MODULE 6B

MAPS AND MAPPING

Objectives: At the end of the module, the students are

expected to:
a. Define what is a map;
b. Enumerate the importance and uses of maps;
c. Identify the important elements of a map;
d. Identify conventional symbols in spot maps; and
e. Draw a spot map of a given site or community for a
specific purpose.

Entry 1. Majority are freshmen students.

Characteristics 2. Concepts learned from previous
Of Learners: lessons.

Learning Air-conditioned classroom good for

Environment: 40 students.
Average of 60 learners per class.

Materials Needed: Different types of map

Duration: 3 hours

Activity 1. Plenary Discussion: Review of Concepts on

Community Development and Organizing
(30 minutes)

Specific Students should be able to recall the key Objective:

concepts learned in the previous lesson.

Activity 2. Plenary Discussion: Introduction of the topic

of the day

Introduction:
Navigation is the fundamental human interest. The urge to explore
motivated human kind to depict the environment and in doing so, invented
what became known as the map. Maps are also a means of organizing
information and data, the main purpose of which is to navigate the
environment. Today’s topic would be very useful, and is related to the
previous lessons particularly in community analysis. Making maps can
help in studying the community thoroughly and at the same time we can
gather first hand information or data from the community.
A. Definition of a Map

A map is a picture, or visual representation, showing places and

their relationships to each other. It also symbolizes the feature or
conditions of those locations. Every map is the result of many choices
about how to present information. No map shows everything about a place.
A map represents a particular time, with particular features shown.

B. What are the importance and uses of maps?

 Maps are important because they:
 Provide direction;
 Give a general impression of an area;
 Find the site and position of a community, hill, and the
like; and
 Serve as a tool for collecting information.

Most maps in general use to serve the above purposes but thematic
maps such as street plans, road maps, political maps, census maps,
topographic maps, social and residential stratification maps, natural
resources utilization maps, land use maps, water and soil maps, mobility
maps, transect maps, etc., are especially produced to emphasize one
aspect of reality. Maps drawn to show only location are not in general
use, but have important academic function.

C. What are the elements / parts of a map?

There are several parts of a map some are required others are
optional.

 T- title – This tells the reader what the map shows, where
the place or area is and perhaps the time period shown in
the map.
 O- orientation – This refers to the direction North, South,
East, and West
 D – date – When was the map made? This can be very important
when considering the accuracy of the information in the
map.
 A – author – Who made the map?
 L – legend – (aka Key) This shows the meaning of the
symbols used in the map that are not absolutely clear to
the reader, or that are not already labeled on the map.
 S – scale – What distance does a standard unit of measure
equal on the map? This allows the reader to determine the
distances on the map easily.
 I – index – This refers to an alphabetical listing of
locations shown on the map. Often, these locations are
followed by an address, referring to the grid.
 G – grid – This is a set of intersecting lines that allow
the reader to determine the “address” on the map. It also
allows the reader to find one specific location on the
map. This could be line of longitude and latitude, or
could be an arbitrary (made up) set of lines.
 S – source – This might refer to any information included on
the map that was not obtained through direct experience
or observation of the author.

D. What are the different types of maps?

 Political map – shows political boundaries;

 Physical map – shows physical features of a given place; and
 Special purpose or thematic map – shows primarily information
on a specific topic or a set of topics. It may feature
cultural information, such as population, or physical
 information such as annual rainfall, economic, spot maps of a
given community.

E. Conventional Symbols in Spot Maps

 Why maps use symbols?

Symbols allow a map to show lots of information in a

small space. By using symbols, maps can have more content
and less clutter. Symbols help you scan a map rapidly for
important information and can quickly find pertinent
location.

 Types of Symbols in Maps

A point – It is used for a feature that has a

specific location but is too small to show as an area.
It often looks like a simplified version of the feature.

A line – It is used for a feature that has length

but is too narrow to show as an area, typically
roads and rivers. A line may be thick or thin, solid or
broken, in various colors.

An area – It is used for a feature that is too large to show

as a point or a line. An area may have different patterns or
colors.

 The following features are usually shown in a spot map:

Hills
Lake
Town
School
Forest
River
Bridge
Road
Playground
Church
Houses
Railroad

Note: Other symbols may be used based on the agreement of the

users.

Activity 3. Recap

Activity 5. Assignment

Activity 4. Evaluation
Next Meeting: Community Activity

Procedure:

1. Prepare the students for a survey of a community.

a. Divide the class into 5 groups.
b. Each group shall designate a leader.
c. Assign a purok to each group.
d. Introduce the purok coordinator for each group.
2. Things to do:
a. Make a spot map of the purok assigned to you.
 Describe its location
 Point out its important landmarks
 Identify the resources in the community
 Number of houses.
b. Find out which area is the most populated. Least
populated. Mark these areas on the map. Give some
possible reasons why these areas are thickly or
thinly populated.
c. Going further familiarization, know the beginning
of the community, when it started, its founders.
Ask for changes since its beginnings in terms of
population, roads, buildings, leadership and
others. End by telling what the community is like
today.
3. Upon return to their respective classrooms, each group
shall report their findings in class. Let them analyze
the activities that bind people in the community and/or
alienate some of its members. Synthesize learning
experiences.
 MODULE ON
MAPS AND MAPPING

Activity # 1

TOPIC/ SUBJECT OBJECTIVE ACTIVITY / PROCEDURE MATERIALS / TIMEFRAME

MATTER STRATEGY TEACHING AIDS

A. Definition of  To define what 1. The facilitator will

map is a map. PLENARY ask the students their  Visual aids 30mins.
 To discuss the DISCUSSION definition of a map, and
B. Importance importance, what its importance  Bond
and uses of uses, elements and uses. paper
maps and types of  pens
maps
C. Elements and  To be able to
types of relate maps and
maps mapping to
previous
lessons.
 MODULE ON
MAPS AND MAPPING

Activity # 2

TOPIC / SUBJECT OBJECTIVE ACTIVITY / PROCEDURE MATERIALS / TIMEFRAME

MATTER STRATEGY TEACHING AIDS

D. Conventional  To be able to Lecture/Discussion 1. The facilitator will

Symbols in identify the WORKSHOP enumerate the common  Visual aids 30 mins.
Spot Maps symbols used in  Bond paper
conventional
drawing spot maps;  Pens
symbols in 2. The facilitator will
spot maps divide the class into 4
groups.
 To be able to
use these 3. The participants will
symbols in be asked to draw the
drawing symbols on bond
maps. paper. Each group shall
be given 15 minutes to
draw.

4. The facilitator
assigns a corner for
each group and later
checks the outputs
based on the handouts.

Break (15 minutes)

 MODULE ON
MAPS AND MAPPING

Activity # 3

TOPIC/ SUBJECT OBJECTIVE ACTIVITY / STRATEGY PROCEDURE MATERIALS / TIMEFRAME

MATTER TEACHING AIDS

E. Spot Mapping  To draw a spot Workshop / Group Activity 1. Following the  Manila 60 mins.
Exercises map of Letran groupings in Activity Paper
Campus and the 2, two (2) groups  Markers
block from the shall draw a spot
National Highway map of Letran
to Letran Campus. Campus and the
other two (2) groups
shall draw the block
from the National
Highway to Letran
Campus.

2. The facilitator shall

distribute the
accessory maps and
list of conventional
symbols.

3. Let the students

identify the major
infrastructure,
residential and
commercial areas,
landmarks and other
key features. Ask
them to obtain the
local place names.
 4. Ask them to draw
a spot map of the
assigned area using
the symbols just
learned and the steps
involved in drawing
maps.

5. Ask the students to

finalize their output
on a piece of Manila
paper and assign a
presenter for each
group.

Activity # 4 – PRESENTATION AND CRITIQUING (30 MIns.)

Activity # 5 – RECAP (10 Mins.)

Activity # 6 – Evaluation (5 MIns.)

END OF SESSION