WV State Standards: Math: M.O.G3.10 Science: SC.9.2.3, SC.9.2.4, SC.9.2.6, SC.9.2.7, SC.9.4.39, SC.9.5.3, SC.9.5.4, SC.9.6.5, SC.10.2.3, SC.10.2.4, SC.10.2.6, SC.10.2.7, SC.10.5.2, SC.10.6.5 Technology: National Standards:  Math: 1, 5, 9 Science: 2, 11, 12, 13 Technology: Blooms Taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation 21st Century Skills: Critical Thinking and Systems Thinking, Problem Identification, Formulation, and Solution, Thinking and Problem-Solving, Communication, Information and Media Literacy, Interpersonal and Collaborative, Self-Direction, Accountability and Adaptability

Objective(s)

Students will be able to effectively interpret a topographic map - understanding contour lines, relationships between the lines, and how the 2-D topographic map and the 3-D model represent the same land area.  Students also will be able to accurately construct models to scale.

Time Required

Three 50 minute periods

Pre-Requisite Skills

General map reading skills

Internet and Digital Camera

Student handout, Day 1 - Introduction to Topographic Maps
Student handout KEY, Day1 - Introduction to Topographic Maps KEY
Site Map handout, Day 2 - Site Map
Lab Materials, Day 2 - Lab Materials
Athletic Facilities Location Map, Day 3 - Athletic Facilities Location Map

Divide class into seven collaborative groups.

Day 1:  Following a brief introduction to topographic maps, students are to complete page 1 of the student handout, Introduction to Topographic Maps.  Students are to discuss in collaborative groups the answers to the questions on the handout and the uses of topographic maps.  Students should then work with a topographic map on the TopoZone website to complete page 2 of the student handout, become more familiar with topo maps, in general, and the location of the new Ultimate High School and its facilities, specifically.

Day 2:  Students are to construct a 1:6 scale relief model of the site for the new UHS using the Site Map and corrugated cardboard.  Students will be working in collaborative groups.  Each group will be assigned certain elevations that they are responsible for drawing on the cardboard (six times larger) and cutting them out to produce an elevation slice.  Each student in the group should be responsible for a particular elevation slice.  Students may have to complete their drawing and cutout as homework - bringing the completed individual elevation slices to class on Day 3 to be combined into a class relief model of the UHS site.

Day 3:  Students are to layer their elevation slices within their groups.  Groups will then layer the elevation slices completed within their groups with the other groups in the class to complete a class relief model.  A class discussion should ensue during which students compare/contrast the completed class relief model with the Site Map, which was the basis for the construction of the relief model.  Groups will then be assigned athletic facilities and locations of the facilities on the relief model.   Locations of the athletic facilities are shown on the Athletic Facilities Location Map.   Digital pictures must be taken of the class relief model and close-ups of the locations of the group athletic facilities.  Students are to have discussions about their facilities - determining what they already know about their assigned facility and what additional information they need to know concerning construction of that facility.  If time permits, students may access the Internet to determine dimensions of the various athletic facilities.  Facilities to be constructed are:  Tennis Courts (8), Track, Basketball Court, Football Field, Soccer Field, Baseball Diamond, Softball Diamond.

Students will be working in collaborative groups with students of all ability levels.

This lesson incorporates map reading skills and scaling.  Students must interact effectively both in their small groups and groups must interact effectively on the larger class scale.

Construction of the class relief model may seem overwhelming, but careful planning and labeling of elevation slices will make the project doable.  The relief model will give students a better understanding of topographic maps by making a 2-D illustration come to life in 3-D.  This will be one of those projects that while it is logistically difficult, it is well worth the extra effort.

Collect and grade student handout, Introduction to Topographic Maps.  This lesson is a mastery lesson.  In order to construct the class relief model, students must understand topographic maps.  The finished product will be an adequate demonstration of their learning.