UNIT 9 TOOLS OF TEACHING GEOGRAPHY

Structure

9.1 Intioduction
9.2 Objectives
9.3 Content
9.3.1 Concept of Map
9.3.2 Scales, Symbols and Direction
9.3.3 Concept of Latitudes and Longitudes
9.3.4 Importance of Equator and Prime Meridian
9.3.5 Types of Maps
9.3.6 Concept of Globe
9.3.7 [Jses of Maps and Globe
9.4 Instructional Strategy .
9.4.1 Instructional Objectives
9.4.2 Teaching-Learning Activities
9.4.3 Evaluation
9.5 Let Us Sum Up
9.6 Unit-end Activities
9.7 Points for Discussion
9.8 Answers to Check Your Progress
9.9 Suggested Readings

Geography teaching involves primarily the analysis of casual relationship and the intelligent
understanding of phenomena occuring on the earth surface. It is being accomplished by direct
and indirect observations and by compilation of basic information of geographical importance.
Therefore the subject needs a broad and rich base of preceptual experiences as an important
basis for good teaching. Though it is almost impossible to provide real learning experiences
for school children to acquaint themselves with geographical knowledge, the study of the
subject could still be made more lively; interesting and comprehensible through wise and
intelligent use of tools namely maps, globes, models, specimens which are simply reproduction
of the reality etc. In this Unit, we would like to concentrate on the content, namely, the tools
for teaching geography and provide you with some teaching strategies that you may adopt
for teaching such contents.

At the end of the unit, you will be able to :

+
identify the different concepts, terms, facts in the unit;
explain why maps are important in teaching of the subject;
describe the basic characteristics of maps;
develop the skills f a using different tools in teaching of geography;
develop skills of making mapi and models;
formulate instructional objectives for the topic on maps;
design teaching-learning activities for the topic on maps:
develop lesson plan on the topic 'Maps', and
censtaud evaluation items on the topic.

. . 5
Teaching of Geography
9.3 CONTENT
Any topic consists of facts, concepts, principles etc. A student-teacher needs to be thorough
with the content of the topic so as to plan for effective instruction. This means the student-
teacher has to decide how the content has to be sequentially and logically presented to the
learners so that it is effectively learnt by them. Keeping this in mind the content specifications
have been given below:
Content Specification

Concept of map
Scales, symbols, direction
Concepts of latitudes and longitudes
Sigdificance of equator and prime meridian
Types of maps
Concept of globe
Use of globe and maps

9.3.1 Cvincept of Map

A map is usually considered to be a drawing to scale of the whole or a part of the surface of
the earth pn a plane surface. Till recently, it was manually a drawn picture of the earth showing
the location and distribution of various national and cultural phenomena. Now computerised
maps are also available. Even one can have maps of the heavenly bodies as well.
Unlike a photography, a map being the mental and manual creation of man gives only those
details which the mapmaker wants to give. Instead of showing the details of their true or visible
shape and size as in photographs it uses symbols which may or may no1 have similarities with
the shape and size of objects represented. We should, therefore, define a map as a symbolic
drawing to scale of the visible as well as conceived locational and distributional patterns of
the whole or a part of the earth.
Certain maps are meant to give very minute details about very small areas like tdwns and
villages. These maps are called plans.
The main problem of map-making is to transform the spherical surface (i.e. earth) into a two
dimensihal (plane) surface (i.e. map). Such a transformation introduces some changes in the
directions, distances, areas and shapes from the way they appear on the spherical surface. This
system of transformation from the spherical to the plane surface is called 'map projection'. The
construction of map projections requires a lot of mathematical calculati~ns.

Chcck Your Progress

Nota t a) Space is given below fo; yoqr answers.
b) Compare your answers with those given at the end of the unit.
1. what do you mean by map ?
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2. Define 'map projection'. .

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 9.3.2 Scales, Symbols and Direction t Tools of ~ e a c h i n ~
Geography

Scale is the means which enable us to reduce the whole or part of the earth to a convenient
size in a logical and scientific manner. Scale is defined as a ratio between the distance on
a map and the corresponding distance on the earth. For example, if two places located one
mile apart are shown as I inch apart on a map, then the scale of the map is I inch to one
mile. It should be noted here that the scale of a map does not show the ratio of 'actual
distance' (through transportation lines) between two places but only the horizontal straight
line distance between 'them.
Map distance
A scale present a ratio =
Ground distance --

1 inch - 1
In the above example it is = -
1 mile 63,360 inches

In a scale, ratio of map to earth is a fraction or RF since ratio is also known as fraction.

Therefore a scale tells us what to expect in the way of details as well as to help us estimate
distances.

In a map, scale is also expressed in a verbal notation (simple statement) or in the diagrammatic
way. (graphic scale).

Each component of a map is a symbol. To aid legibility in map reading, it is necessary to

employ distinctive symbols for various features and to make use of different types of lettering
for different purposes. These symbols have been internationalised so that any departure from
them appear to be unnatural and incorrect to the average map reader. For example, we
represent water features by blue and plains by green. If we try to reverse the colour scheme
and show the water feature by green and the plains by blue, the consequences will be
disastrous.

If we compare the topographic maps published by various government agencies all over the
world, the symbols used are common which are often referred to as conveptional symbols.
These conventional symbols are normally given on the margins of the mapi: They are learnt
by constant practice in interpretation and application.

Direction

It is defined as an imaginary straight line on a map or ground showing the angular pmtlon
of various points with respect to a common base direction which is normally 'north: 'You
will find the arrow pointing to the north direction - on the tefi top corner of the map.

A very important aspect of map-reading is the ability to identify our position in th5cpuntry
in .relation to the position on the map corresponding to our actual location. To do this
properly one is to be proficient in what is known as setting the map. To set a map is to adjust
it so that the North point of the map corresponds with North in the actual country.

Check your Progress

Notes : a) Space is given below for your answers. .
b) compare your annvcrs with those given at the end of the unit.
3. What is a scale?
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Teaching of Geography '

93.3 ~ d n e e of
~ ~t q t i t u d dand Longitudei
Geographic coordinates provide the convenient reference points for the determination of
location, distance, and dkection relationships on the ground as well as on the map. The
principle underlying the division of the earth by a network of geographic coordinates is the
same as the preparation of a line graph with X and Y axes. In a graph, one must have a point
of origin and two reference lines - an horizontal line or X axis and a vertical line or Y axis. The
intersection of a pair of these lines giv'es the location of a point (or a place on a map). If these
sets of lines are shown on the map or on the spherical earth. we call the horizontal lines to
be parallels or latitudes and the vertical lines to be meridians or longitudes. The network of
these parallels and meridians (latitudes and longitudes) is called geographic coordinates.

A place (or a point) on the earth surface oi a map can be loceied with the help of the
intersection of its corresponding latitudes and longitudes.

, 9.3.4 Importance of Equator and Prime Meridian

If we represent the earth by a sphere, a line drawn midway between the northern and soutbern
ends of the axis, will divide the sphere into two halves. This mid-line is called the equator.
As the equator is the line of origin from which latitudes are measured, it is called '0'latitude.
As the angular distance between the equator and the pole is 90°,the latitudes are numbered
ti11 90. These latitudes being the lines parallel to the equator, aretherefore cilled 'parallels'.

A latitude tells us how far from the equator a place lies. But to pinpoint the location of place,
one has to state where along a particular latitude it is located. Longitudes are the lines running
between the north and south poles which divide the latitudes into numerous parts and thus
help to locate exactly the object on the earth s u r f a ~ .Unlike the parallels, the meridians are
not parallel to each other. There are 360' of longitdes. It is difficult to determine the point
of origin for longitudes (unlike the latitudes where?he O0 latitude i.e eo2ator, is the point of
origin). Afier a lot of discussion, it was decided to have meridian passing through Greenwich
as the O0 meridian. This is called prime meridian. At present all countries use this meridian
as the prime meridian. While numbering around the sphere ends up with O0 and 360° to be
the same. Therefore to avoid this problem, it was stopped midway and the order of numbering
was reversdd. That is why we have the meridians starting from O0 to 180° only. Moving
eastward the numbering increase to 180° (labelled as E) and then decreases back to O0 (from
180° to O0 labelled as W). This makes it possible to locate a point in terns of its latitude north
or south of the equator and its longitude east or west of the prime meridian.
 Tools of Teaching
Check Your Progress Geagraphy

Notes : a) Space is given below for your answers.

b) Compare your answers with those given at the end of the unit.
5. Fill in the blanks.
a) Horizontal lines on the map are called.........................................
b) Vertical lines on the map are called .............................................
6. What is equator ? ,,,

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9.3.5 Types of Maps

The most meaningful listing of varieties of maps is the one based on utility. They include
topographical maps, thematic maps, economic maps, historical maps etc.

The large scale tdpographical maps which are produced by the Survey of India show the relief
and the terrain in detail.

The maps dealing with a single factor such as rainfall, crops, population etc. are classified as
thematic maps.
I
9.3.6 Concept of Globe
Globe is a three-dimensional representation of the earth. It resembles the earth in shape and
shows water and land masses in proper relative sizes and position. It is, thus, thk spherical
model of the earth.

9.3.7 Uses of Maps and Globe

Different people will assign different values to large scale topographical maps. To the tourist, '

the most prominent features will be the roads and the towns and villages where a halt may
be made at some suitable place. The mountain climber may be interested in contours ss
depicting the heights at various points in the mountainous area. The soldier is concerned
with topographical information likely to be useful for locating strategic positions. From the
academic point of view of a student, he makes use of maps in outdoor excursion work, in
connection with his practical mapwork course and M an aid to etudy of.physlcai geography
and geomorphology,

9.4 IN$TWCTIONAL STRATEGY

Inemetlonal rtrategy for the unlt Includtr lnstructlonrl obJectlver, tewhlng-lemlng wtlvltlor
anel eveluatjen terns,
Teaching of Geography While pla~ainginstruction, it becomes imperative to decide the learning outcomes before hand
so as to select the appropriate learning experiences in order to attain the expected learning
outcomes. The content provides the scope for a range of instructional objectives from simple
'recall' to, 'to appreciate and develop a sense of curipsity regarding our planet and its relation
with the rest of the systems in universe'. These instructional objectives will also include
developiog concepts based on the text and relevant psychomotor skills. Hence a teacher needs
to visualise a comprehensive list of objectives for any given topic. Though a teacher visualises
a very exhaustive list of behavioural outcomes, only a limited number of these may actually
be attained, because of the constraints of time and other factors in a given instructional period.
Therefore. you may find that the exemplar, only selected instructional objectives are considered
for that particular plan. All the same. it should be noted that each teaching point selected for
the lesson should have stleast one instructional objective. Further, an attempt should be made
to plan instructional objectives at various levels.

You have already learnt how to state instructional objectives. As instructional objectives
indicate the expected learning outcome, they refer to changes in learners' behaviour. So, while
formulating instructional objectives, care need to be taken that :

each objective refers to a single behaviour of the learner

this behaviour is observable or over
conditions under which the behaviour is mavifested or performed is mentioned, and
standard of performance of the behaviour is indicated.

Conditions need to be mentioned in case they are very specific for the behaviour, but after in
the classroom instruction these conditions are not so stated specifically. And hence these
conditions are marly a times not explicitly stttted, but are implicit.

Standards define to the extent of which the learners' behaviour are expected i.e. whether they
state an answer or respond in a few words, or give specific amount of information or perform
certain action as per their age ar,d standards. This is because any given content can most often
be discussed at different levels and depth. This needs to be explicitly stated in the instructional
objective.

Keeping these four points in mind, the instructional objectives for the selected topic are stated
below :

lnstructlonal Objectives

The student will be able to :

to define5he concept of map,
to explain the significance of latitudes and longitudes in the understanding of geographical
concepts of distance, time and climate,
to locate new places on the map witR the help of latitudes and longitudes,
to develop the skill of marking different regions (natural, physical and political) on an
outline map,
@ to develop skill of drawing the iopography of hislher locality indicating the different
land~narksand directions,
00 differe~tiatethe different kinds of map,

to differentiate between maps and globes.' He can explain the division of earth in
different hemispheres,
@ to explailt ti:e concep:s of eclipse witn the help of globes, and
@ to explain the cycle of seasons and wind system with the use\of maps and globes.
9.4.2 Teaching-Learning Activities
Teaching-learning activities are made up of methods ah$ techniques (or procedures) which
would ensure the learners attaining the objectives. It includes the nature, scope and sequence
14 I
of events which provide the learning experiences. A strat_egytakes into consideration the Tools of Teaching
Geography
ayailable resources (physical as well as human) in brder to plan the variety of learning
experiences. As we have seen earlier, the same instructional objectives may be attained by
a variety of methods. That means, for each learning outcome, the 'learning experiences that
could be provided are innumerable. Out of these, in a given instructional period, a teacher
would be able to provide only a select few. All the same, the teacher should be in a position
to take recourse to alternatives, if the selected ones fail to achieve the desired effect.

While preparing a strategy, we have to initially decide how to view the topic. That is to say,
we have to be clear about the approach we shall be adopting for dealing with the content.
Two of the commonly used approaches in teaching Social Studies are Inductive and Deductive.

Inductive Approach originates from the term 'to induce' meaning 'to lead on' or 'to tow'.
According to this approach, a teacher begins by providing unorganised information in various
formats to the learners. The students study these pieces of information in the context of the
problem or the content they are to discuss. That is from individual and separate facts (ideas)
the students are led towards hypothesising and arriving at a tentative generalisation which
is to be analysed for acceptance or rejection or modification.

Deductive Approach nieans that thestudents draw out from a given principle or generalisation,
some example or illustration that shows the operation of the given principle or the generalisation.
In this approach a teacher states a law, principle or generalisation and then the students are
asked to apply the same to problems of their own. That is to make them aware of the operation
of the law or generalisation in their environment. The approach necessitates an initial exposition
which sets the students thinking to apply the knowledge to understand the phenomenon
around them. This approach is more suitable to disciplines which are axiomatic in nature.
Having understood these two approaches, you would be able to decide which of the approaches
would be more suitable for the particular content you are expected to transact with the
students in the classroom. As you may have obser:ed, social studies as a course of study
yields itself well to the adoption of the Inductive Approach wherein the learners are able to
observe various phenomena surrounding them and understand the underlying principles
operating them. It provides scope for analytical thinking, and hence in the exemplar provided,
Inductive Approach has been adopted and planning has been carried out accordingly.
You have already learnt the format of Unit Planning in the first block. To refresh your memory,
it is once again presented hereunder. A Unit.P!an has the following details:

Format of Unit Plan

Previous Knowledgelentry behaviour of pupils:

Major Objectives offthe Unit :

11
Teaching of Geography Having prepared a unit plan. a teacher has to prepare a detailed lesson plan for the sub-units
(as many as there are in the unit). For your reference a lesson plan which deals with providing
learning experiences for a selected sub-unit that could be covered in one instructional period
is being prasented hereunder. This will give you an idea as to how to plan a lesson for just
one instructional period.
The sub-unit selected here from the unit "Tools of Geography" is the concept of map. While
planning to teach this concept, the teaching points need to be identified. An attempt has been
made to identify the teaching points and are listed hereunder:

Maps
i) Meaning and definition of Maps
ii) Scale
iii) Legends and their uses
iv) Latitudes/longitudes
v) Types of Maps
vi) How to read a map, and
vii) The i~mportanceof accuracy in mapping for internatio~alrelations.

As you can see for yourself, the teaching points we have selected for the model (exemplar)
lesson plan has been limited to one concept, i.e. Maps, keeping in mind the time available for
a single instructional period. And this selection of teaching points is made on the teachers'
personal decision as to what concepts need to be emphasised according to the entry level
behaviour of the pupils. So, for this exemplar, we have further restricted to only three leading
points that could be covered say in a period of 40 minutes.

..Earlier you were presented with the format of a Unit Plan. For this exemplar we require a lesson
plan, the format of which is being presented hereunder:

Format of s Lesson Plan

1. Entry behaviours :
2. G e n ~ r a iobjectives of the Topic :

4. Reference Books :
5. lntraduction :

8, hoar Auslgnment :
9, Blrrakbeard Surnmflglry :

Thls format o f rr leafion plan eemgrlses d ~ h eemgonentu

t bsglnnlng fiem the rrgeelflerrtle~of
the entry boh~vlourof the puplle to the $I~ek$oerds ~ m r n ~ t yThe
, def~lledexglee~tlo~ md
4relevanse efaaeh of these elght aempenentA have $ton already dlsaussed in the esrller module,
 1'001s of Teaching
Geography.
Now, let us try to plan the topic 'Maps' according to this format wherein we shall be
discussing only the initial three teaching points since that's all that could be possible to be
transacted effectively in 40 minutes or so.

Model Lesson Plan

Subject : Social Studies , Topic : Maps Standard : Vlll

1. Entry Behaviour : i) Pupils are aware of the concept 'Map' in general terms.

ii) Students have variety of maps in their text books and

atlases. They have also used large maps in the classroom.
iii) Students also know that different types of maps represent
the different features of the earth (such as physical, political,
relief etc.)

iv) Students are aware of the standardised use of specific

colours to indicate specific features on the map.

2. General Objectives of the Lesson

i) Students will develop awareness regarding the use of maps. in the understanding
of geography,
iii Students will develop interest in map reading and map making, and
iii) Students will acquire knowledge regarding the history of map maki'ng.
(iz

3. i) Methods : Discussion. Narration, Question & Answer and Demonstration.

ii) Audio-Visual Aids : Different types of map, a 'space photograph' of England.

iii) Approach : Inductive.

4. Reference Books

5. Introduction : The teacher should begin with a preliminary step that makes clear the
relation which the plan of an object (say a pencil box) bears to the object itself. The
simplest and most obivious plan is that made by drawing round the base of an object
as it stands. By doing this, the children will realise that a plan (or map) shows the
horizontal space occupied by a given object on a table. Then the problem arises as
to how a plan can be made of an object that is too large to fit on a piece of paper.
The children are quick to suggest "drawing it smaller" deriving that one inch stands
for one foot etc. i.e. using scale. The 'idea' of scale will become familiar.

The teacher can extend this idea to the plan of the classroom, which is the first 'real'
map to be made by children. The classroom is chosen because it is the room equally
well known to everyone in the class. Then comes the representation of the space
relationships of one object to another in the classroom. Distance and direction and
relative sizes of all important pieces of furniture have to be considered. The classroom
plan is indeed a map.

The student can be asked to measure the room and represent it on the piece of paper
according to scale. Each student can locate his desk on the plan. The symbols (drawn
accoring to the shape and size of the objects) can be listed in the legend.

Then the teacher encourages the students to draw a map showing the position of the
classroom in relation to neighbouring rooms and corridors.

In the presentation the teacher starts with the published maps.

.Teaching of Geography 6. Presentation

Teaching Specific Objectives in Learning Experiences Point-wise

Point Behavioural Terms Teacher & Pupil Evaluation
Activities

Definition Pupils Teacher compares plan of the

of Map -recall definition of classroom with that of
7 Map. topographical map.

- differentiate the plan

of a classroom with
that of a topographical
map-

- describe the features Teacher gives the definition of

of a map. a map as following :
.
-are able to read the "A map is the representation on
North-East-West- a flat surface of all or part of the
South directions of a earth's surface, to show
physical, political, or other
map.
features, each point on the
diagram corresponding to a
geographical position according
to a definite scale."

Teacher draws the attention - How does a

of the pupils to the s m a 1 1 map differ
figure drawn like this on a map. from an aerial
photograph?
N
W + E This figure indicate the - How do you
S four directions of the define a map?
particular map. Keeping
these arrows in view - What does
the pupils are able to the figure
point out where the N
four metropolitan cities W+ E
of India are located and S
also describe the indicate?
direction in which the
Indian Ocean, Arabian - How does
Sea, Bay of Bengal and this help in
the Himalayas are map reading?
located.

Concept of - Pupils recognise that Teacher draws the attention of

Latitudes; parallel lines drawn in the pupils to the horizontal lines
Equator, the direction of East drawn on a map and tells them
Tropic of and West are that they are called the latitudes.
Cancer, Latitudes. Pupils question whether there '
are real horizontal lines on the
Tropic of - explain how there are of the
Capricorn 180° Latitudes
Teacher explains about latitude
- explain how latitudes in the following manner:
are drawn.
Running round the earth half-
-give reasons for
stating Latitudes as
way between the hvo poles is
an imaginary line which we call
North Latitudes and the Equator. Latitudes are the
14 Suuth Latitudes. angular distance of a point on
 Tools of Terchiug
the earth's surface measured from Geograpl~y
- Pupils the centre of the earth. For going
distance between from the the south pole we should
each Latitude. go through a quarter of the whole
circle or the circumference, that is,
- recall the nalnes through one right angle of 90". SO
of the 3 m a i n we mark 90 divisions from the
Latitudes-Equator. equator to the North Pole and 90
divisions to the South Pole. The
- Tropic Cancer Equator is marked OO. The
and diagralnnlatic representatio~lis as

North Pole

South Pole

Teacher draws the attention of

the students to three important
Latitudes :
1 . O0 Latitude : which we call the
Equator.
2. 23%" North : Tropic of Cancer.
3. 23%' South : Tropic of
Capricorn.
The distance between two latitudes
is approximately 69 miles anywhe1.e
on the earth's surface. except near
the Poles where they are slightly
longer because of the flattening of
the earth's surface at the poles.
Teacher asks the students as to
why Tropic of Cancer is indicated
as 2 3 W North while Tropic of
Capricorn is .23'X0 South.

Teacher makes the student observe wlla\ are Longr-

-recall the definition a circle drawn on the biackboard tudes,? How are
of Longitudes. and that on a circle 360" can be they calculated'!
marked. The iines runniilg ihri;:;yh
recall there are pole to pole are 366 in ~!fi~~,l;er ;us<
I li
;o ' i k ~ : i ~ ~ ] e ~ . these are ~ 3 i i i : j ii;.: ii*Yiz:tL..>i'~.
> ~ 8 : . ~ . ,
Teaching of Geography the longitudes on an outline the equator or any direction What does
map. parallel to it, we shall pass P r i m e
through a complete circle, or Meridian
- explain how the distance 360 O. We can mark 360 equal mean?
between two longitudes divisions off along equator
are 4 minutes per one and lines marked on these How d o we
degree longitude. divisions are Longitudes or calculate the '
Meridians. distance
-can state why longitudes b e t w e e n
are referred t o as Pupils : Why are longitudes longitudes?
Longitudes East or West. referred to as East or West?

Teacher: The Latitude that

passes through Greenwich on
the Thames, East London, is
known as the Prime Meridian
or OO. Greenwich is significant
because there has been a very
important observatory located
there. We number the degrees
East and West of Greenwich
till we reach half way round
the globe and the line 180°
West of Greenwich is the y n e
as 1 SO0 East of Greenwich.

Teacher easily draws"'

longitudes on the blackboard
and lets the children draw in
their note books; thereby
develops the skill of drawing. '

Pubils: We have learnt that

l o n g i t u d e s help us t o
calculate time of a place. How
exactly is time calculated?
Teacher: You know that the
earth rotates on its axis from
West to East in 24 hours and,
s o i t . surface moves at the
rate of 15 degrees an hour.
In other words, it moves 1
degree in 4 minutss. The Prime
-
Uses of Pupils: Meridian which passes through Tools of Teaching
Latitudes and - are able to state the use of Greenwich is Oo.Thus if it is 12.00 Noon Geography
Longitudes Latitudes and ~ o n ~ i t u d kins at the Prime Meridian, one degree to its
the locating of any place on East is 12.04 p.m. add one degree to its
the earth with the help of West is 11.56 a.m. That is, for places
Latitudes and Longitudes. East of Greenwich we have to add 4
minutes to Greenwich time for every
- can calculate time at different degree of longitude. For places West
Longitudes on the East or of Greenwich we have to substract 4
West of Priine Meridian: minutes to Greenwich time for every
degree of longitude.
Teacher : You have now understood
the meaning of the t e h s ~atiiudes.'Now
let u s try td understand the use of these
two concepts.

When we try to plot a point on any

graph, how do we go about?

Pupils : We know the distances on the

X and Y axis and locate the plot. For
example if we are seeing the re1at"ionship
between the temperature of a.place and
its humidity wemay draw the graph like
this:

Percentage
of
Humidity

Centigrade

Teacher :Very good. Keeping the same

principle in mind, we are able to locate
places on the map with knowledge of
the Latitudes and Longitudes. That is,
if we wish to locate a place on the map
and we know the Latitude and the
Longitude of the place, on the map we
trace where this particular Latitude and
Longitude cross each other. We would
find the place there correctly i.e. we know
that the Latitude of a place is 43O N and
Longitude is 83' E. Then on the map
we search the same.
Teaching of Geograplry
s' '

In the same way, if we know the

time at Greenwich which is on 0"
Longitude o r on the Prime
Meridian we can calculate the
time on any other Longitude on
theEast of Prime Meridiar. or the
West. On the East, we add 4
minutes to each Longitude from
Greenwich and deduct 4 minutes
to each Longitude on the West
of Greenwich. So, on the basis
of the Longitudinal distance of
Indian Standard Time from
Greenwich Meantime, we can
calculate that I.S.T. is 5 1 hours
leading of G.M.T. -How can latitudes
and longitudes
help to locate any
place on the
map?
- LocateNew Delhi,
Madras. Calcutta
and Mumbai in
your Atlas.
---If it is 12.00 noon
according to
I.S.T. what would
be the time at
Hongkong,
Sydney and*
California.
7. Recapitrllation : - Define a Map and state the names of the different types of map.
- How are Latitudes and Longitudes drawn?
- State their uses.

8. Home Work : iJ Refer to your Atlas and study carefully the differences between the
variety of maps.
ii) As an activity, work out the time at London, New. Delhi, Karachi

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18
and Melboume when the World CupiCricket is played in Melboume.
 Tools 01Teaching
iii) Ask the students to draw the route map from their home to school Geography
locating importadt features. land marks and building.

9. Balckboard Summary: - Main concepts and their defin'itions.

- Drawing of how Latitudes and Longitodes are worked
out.
- Calculation of time on different Longitudes.

In the preceding pages an attempt has been made to present a &ode1 lesson plan. We hope
you have got an idea about how to plan any lesson. Keeping the proforma and exemplar in
mind you can plan your lessons. What you need to keep in mind is the different components
of the plan which would direct you to make your design. These are :

Selection of teaching points - (Content analysis).

on nu la ti on of instructional objectives
Identifying learning experiences, and
Proposing evaluation procedures.

9.4.3 Evaluation

Define the meaning of map,

Differentiate between maps and plans,
What are the functions of map projection,
What is a scale? Give example of a scale,

. Discuss the fbnctions of a scale,

Differentiate between scale and symbol on a map,
Give examples of some conventional symbols used in topographic maps,
What does the symbol N on a map signify?
What is meant by geographic co-ordinates on a map?
Differentiate between latitudes and longitudes,
What is equator and what is the latitude of equator?
Which latitude divides the globe into two parts - Northern hemisphere and southern.
hemisphere?
What is prime meridian?
Define east and west according to meridians,
List the types of maps generally used in geography teaching.
What do you mean by a globe?
Discuss the uses of maps and globe.

9.5 LET US SUM UP

In this Unit, we discussed the major tools which are used in teaching of geography. The
concept of map was defined and the various functions of maps were discussed. Thus, a map
is a symbolic drawing to scale of the visible well as conceived. While defining scale, we
said that scale is a ratio between the distance on a map and the corresponding distance on
the earth. Each component of a map is a symbol. Directions on a map are also very important
for map reading, we discussed the concepts of latitude and longitudes and the importance of
prime meridian. We also touched upon the uses of maps and globe.
 Teaching o f Geography After presenting the content, we formulated instructional objectives for the unit and presented
a model lesson plan on 'Map'. We also provided some 'evaluation items for the unit.

9.6 UWIT-END ACTIVITIES

1. Prepare appropriate teaching aids to teach the topic 'Map'.
2. Prepare different types of Map.
3, Prepare instructional material for the topic "Types of maps and their uses".

I 9.7 POINTS FOR DISCUSSION

Role of Maps in teaching of geography.

How to evolve indigenous and effective teaching aids in the absence of sophisticated
models and teaching aids.

9.8 ANSWERS TO CHECK YOUR PROGRESS

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1. A map is a drawing to scale of the whole or a part of the surface of the earth on a plane
surface.
2. The system of transformation from the spherical surface (i.e. earth) into a two-dimensional
surface (i.e. map) is called 'map projection'.
3. Scale in defined as a ratio between the distance on a map and the corresponding distance
on the earth.
4. Direation is defined as an imaginary straight line on a map or ground showing the angular
position of various points with respect to a common base direction which is normally
'north'.

5. a) Latitudes
b) Longitudes
6. The line which divides spherical surface i.e. earth into two halves is called equator. It is
also called O0 latitude.

9.9 SUGGESTED READINGS

Armstrong David G. (1980): Social Studies in Secondary Education, Macmillan Pub. Co. Inc.,
86,111 Avenue, New York.
Maude Lintrom Frandson (1960): Know Your World, Map Study for Middle Grade, Denoyar
Geppert Co., 5235 Evenswol Avenue, Chicago.
Scarfe N.V. (1956): Report of the Commission on the Teaching of Geography in schools,
Denoyar Geppert Co., 5235 Evenswol Avenue, Chicago.
Stamp Dudley (1970): The World - General Geography for Schools in India, Orient Longman,
Hamilton House, A Block, Connaught Place, New Delhi.
Steinber Samuel (1 967): Handbookfor Social Studies Teaching, Holt, Rainbert and Loins Inc.,
New Yortk.
Verma & Vedanayagam (199 1):Geography Teaching, Sterling-F'k~blishers -
Pvt. Ltd., L 10, Green
Park, Neb Delhi.
Commission of Teaching Geography (1965): Source Book for Geography Teaching, Longman
Green and UNESCO, 48, Grosvenws Street, London.
Vernon 5.Gerlach (1980): Teaching and Media - A Systematic Approach. Englewood Cliffs,
N . J.
Aerial Photographs may be available from '~ationalRemote Sensing Agencing, Balanagar,
Hyderahad.
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