TOPOGRAPHIC MAPS |
© 1998 by Cheryl Miller
Grade Level: 9-12
Subject: Earth Science
Duration: 8 days
CONTENTS:
Rationale and Objectives
Materials
Adaptations to Students
Day 1
Day 2
Day 3
Day 4
Day 5
Days 6 & 7
Day 8
RATIONALE: Interpretation of topographic maps is a prerequisite skill for subsequent units in earth science, as well as a general life skill which can serve the students later in life.
UNIT GOAL: Students should be able to examine a topographic map and picture the physical landscape represented by it.
INTRUCTIONAL OBJECTIVES: By the end of the unit, students should display the following knowledge or skills:
 | Many different types of maps exist; each conveys different information |
| Everyone uses maps |
| Maps need to be handled with care |
| Topographic maps depict the shape of the land |
| Topographic maps have multiple uses |
| All topographic maps include common informational features (title, scale, date, location, north, colors and symbols, etc.) |
| Contour lines connect points of equal elevation |
| Understand how contour lines are used to represent a three dimensional landform on a two dimensional map |
| Define contour interval and relief |
| Understand that different contour intervals are used, depending on the local relief |
| Know the "rule of V’s" |
| Know how depressions are indicated on maps |
| Understand difference between relief and elevation |
| Calculate a slope |
| Create 2D contour maps from 3D landforms |
| Verbally describe landscape depicted on topographic maps |
| Human construction must accommodate the landscape. |
| Apply knowledge of interpreting topographic maps to planning hiking expeditions |
| Work cooperatively with others |
| Communicate orally to others |
| Modeling clay—allow 1 package for every 3-4 students | ||||||||||||||||||||
| One 20-gallon aquarium for entire class | ||||||||||||||||||||
| Three small plastic aquariums (approximately 5 gallon containers) | ||||||||||||||||||||
| Acrylic sheet—enough to cover opening of each aquarium | ||||||||||||||||||||
| One roll of aluminum foil | ||||||||||||||||||||
| Rulers | ||||||||||||||||||||
| Large beakers or two liter bottles (one or more) | ||||||||||||||||||||
| Topographic map of school and surrounding area at 1:62,500 and/or 1:24,000 scale. | ||||||||||||||||||||
| Topographic maps showing a variety of landforms, with scales varying from 1:125,000 to
1:24,000. Suggested coverage:
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| Topographic maps of national and state parks, and/or surrounding areas. 1:62,500 scale
is ideal, but larger and smaller scale maps can be used. Let students suggest map areas,
but include variety of locations that students might not have thought of. Some suggestions
for variety:
|
The class I taught this unit to consisted of twelve low-level science students with no particular learning disabilities or other special needs. As this unit consists mostly of hands-on activities where students have the opportunity to manipulate materials, it requires minimal additional adaptations to students with special needs. This unit requires only minimal reading skills, so additional adaptations are not necessary for students with differing skill levels. Adaptations to students ethnic backgrounds can be made by providing topographic maps from places around the globe. Other adaptations can be made as necessary.
DAY ONE: INTRODUCTION TO TOPOGRAPHIC MAPS
Instructional Objectives
Students should learn that:
| Many different types of maps exist; each conveys different information |
| Everyone uses maps |
| Maps need to be handled with care |
| Topographic maps depict the shape of the land |
| Topographic maps have multiple uses |
| All topographic maps include common informational features (title, scale, date, location, north, colors and symbols, etc.) |
| Contour lines connect points of equal elevation |
Materials
| topographic maps (one per 2-4 students; maps of any area will work—I suggest using some of the maps gathered to show different landforms) |
| modeling clay (one package per 3-4 students) |
| aluminum foil (one roll) |
| pop quiz on proper handling of maps |
Lesson Plan:
Discussion (15-20 minutes)
| Ask what types of maps students have seen or used before. Record list on overhead or
board, which may include:
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| Discuss with students why there are so many different types of maps
| ||||||||||||
| See what students know or can deduce, before providing answers. Give Greek roots: topo
means "place," graphos means "drawn or written"
| ||||||||||||
| Discuss uses of topographic maps
|
Activity (15-20 minutes)
| Pop quiz (extra credit points only) on proper map use, followed by discussion | ||||||||||||||||||
| Have students look at different topographic maps in groups of 2-4 and identify common
features. Discuss the purpose or necessity of each feature, and point out ones that
students miss.
|
Discussion and lecture (10 minutes)
| Recall students attention to board and regenerate list of common features and purpose of each feature | ||||
| Define contour line as
|
Activity (time remaining)
| Start molding landforms. Show students how to mold general shape with balled up aluminum foil, then cover it with flattened sheets of clay. |
Assessment
| Student questions and responses to instructor’s questions |
| Recall of map features following discussion |
| Quizzes on days four and eight of unit |
DAY TWO: CREATE A TOPOGRAPHIC MAP
Instructional Objectives
Students should:
| Understand how contour lines are used to represent a three dimensional landform on a two dimensional map |
| Define contour interval and relief |
| Understand that different contour intervals are used, depending on the local relief |
| Know the "rule of V’s" |
| Know how depressions are indicated on maps |
| Understand difference between relief and elevation |
| Calculate a slope |
Materials
| landforms from previous day |
| aquarium (one 20-gallon aquarium) |
| acrylic sheet (large enough to cover top of aquarium) |
| overhead marker |
| large beakers or two liter bottles (one or more) |
| rulers (two or more) |
| activity sheet "Make a Topographic Map" |
Lesson Plan:
Activity (one class period)
Finish molding landforms from previous day, if not complete. Instructor should help direct shaping of landforms to be sure that a variety of slopes exist, that one landform has a depression in it, and that a stream channel is carved into the side of one landform.
Place landforms in aquarium. Tape rulers to outside of aquarium at opposite ends of one side. Fill up aquarium with water one inch or one centimeter at a time. For each new water level, place the acrylic sheet on top of the aquarium and have a different student draw the outline of the waterline on the clay landforms with an overhead marker.
As activity progresses, discuss terms contour interval and relief with students. Ask if area outside could be mapped with same contour interval as clay landforms. When contours are finished, label every other one (or every third, `etc.) and explain idea of index contours. Point out deflection of contours when crossing a stream bed and explain "rule of V’s." Point out that without labels, depressions and hills look the same, and explain use of hachure marks.
Pass out activity sheet, and help students work through it.
Assessment
| Student participation in activity and answers to questions |
| Student answers on worksheet |
DAY THREE: CLAY LANDFORMS
Instructional Objectives
| Students should translate 3D landforms to 2D contour maps |
| Students will work in cooperative learning groups |
Materials
| modeling clay (about four packages) |
| three small plastic aquariums |
| large beakers or two liter bottles (minimum three) |
| rulers (minimum three) |
Lesson Plan:
Activity (40 minutes)
Instructor will explain the day’s task and how it will be evaluated.
Students will be divided into teams of three. Each team member will be assigned to create a simple topographic map of one landform group located in stations around the rooms. There will be three general groups of landforms, each containing three landforms: single hills which each have variable slope; grouping of hills of different shapes and heights; and valleys and depressions.
Members of different teams assigned to the same station may work together in generating a contour map of each landform. Small aquariums will be provided so that students have the option of creating maps in the same way as the previous day’s activity.
Students will re-convene in original groups, and teach group members the details of how their landforms translate into maps.
Evaluation (10 minutes)
Students will individually draw contour maps of three new landforms (one fitting in each general group). Individual scores on maps will be tabulated into one score for the entire team.
Homework Assignment
On a xeroxed copy of the topographic map of the students’ home town, students are to decide where to locate an airport, and describe their rationale for placing it there
Assessment
| Monitoring of student work |
| Evaluation of contour maps produced by students |
DAY FOUR: ANALYZE AND DESCRIBE TOPOGRAPHIC MAPS
Instructional Objectives
| Students should translate a topographic map into a verbal description of the area |
| Students should understand why different contour intervals are used in different areas |
| Students should realize that human construction must accommodate the landscape. |
Materials
| Topographic maps showing a variety of landforms (one map per two students) |
| Topographic Maps Quiz I |
Lesson Plan:
Quiz (10 minutes)
Homework Review (10 minutes)
Have students share with the class where they located their airports, and their rationale for placing it there.
Activity (15 minutes)
Students will be divided into groups of two, which will each be given a map. Students are to analyze the map and describe the physical characteristics of the area.
Presentation (time remaining)
Student groups will display maps to rest of class and describe what the area looks like. Verbal reports should include the contour interval for the map and the average relief of hills found on the map.
Instructor will ask critical questions of the class to get students thinking about how human construction (towns, roads) must accommodate the landscape.
Assessment
| Monitoring of student work |
| Student responses to instructor’s questions |
DAY FIVE: EXPEDITION PLANS I
Instructional Objectives
| students should show critical thinking in discussion of requirements for planning a hiking expedition |
| students should work cooperatively with others |
| students should apply their knowledge of interpreting topographic maps to planning their expedition |
Materials
| xeroxed copies of topographic maps of hiking areas chosen by students |
| rulers |
Lesson Plan:
Discussion (30 minutes)
Instructor will lead class discussion over guidelines and requirements of the expedition, pulling as much information from the students as possible. Guidelines might include:
| start and end hike somewhere accessible by car |
| visit a freshwater source once a day |
| steep slopes must be avoided—use switchbacks or spiral up hills |
| camp in safe locations—flashfloods are possible in most river valleys |
| can’t cross large bodies of water |
| can only hike so far each day—have students set a limit |
| set a limit on total length of hike or number of days |
| show hike neatly on map |
| written description of hike |
| plan one side trip for activity other than hiking (e.g. fishing, rock climbing, bird watching) |
| other ideas that students agree on |
Activity (time remaining)
Have students count off in groups of two, choose a map area, and start working on their expedition plan
Assessment
| Student responses during discussion |
| Monitoring of student work |
| Final project, due in three days |
DAYS SIX & SEVEN: EXPEDITION PLANS II
Instructional Objectives
| students should work cooperatively with others |
| students should apply their knowledge of interpreting topographic maps to planning their expedition |
Materials
| rulers |
| grading sheet for expeditions |
Lesson Plan:
Group work (two class periods)
Instructor will distribute a copy of the grading criteria for the assignment to the groups. Students may continue working on their expedition plans. Instructor will monitor progress of groups, and explain part of the assignment which students have questions about.
Assessment
| Monitoring of student work |
| Evaluation of final student projects |
DAY EIGHT: PRESENTATIONS AND FINAL QUIZ
Instructional Objectives
| Students will communicate plans orally |
Materials
| Topographic Maps Quiz II |
Lesson Plan:
Presentations (25 minutes)
Student groups will display their maps to the class, briefly describe their hiking trip, and answer any questions regarding their trip from classmates and the instructor.
Quiz (25 minutes)
Assessment
| No formal assessment of presentations. Students that do not share much information will be prompted by questions. |
