Mapping Our Community: A Project-Based Learning Experience

Mapping Our Community: A Project-Based Learning Experience

Students will explore their local community, identify key landmarks, and create an interactive digital map using GIS technology to present their findings.

By: Skylar Dennis 10/27/25

About our Learner

• Grade Level: 7th Grade
• Subject Area: Mississippi Studies/Social Studies
• Description: A diverse group of learners with varying levels of technology experience. Some students may require additional support with GIS software.

Standards Alignment

*ISTE Standard:

• 1.c Creative Comunicator - Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

*Mississippi State Standard:

• MS.7.G.1 - Locate places and regions in Mississippi using maps, charts, and/or geographic tools. Describe the relative location of Mississippi to other states and regions of the United States

Materials and Technologies

*Teacher:

• Computer wtith internet access
• Projector
• Genially account
• GIS software
• Example maps and community data

*Students:

• Chromebooks or tablets
• Internet access
• GIS software accounts
• Notebooks and pen/pencils
• Cameras or smartphones

Project-Based Learning Elements

*Anchor: Begin with a class discussion about what makes a community unique and the importance of understanding local geography. Show examples of interactive maps. *Task: Students will create an interactive digital map of their local community, highlighting important landmarks, historical sites, and points of interest. *Directions: 1. Divide students into small groups. 2. Each group choose a specific area or theme within the community. 3. Conduct research using online resources, local archives, and field visits. 4. Collect data and images of selected landmarks. 5. Use GIS software to create an interactive map, adding layers of information and multimedia elements. 6. Present the map to the class. *Student Choices: Students choose their area of focus, the landmarks to highlight, and the design of their interactive map. *Stdent Inquiry: Encourage students to ask questions such as: "What makes this landmark significant?" And "How has this area changed over time?" *Collaboration and Teamwork: Students work in groups, dividing tasks and sharing knowledge to create a comprehensive map. *Teacher Coaching and Feedback: Provide guidance on research methods, GIS software usage, and presentation skills. Offer feedback at each stage of the project. *Student Reflectiion: Students write a reflection on what they learned about their community and the challenges they faced during the project. *Public Presentation: Students present their interactive maps to the class, sharing their findings and insights. *Technology Integration: GIS software is central to creating the interactive map. Students use technolog for research, data collection, and presentation.

Assessment Plan

*Rubric *Research Quality (20%): Accuracy and depth of information. *Map Design(25%): Clarity, organization, and visual appeal. *GIS Software Usage (25%): Effective use of GIS tools and features. *Presentation Skills (15%): Clear and engaging presentation. *Relfection (15%): Thoughtful insights and self-assessment. *Grading: Each category is scored out of 100, and the weighted average determines the final grades.

Interactive Elements

• Embed the interactive maps created by students.
• Include quizzes or polls about local geography.
• Add videos or audio clips from community members.

Conclusion

• Summarize the key learning outcomes and the value of project-based learning.
• Thank studnets for their participation.