Duration
of lesson: 2 class periods, 50 minutes each
Grade
Level: 6-8
Subjects: Social Studies, Science, Math
Learner Outcomes:
1. The student will identify information
to be gained through the use of topographic maps.
2. The student will determine the map
scale best suited for hiking and will explain why.
3. The student will construct a model
to demonstrate the meaning of contour lines.
Duration
of lesson: 2 class periods, 50 minutes each
Materials: For each group of 3 students, Topographic maps (include some of different scales), a plastic shoe box, acetate sheet, transparency marker, 2 boxes of modeling clay, measuring cup, water
Technology Tools: Overhead projector, Computer with internet access and projection device.
Teacher Notes: Topographic maps may be obtained from USGS . Large scale search results,current, for West Virginia teachers as digital line graphs are important. Key teaching points beyond procedures below are available here.
Procedures:
1. Provide students with
topographic maps to examine for 5 minutes, then ask them to brainstorm
a list of information to be gained through the use of the map. See
table below for a breakdown of information the students should find.
Students will return to maps to locate
and discuss the features listed in the table.
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| Description
(Found in the margins) |
Name of the map area
Location (longitude & latitude) Dates (important to note because of changes over time. A clearing on a 20 yr. old map may be a young orchard today.) |
| Details | Map
symbols: Black = man-made features
Blue = water features Green = vegetation features Brown = elevation features |
| Direction | Compass rose |
| Distances | Bar scale (Distance ruler)
Scale of map (fraction representing the proportion between distances on a map and actual distance) |
| Designations | Various lettering styles designate places and map features |
2. Scale
on a map is represented by a fraction, and is the proportion between
distance on a map and actual distance. The unit used is the same
for both. For example: 1:24,000 means 1 inch to 24,000 inches.
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| 1 : 250,000 | 1 inch to 4 miles |
| 1 : 62,500 | 1 inch to 1 mile |
| 1 : 24,000 | 1 inch to 2000 feet |
3. Construct a model to demonstrate contour lines. Assign groups of 3 students to construct various land formations in a plastic box using modeling clay (steep mountain, gently sloping hill, 2 hills with a valley, cliff, etc.). Add 1 cup of water to the box, and cover with acetate sheet. Mark corners of the box on the acetate so when it is moved, it can be put back in the same spot. Looking down on the box, trace the line made by the water touching the land formation on the acetate sheet. This represents land of equal elevation. Add water 1 cup at a time, each time tracing the water line on the acetate sheet until the land form is covered with water. Without disturbing the clay, pour water out. Label models A, B, C, etc. and display for class. Using overhead projector to show each group's contour map, students will match maps with models.
Modifications: Modifications will be based on those listed in the student's IEP.
Enrichment activities:
1. Use calculators to convert
map scale inches to feet, yards, miles.
2. Make a physical map that children
can feel. Draw an outline of a country on a piece of cardboard. Glue
on rice, macaroni, sand, pebbles, and other natural materials to show the
different land regions.
3. Divide the class into two
teams. Using a collection of topographical maps, students from each
team choose a map and write a question that corresponds to it. Teams
will then compete to answer questions.
Assessment:
Evaluation will be based upon the following rubric
| 4=Excellent | Positive participation
Worked cooperatively Followed procedures Correctly identified information to be gained through the use of topographic maps. Correctly identified appropriate map scale for hiking and justified choice. Produced a contour map which was neat & accurate in showing elevation features of the model. |
| 3=Above average | Positive participation
Worked cooperatively Followed procedures Correctly identified information to be gained through the use of topographic maps. Correctly identified appropriate map scale for hiking. Produced a contour map which was adequate to identify the model used. |
| 2=Average | Positive participation
Worked cooperatively Followed procedures Correctly identified some information to be gained through the use of topographic maps. Attempted to identify appropriate map scale for hiking. Produced a contour map which was adequate to identify the model used. |
| 1=Below average | Minimal participation
Worked cooperatively Attempted to follow procedures Identified 1 thing to be learned through the use of topographic maps. Did not identify appropriate map scale for hiking. Produced a contour map which was not adequate to identify the model used. |
| 0=Unsatisfactory | Did not participate
Did not work cooperatively Did not follow procedures Did not identify information to be gained through the use of topographic maps. Did not identify appropriate map scale for hiking. Did not produce a contour map. |
West
Virginia Instructional Goals and Objectives:
Science - 6.3, 6.7, 6.8, 6.10,
6.17, 6.21, 6.24, 6.87, 6.89, 6.90, 7.10, 7.13, 7.25, 7.57, 7.68, 7.78,
7.85, 7.92,
8.3, 8.8, 8.10, 8.11, 8.21, 8.22, 8.24,
8.25, 8.60, 8.78, 8.84, 8.90, 8.98
Social Studies - 6.26, 6.59, 7.23, 7.25, 7.43, 7.59, 8.29, 8.70
Math - 6.2, 6.45, 6.47, 6.49,
7.19, 7.42, 7.46, 8.9, 8.30, 8.42, 8.46, 8.50
References:
Kjellstrom,
B. (1976). Be expert with map and compass. New York: Scribners.
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| Lesson 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | Lesson 6 |