Overview of Lesson		Activity One and Student Assessment
Connection to the Curriculum,Standards and Skills		Activity Two and Student Assessment
Grade Level		Activity Three and Student Assessment
Purpose of Lesson		Activity Four and Student Assessment
Primary Geographic Question		Activity Five and Student Assessment
Secondary Questions		References
Materials
Body of Lesson - Procedure & Assessment

Overview of the Lesson

Interpreting topographic maps is often difficult for the middle school student, in that these maps are abstract reproductions of the landscape and students’ experiences in connecting the landscape to graphic representation are limited. At this stage of development, students are more familiar with thematic maps illustrating, roads, railroads, rivers, and buildings.

This lesson is designed to guide students, through their observations and inferences, from concrete experiences using three- dimensional models to developing, interpreting, and evaluating topographic maps..

Geography Standards

Standard 1:  How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective

Standard 14:  How physical systems affect human systems

Alabama Course of Study:  Social Studies Content Standards (Grade 7)

Standard 1:  Explain map essentials:  types, size, shape, distance, direction, location, scale, symbols.

Standard 8:  Compare the physical and human characteristics of places using observation data and geographic resources

Standard 11:  Explain patterns in the physical environment within the context of physical processes

Geographic Skills

Acquiring Geographic Information: Students will acquire skills through the exploration and development, of concrete models of topographic maps and through using topographic maps.

Organizing Geographic Information: Students will identify, record, and share information found on topographic maps.

Analyzing Geographic Information: Students will infer the topography of landscapes and craft models to illustrate the relationships of stream flow patterns to topography. They will infer natural processes and human behavior from the interpretation of topographic maps.

Answering Geographic Questions: Students will answer primary and secondary questions throughout activities developed for this lesson.

Grade 7

Students will learn to interpret topographic maps and be able to infer human activity as it is influenced by the landscape. This ability will be enhanced through a step-by-step progression of activities, which moves them from a level of concrete observations and activities to an abstract level of interpretation and critical thinking

How is landscape represented on topographic maps and how can this information be used to infer and plan human activity?

What are contours and how are they represented and interpreted in graphic form?

 

What examples of landforms and water forms are included on topographic maps and what natural phenomena and human activity occur at specific sites and why?

 

How do stream patterns relate to the landscape and what natural processes and human behaviors may change the landscape?

How may topographic maps be used in planning human activity?

• Poster or chalkboard sketch of A Hill Diagram (including in following discussion)
• 3-D Topographic contours (one set of three or four layers per groups - directions for making follow)
• Boiled egg and slicer (optional)
• Cardboard or particle board from building suppliers (scraps are great!)
• Tool for cutting board material
• Paper for pattern

Activity One

Secondary Geographic Question 1:  What are contours and how are they represented and interpreted in graphic form?

Using 3-D Models to Teach Concepts and Vocabulary

Draw contours on paper to create a pattern. (Suggestion: Sizes for student use ca. 10"x12"; Classroom demonstration size up to 24"x36")

Cut out the largest contour from board and continue to the smallest contour. Note: A variety of contour patterns for student use provides flexibility in project development.

Contour Drawing for paper pattern may look like this:

 
 
   
 

Present to students in whole group: A Hill Diagram 

Discuss:

• Contour Lines are like horizontal slices of the landscape (Illustrate this idea by slicing a boiled egg or use a A Hill Diagram slicer turned on edge.)

• Contour lines connect locations at the Contour Line same elevation.

• Contour Lines are spaced at consistent Elevation intervals. This space is called a Contour Interval. Contour Interval 100’

   
 
 

• Ask students to arrange contours or "slices" with the largest contour on the bottom. They should identify contour lines and note that any object placed on these lines will be at the same elevation. You may ask students to place small items near the edge of contours or on the contour line for clarification.

• Students should look at the model from a side view perspective and note that contour intervals (vertical distance between contour lines) are equidistant.

• Have students move layers so that contour lines are close to each other. What observations can they make in relation to slope of the landscape and contour lines?
• Where do they predict water will flow? Allow them to develop an experiment to test their theory. Materials must be protected. (optional)

Assessing Student Learning: Activity One

Student responses provide assessment of these concept and vocabulary development.

Activity Two

Secondary Question 1:  What are contours and how are they interpreted?

Interpreting Paper Contours

Materials: packet of colored contours for each student-- four or five layers.  Follow directions for making contour models in Activity #1. Use construction paper instead of cardboard or particleboard. (These may last for years if kept in zip-lock bags.), sheet of paper with a compass rose

• Ask student to develop a topographic map that has a steep slope on the southwest side. Repeat exercise using similar directions.
• Ask students to use contours to develop a map that illustrates an elevation of 650’ if the contour interval is 50’ and the base contour is 500’. Repeat this exercise several times using different contour intervals.


Extension:   Students may make models of topographic maps for display. Contour intervals may be developed by using small pieces of cardboard to separate layers or contours.

Assessing Student Learning: Activity Two

Student responses using paper contours allow evaluation of students’ understanding of cardinal and intermediate directions as well as contour intervals.

Activity Three

Secondary Geographic Question #2:  What examples of landforms and water forms are included on topographic maps and what natural phenomena and human activity occur at specific sites and why?

Developing and Interpreting Topographic Map

Materials: pencil and paper, topographic maps (one for each three students)
 

• Ask students to independently draw a topographic map, which includes the unit of measure for contour intervals. They will exchange maps.
• Students will look at the map and record observations, which may include locations of steepest slope, gentle slope, valleys and stream flow, swamps, marsh areas, and other examples.
• Students, as a cartographer and interpreter, will then discuss observations or interpretations of each other's maps.
• In cooperative groups of no more than three members, students will explore topographic maps and record their observations of information provided and questions they may have.
• Students will share observations and questions in a whole group setting. Encourage students to look for patterns and make inferences in attempting to answer questions posed by other groups. Student observation and inquiry guide instruction.
• Using the topographic map, identify community developments, areas of fertile land,
sites of industry or tourism, stream flow patterns, and flood plains. Explain why these natural and human activities occur in at these specific sites.

Assessing Student Learning: Activity Three

Accuracy of student interpretation of topographic maps, both student generated and real. Level of participation in independent, cooperative group, and whole group settings.

Activity Four

Secondary Geographic Question #3:  How do stream patterns relate to the landscape and what natural processes and human behaviors could change streamflow patterns?

Relating Stream Patterns to Landscape Models to Topographic Maps

Materials: Diagrams of selected stream patterns, modeling material (play doh, or craft dough—1/2 cup per student) topographic maps that illustrate the selected stream patterns, if possible

Procedure: This activity is designed to promote critical thinking through application of existing knowledge and making inferences based upon interpretation of stream flow patterns. Avoid giving hints or answers until all students have explored possibilities. It also is an open ended activity which allows more than one concept to accepted if it is correct and is defended.

• Identify cooperative groups (2-4 members each)
• Provide Stream Pattern activity card to students.
• Ask students to make models of the landscape that will produce the stream patterns that are illustrated on the card. They should draw and label a map that represents the topography of each model.
• Have students share products with the teacher and later with the whole group through defending their conclusions.
• Ask students to respond to identify examples of natural processes and human behaviors that could change stream flow patterns.
 
 

Note:

Dendritic pattern -the most common and is characterized by tributaries entering a larger stream at less than 90 degrees.
 
Parallell streams--connected by streams that have cut through raised, harder strata—the Appalachian Ridge and Valley province.
 
Radial pattern—developed by an uplifted conical shape. Students may create a basin, or depressed area. The flow pattern is correct for this landscape also. (Technically known as a Centripetal Pattern.)
 
Assessing Student Learning: Activity Four

Accuracy of student models of topography relating to stream pattern development will be used to assess application of knowledge. Defense of responses to the Secondary question #3 will play an important role in assessing independent learning.
 

Activity Five
Secondary Question 4:   How may topographic maps be used to plan human activity?

Interpreting Topographic Maps for Human Activity

Students will work in small cooperative groups and will take turns in this activity.

Materials: Large 3-D Topographic Map (See Activity #1) with at least three trails indicated. Provide the following information to students on a card near the map.

 

Three-Dimensional Map of City Park

If the base (lowest contour) is at an elevation of 550’ above sea level, and the contour interval is ten feet, what is the highest elevation? This map is of a park that is used by people of all ages. There are three well- used trails in city park. Decide what ages might use which trails and how different age groups could use the trails.

What do you expect if the contour interval is 50 feet? Explain why you made these decisions.

 
 
Assessing Student Learning: Activity Four
 
Students will write an explanation of how changes in elevation of topography affect human activity. They will also identify three ways topographic maps may be used in planning activities in their community.
 

McKnight, Tom. 1997. Physical Geography A Landscape Appreciation. Upper Saddle River, NJ: Prentice Hall.

Riffell, Paul A. 1973. Reading Maps. Northbrook, IL: Hubbard Scientific Co.

U.S. Geological Survey. Topographic Map Symbols. ISBN 0-607-84384-5  (1-800-USA-MAPS)

Additional Resources: Tennessee Valley Authority and U.S. Geological Survey for topographic maps.