes

    Getting Started

    Draw students’ attention to the map . Demonstrate that the map includes the boundaries and names of each district, as well as the population of each one based on Census 2000. Use the map key to explain how colors make it easier to understand how the population differs from one district to another.

    Using the Student Worksheets

  1. Before distributing Mapping Districts Student Worksheet 2, discuss the concept of population density. Explain that although one district of Guam might have a similar population to another one, the population density will be different if people are spread out over a smaller or larger area.
  2. You can illustrate this by having students move from the classroom into a gym or cafeteria. What do they notice about their group as it moves to a larger area?
  3. Distribute Mapping Districts Student Worksheet 2. Help students color in the map key, using the colors that are shown on the Guam wall map for identifying population density. Then, using the map key, guide them in identifying and coloring the districts shown.
  4. Discuss the five districts that appear on the worksheet. How are districts a and b similar? How are they different? Have them compare districts c and d on their own. What statement can they make about district e? (Districts a and b are similar because they have similar population figures. They are different because Yigo is much larger in land area than Tamuning. Districts c and d have similar land areas, but Asan has more people than Piti. District e, Agana Heights, is the smallest in land area of this group of districts.)

Wrap-up

Explain that a census is a way to find out how many people live in a place. Discuss how Census 2000 gave mapmakers the information for the Guam wall map, and that the 2010 Census Guam will help them make a new, updated map.

Teaching Options

Younger or less skilled
students can focus on how the map depicts the island on which the students live. Point out the approximate location of the school. Draw students' attention to the map key (or legend). Explain that the key unlocks the meaning of the map. Have students discuss what each symbol means. Another option is to ask students to create a symbol for their home on a printable outline map of the island and include it in a map key. Help them choose a color for that symbol. Then help them to place the colored symbols for their homes on their maps.

Older or more skilled students can create a map of their school at different times of the day to show the differences in population density at key times (e.g., lunch, gym, recess, during class changes).

Answers

Student Worksheet 2: a) Tamuning; b) Yigo; c) Asan; d) Piti; e) Agana Heights

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