Embedded Files
Title:
· Creating, identifying and reading topographic maps.
Principle(s) Investigated:
· Investigation, experimentation, visualization, scientific data, mapping and construction
Standards : Investigation and Experimentation
1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will:
h. Read and interpret topographic and geologic maps.
Materials:
· Pencil
· Graph paper
· Elevation paper
Procedure
· Students will be creating their own topographic map.
· Students will pair up with a partner and will be receiving graph paper and an elevation profile. The only item the students will need will be a pencil.
· Students will need to transcend their elevation profile onto their graph paper to create a topographic map.
· Students will need to create contour lines on their graph paper to represent the elevation fluctuation on their land.
· Lastly, students will need to create a key describing which types of lines can be identified on their topographic map.
Student prior knowledge: Students needs to be able to analyze and think critically regarding topographical maps. Prior knowledge is not needed for this lesson, but a general overview of different land masses may be helpful.
Explanation: Creating a topographical map is a great activity for many students. This demonstration is suited for all learners, however visual and kinesthetic learners will have the most appreciation for this activity. It is important that with every lecture or introduction of new topic come and activity for the students to illustrate that they have learned the new concept. By creating a topographic map just minutes after they had learned what they are and who can use them will allow the information to stick in their heads. However, I do not rush straight into the activity, I first check for understanding. I have four examples that I have shown on the PowerPoint of a volcano, mountain rangers, valley and a lake basin. I want the students to comprehend the multitude of levels that comes with topography. Furthermore, I have included a brief history about cartography to relate scientific map making with other subjects such as history and art
Applications to Everyday Life:
Metro: When taking public transportation one must know how to read a map. From a subway to a bus maps are an essential part of getting from one spot in town to another. By being able to read a map and locate oneself on the map, one can be successful by applying maps to everyday life.
Weather Patterns: If you’re like me you may want to know what the weathers is going to be like for the next 10 days. Know how to read and understand weather patterns help an individual to plan out their day, week or vacation. One must need to know, do I wear shorts or layers? If one wasn't able to identify certain weather patterns one might be wearing a t-shirt in the snow.
Flight patterns: When traveling around the world, pilots, air traffic control, airline administrators and frequent travelers need to be aware of flight patterns within the sky. When flying a plane, one needs to know which route to take for the quickest travel time. Due to the contour of the earth, flight travel across different regions to get to their destination faster. Furthermore, pilots need to know which path to fly on for they do not encounter other flights.
Outdoor activities: avid hikers, backpackers and outdoor enthusiast need to know who to read and understand topographical maps. If a person is hiking from one destination to the other one must know if they have enough light, food and other supplies for their journey. However the most important resource is energy. Does the hiker have enough energy to make it to the top of the mountain or should they camp out one more day. By being able to read and understand contour maps a hiker will be able to determine their average speed over a given distance and judge based on their strength, whether or not they will be able to make it to there destination.
Photographs:
Students will need to look at their elevation map and decide who will be drawing the lines and who will be explaining the shape of the land form.
Line by line the students will slowly create their landscape based on the contour lines and elevation graph. Student sill need to label which side is A and which side is B. Furthermore, student will need to label which elevation graph the pair has received, 1, 2, 3, or 4.
Next, line by line students will continue to create their topographical map.
Finally, once the student pairs have agreed that their topographical map is complete, they will compare their map to another group who has the same number of elevation (1, 2, 3 or 4).
Lastly, student will talk over with the other group and answer the following questions:
¡ Are your maps similar or different?
¡ Why do you think the maps with the same elevation changes are different?
¡ What particular land form most likely does your elevation graph represent?
Videos:
http://www.youtube.com/watch?v=AfmoFY2zyes
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