Science Grade 08 Unit 07 Exemplar Lesson 02: Topographic Maps and Land Features

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1 Grade 08 Unit 07 Exemplar Lesson 02: Topographic Maps and Land Features Unit: 07 Lesson: 02 Suggested Duration: 7 days This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this lesson, students will learn to interpret topographic maps and satellite views to identify land and erosional features, and predict how these features may be reshaped by weathering. Students will construct a model of a land feature, demonstrate how the feature was formed, and predict how it may change over time. The advantages and limitations of the model will be evaluated by the student. This is the first time topographic maps are specifically addressed. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: 8.9C Interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. Scientific Process TEKS Readiness Standard 8.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 8.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. 8.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: 8.3B Use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature. 8.3C Identify advantages and limitations of models such as size, scale, properties, and materials. 8.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 8.4A Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum. GETTIG READY FOR ISTRUCTIO Performance Indicators Grade 08 Unit 07 PI 03 Choose a canyon, delta, or mountain from either a topographic or satellite map, and build a model of the feature. Predict how the feature may be reshaped over time by weathering and erosion. Demonstrate how the model feature was formed, and evaluate the advantages and limitations of the model. Standard(s): 8.3B, 8.3C, 8.9C ELPS ELPS.c.1E, ELPS.c.3J, ELPS.c.5G Key Understandings Topographic maps and satellite views show details of land features and how they change over time. Last Updated 04/26/13 page 1 of 23

2 What is a topographic map? What is a satellite view? How are land and erosional features depicted on topographic maps and satellite views? How are changes in elevation shown on a topographic map? Topographic maps and satellite views may be used to predict how land and erosional features may be reshaped by weathering. How can land features be reshaped over time? How can topographic maps and satellite views be used to predict how land features may change over time? Vocabulary of Instruction Unit: 07 Lesson: 02 Suggested Duration: 7 days topography topographic map elevation contour line contour line interval satellite map relief Materials colored pencils (1 set per group) completed Elevating Layers model (see Advance Preparation, 1 per teacher) completed mountain model (see Advance Preparation, 1 per teacher) dental floss (50 cm per group) glue (liquid, 1 bottle per group) glue or tape (per group) modeling compound (2 cans per group) modeling delta and canyon formation (pan (aluminum, rectangular, 1 per group), sand (1 quart bag per group), water (1000 ml), beaker (1000 ml, 1 per group), graduated cylinder (100 ml, 1 per group)) modeling dough (2 cans per group) paper (construction, various colors, 9 x12, 1 per group) paper (construction, 8 colors, including black and white, 8 sheets per student) paper (copy,1 sheet per student and 1 sheet per group) pencils (unsharpened, 2 per group) ruler (metric, 1 per student) satellite images (see Advance Preparation, various per class) scissors (1 per student) spacers (see Advanced Preparation, cardboard, corrugated, 2.5 cm squares, per student) tape or glue (per group) topographic maps (see Advance Preparation, various per class) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Drawing a Mountain (1 per group and 1 for projection) Teacher Resource: Map Language Card Sort (see Advance Preparation, 1 set per group) Teacher Resource: Map Language Card Sort KEY Teacher Resource: Maps otes Template (1 for projection) Teacher Resource: PowerPoint: Topography Handout: Elevating Layers (1 per student and 1 for projection) Teacher Resource: Satellite Map Examples (1 for projection) Teacher Resource: Satellite Maps (see Advance Preparation, 1 set per 3 stations) Teacher Resource: Satellite Maps KEY Teacher Resource: PowerPoint: Landforms Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Resources one Identified Last Updated 04/26/13 page 2 of 23

3 Advance Preparation Unit: 07 Lesson: 02 Suggested Duration: 7 days 1. Prior to Day 1: Perform a web search to locate a map of local topographical sites of interest, such as a state park, to use during the Engage portion of the lesson. You may find it helpful to include satsig + maps in your search or access Google Maps. The map will need to be able to be shown in map view, terrain view, and satellite view. You will need to provide students with the exact latitude and longitude coordinates of the location. Consider preparing a dough mountain to model each step of the Drawing a Mountain activity in order to provide a visual example (see Handout: Drawing a Mountain). Prepare an area for groups to store their models until the completion of the next lesson. 2. Prior to Day 2, copy on cardstock, laminate, cut apart, and bag the Teacher Resource: Map Language Card Sort (1 set per group). The terms are correctly matched to their definitions on the Teacher Resource: Map Language Card Sort KEY. 3. Prior to Day 4 : Cut 2.5 cm (½ inch) strips from a corrugated cardboard box. Students can cut these strips into 2.5 cm squares during the activity, or the teacher can cut them ahead of time. The spacers are placed between seven of the layers, so approximately spacers are needed per model. The actual number will vary. (Dry sponges can be substituted for cardboard.) You may wish to prepare a model of the Elevating Layers activity to provide a visual example. 4. Prior to Day 5: Perform a web search for satellite images for the purpose of modeling student expectations. You may find it helpful to include flashearth + satellite images in your search. You may wish to use Google Earth as an alternative. The Grand Canyon in AZ is a commonly searched example. Download, print in color, and laminate the following satellite images for students to analyze at their Satellite Maps stations. Label each image with its location. Station 1: Padre Island, TX South Padre Island, TX Station 2: Seminole Canyon Val Verde, TX Palo Duro Canyon, TX Station 3: McDonald Observatory, TX Franklin Mountains El Paso, TX Copy, laminate, and cut apart the Teacher Resource: Satellite Maps (1 set per 3 stations). Six to nine total stations are recommended. 5. Prior to Day 6, access and download and print in color a satellite map and topographic map for a mountain, a canyon, and a delta. Students will need these maps and images to complete the Performance Indicator. You will need enough copies for groups of 2 3 students. 6. Prepare attachments as necessary. Background Information This lesson includes student expectations that address the interpretation of topographic maps and satellite images to identify land and erosional features. Students are expected to use topographic maps and satellite images to predict how land features may change over time due to weathering. In Lesson 01 of this unit, students are introduced to the historical development of evidence that supports plate tectonic theory. Students relate plate tectonics to crustal feature formation. During this lesson, students will be introduced to the interpretation of topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. Students should develop an understanding that scientific investigations usually involve the collection of relevant data, the use of logical reasoning, and the devising of hypotheses and explanations to make sense of the collected data. After this unit, plate tectonics and topographic maps are not addressed again in. STAAR ote: Identification of erosional features through topographical maps and satellite views, and prediction of the reshaping of those features by weathering (8.9C) will be assessed as Readiness Standards under Category 3: Earth and Space on the STAAR Assessment. ISTRUCTIOAL PROCEDURES Instructional Procedures EGAGE My Location otes for Teacher OTE: 1 Day = 50 minutes Last Updated 04/26/13 page 3 of 23

4 Suggested Day 1 Unit: 07 Lesson: 02 Suggested Duration: 7 days 1. Project a teacher selected map (see Advance Preparation). 2. Provide students with the exact longitude and latitude coordinates of the particular location. 3. Ask students to round the first set of coordinates to a whole number and include the directions. They are to record this information in their science notebooks. For example, the actual data in the box below would be recorded as Lat. 28, Long. 98 W. otebooks: Students record the latitude and longitude for their search, as well as the differences in the three views of maps in their notebooks. 4. Show the three different views of the location; map, terrain (topographic), and satellite. 5. If available, use a zoom feature to view local areas of topographical interest or reset the map using a new zipcode. Again, show all three views of the site you have chosen. 6. Allow students to discuss differences they see in the three views. Responses may vary, but students should realize that each view has its own unique characteristics of detail. A satellite map shows a broad view while a topographic map shows individual details. A road map shows locations of roads, towns, etc. 7. Instruct students to record the differences in the three views of maps in their notebooks. EXPLORE Drawing a Mountain Suggested Day 1 (continued) and Day 2 1. Project the Handout: Drawing a Mountain. 2. Review procedures, and clarify any parts of the activity that students do not understand. If you have created a completed model, (see Advance Preparation) share the model as a visual example at this time. Discuss cleanup procedures at this time. 3. Inform students that each group will build one mountain, but each student will create their own topographic map by tracing around the slices of the model. Distribute a sheet of paper to each student. 4. Divide the class into groups of 3 4, and distribute the Handout: Drawing a Mountain to each group. 5. To ensure all students participate, consider assigning roles such as Building Manager, Measurement Manager, Labeling Manager, and Cutting Manager. 6. It should take students about five minutes to construct a mountain. 7. Instruct students to make a sketch of the model in their notebooks. Measuring 2.5 cm, marking the on each level, and the cutting with floss should take min. 8. Instruct students to place the slices back in their original form once they have finished tracing the slices of mountain. 9. Monitor and assist groups as needed. 10. Instruct students to affix their maps in their notebooks (if they have not already done so) and to write comparisons between the map they created and the original model. 11. Instruct students to look at the maps they created. Say: You have just created a topographic map. Topographic maps show the three dimensional high and low elevations of an area of land in two dimensions. Topographic mapsshow natural features such as mountains, rivers, valleys, and manmade features such as major roads and buildings. Both of them are shown to make it easier to use the map and find Materials: completed mountain model (see Advance Preparation, 1 per teacher) pencils (unsharpened, 2 per group) ruler (metric, 1 per student) dental floss (50 cm per group) modeling dough (2 cans per group) paper (copy,1 sheet per student and 1 sheet per group) glue or tape (per group) Attachments: Handout: Drawing a Mountain (1 per group and 1 for projection) Instructional otes: Consider creating a mountain prior to class, and model each piece as the procedures are reviewed. Prepare an area for groups to store their models until the completion of the next lesson. Consider allowing students to take photographs of their models and maps. STAAR ote: This is the first time students have been introduced to topographic maps and satellite images in science. Last Updated 04/26/13 page 4 of 23

5 specific locations. In the next portion of our lesson, we will continue working with our models and maps. 12. Instruct groups to place their models in a designated location with a name label attached. otebooks: Students sketch their model in their notebooks, affix their topographic maps, and write a comparison of the model and map in their notebooks. Unit: 07 Lesson: 02 Suggested Duration: 7 days EXPLAI Map Language Suggested Days 2 (continued) and 3 1. Instruct students to sit with the same groups as they did for the previous activity. 2. Direct student attention back to the map and model they created. (Groups should retrieve their models from the designated location.) 3. Distribute a card set from the Teacher Resource: Map Language Card Sort to each group (see Advanced Preparation). Explain to students that in order to understand topographical maps, they will need to know some common language or terms for working with those maps. 4. Instruct students to match the cards to the best of their abilities. 5. Monitor and facilitate by asking guiding questions as students complete the card sort. Do not correct students at this time. 6. Instruct students to keep the cards displayed on their tables. 7. Project the Teacher Resource: Maps otes Template, and instruct students to set up pages for taking notes in their notebooks using this structure. (Consider placing one copy of Teacher Resource: Maps otes Template at each group for reference). 8. Project the Teacher Resource: PowerPoint: Topography 9. Instruct students to do the following as you progress through the Topography presentation: Label their maps of the mountain model from the previous activity Adjust their card matches on the table, as necessary Take notes in their notebooks 10. Facilitate by explicitly directing and redirecting students as to exactly what they need to do in a step by step fashion as you progress through the presentation. Pause often and gently remind students of the expectations. It may be helpful to create additional sketches on the board to emphasize some of the slides. 11. Ask Guiding Questions to involve students in the process. 12. Monitor and assist students as they label maps, take notes, and match cards. 13. At the completion of the presentation, facilitate a discussion using the following questions. Allow students to use cooperative learning strategies during discussions to facilitate processing of new information. Say/Ask: Compare the topographic map you have just made to the model mountain. Why are some of the traced lines closer together than others? ot all of the sides of the mountain were identical in shape and size. What kind of slope gives you lines that are close together? Steep slope What kind of slope gives you lines that are far apart? Flatter surfaces or gently rising hills On your topographic map, where are the steepest slopes? Answers may vary, but students should look for the area where their lines are closest together. Look at the V shape on your model and map. What does it represent? A stream or valley. The V points upstream to higher elevations. Looking at your map, where would be the best place to build a trail to climb to the top of the mountain? Answers may vary, but students should realize that a slope that is not steep is the best place to build a trail. Attachments: Teacher Resource: Map Language Card Sort (see Advanced Preparation, 1 set per group) Teacher Resource: Map Language Card Sort KEY Teacher Resource: Maps otes Template (for projection) Teacher Resource: PowerPoint: Topography Instructional otes: Students will be multi-tasking, so it is important to be structured, explicit, deliberate, and patient during this phase of the lesson. Maintain a close proximity to students who may need assistance. Consider placing one copy of Teacher Resource: Maps otes Template at each group for reference. This will accommodate ELLs, visually impaired or struggling learners. Allow students to use cooperative learning strategies during discussions to facilitate processing of new information. Check For Understanding: Discussion questions provide an opportunity for a formative assessment of student understanding. The Map Language Card Sort may be used as evidence of understanding. otebooks: Students record Maps otes in their science notebooks and label their maps. Last Updated 04/26/13 page 5 of 23

6 14. Collect Map Language Card sets. Unit: 07 Lesson: 02 Suggested Duration: 7 days EXPLORE/EXPLAI Elevating Layers Suggested Day 4 1. Distribute and the Handout: Elevating Layers to each student. 2. Project the Handout: Elevating Layers and review procedures with students. 3. Clarify understanding of expectations and answer any questions students may have. If you have completed a model as a visual example, share it at this time. 4. Distribute materials for construction of models (see Advance Preparation). 5. Monitor and assist as students complete their models. 6. When students have finished building the model, allow them to work with a partner to answer the questions at the bottom of page 1 in complete sentences. 7. Monitor and assist student pairs as they answer questions. 8. Instruct students to cut off the questions section of the page and affix it and the map to their science notebooks. 9. Ask students to share answers. If the first layer is sea level and the contour interval is 10 ft., what is the elevation of each of these pre-labeled points on your model? (A= 0 ft. B= 10 ft. C= 20 ft. D= 30 ft. E= 40 ft. F= 50 ft) Which is the steepest slope on the hill:, S, E, W? How do you know? The east slope is steepest because the lines are closer together. The indented points that look like a V on the west side are pointing uphill indicating a river may have cut through the layers. What is the difference in elevation between the 2 nd and 4 th layer of the model? 20 ft. Materials: completed Elevating Layers model (see Advance Preparation, 1 per teacher) paper (construction, 8 colors, including black and white, 8 sheets per student) spacers (see Advanced Preparation, cardboard, corrugated, 2.5 cm squares, per student) glue (liquid, 1 bottle per group) scissors (1 per student tape or glue (per group) Attachments: Handout: Elevating Layers (1 per student and 1 for projection) Instructional otes: Dry sponges can be substituted for cardboard spacers. Consider having a completed model for students to have a visual example. otebooks: EXPLORE/EXPLAI Satellite Maps Suggested Day 5 Students affix the model and the question/answer section of the handout in their science notebooks. 1. Project the Teacher Resource: Satellite Map Examples. 2. Ask: What features are represented on each of the images? Answers will vary; landforms. How are satellite images different from topographic maps? Satellite maps do not show elevation. What causes features of earth to change over time? Weathering, erosion, and deposition. 3. Model student expectations by projecting the teacher selected satellite images (see Advance Preparation). 6. Divide the class into groups of 3 4 students to complete satellite maps stations (see Advanced Preparation and Teacher Resource: Satellite Maps, 1 set per 3 stations). 7. Instruct students to rotate through stations 1, 2, and 3 at teacher direction, and complete the tasks. 8. Instruct students to answer the questions at each station in their science notebooks. 9. Once students have completed the three stations, project Teacher Resource: Satellite Maps KEY. 10. Facilitate a discussion regarding the differences in topographic and satellite maps, including their advantages and limitations. Materials: Attachments: satellite images (see Advance Preparation) Teacher Resource: Satellite Map Examples (1 for projection) Teacher Resource: Satellite Maps (see Advanced Preparation, 1 set per 3 stations) Teacher Resource: Satellite Maps KEY Instructional otes: Setting up 6-9 total groups to accommodate smaller groups sizes is recommended. If you do not have access to student computers for this activity, images of maps may be printed in color and laminated to use for the station activities. otebooks: Students record the answers to the station questions in their notebooks, as well as the differences in topographic and satellite maps, including their advantages and limitations. 11. Instruct students to record the differences in topographic and satellite maps, including their advantages and limitations, in their notebooks. Last Updated 04/26/13 page 6 of 23

7 ELABORATE Change Over Time Suggested Day 6 Unit: 07 Lesson: 02 Suggested Duration: 7 days 1. Project the PowerPoint: Landforms and interactively progress through it with the students. 2. Facilitate a discussion during the PowerPoint using the following questions. Allow students to use cooperative learning strategies during discussions to facilitate processing of new information. Ask: How would a mountain change over time due to weathering? Accept all reasonable answers. How would changes due to the weathering of a mountain be reflected in a map? Elevation would decrease; steep mountains would eventually become less steep and more rounded. How would a canyon change over time due to weathering? Accept all reasonable answers. How would changes due to the weathering of a canyon be reflected in a map? Canyons would become deeper; slope of the canyon sides will become steeper. How would a delta change over time due to weathering? Accept all reasonable answers. How would changes due to the weathering of a delta be reflected in a map? Delta will either become broader due to increased deposits or diminish due to lack of deposits and wave action carrying existing deltas away. How would an island change over time due to weathering? Accept all reasonable answers. How would changes due to weathering of an island be represented on a map? The island will change shapes and move over time due to erosion and deposition. Would these changes occur at fast or slow rate? Very slowly; possible exception of delta changes which could be observed in as little as 10 years. Attachments: Teacher Resource: PowerPoint: Landforms Instructional otes: Students will struggle with illustrating the canyon in the Check for Understanding. Facilitate the process through questioning. Check For Understanding: Illustrate a topographic map of a mountain, canyon, island, and delta before weathering, erosion and deposition and their prediction of what it will look like after weathering, erosion and deposition. otebooks: Students record the answers to the questions from the PowerPoint, and diagram the Before and After landforms in their notebooks. 3. Instruct students to answer the PowerPoint questions in their notebooks during the discussion. 4. Check for Understanding: Instruct students to draw a table in their notebooks to illustrate a topographic map of each landform before weathering, erosion and deposition and their prediction of what it will look like after weathering, erosion and deposition. EVALUATE Performance Indicator Suggested Day 6 (continued) and Day 7 Grade8 Unit07 PI03 Choose a canyon, delta, or mountain from either a topographic or satellite map, and build a model of the feature. Predict how the feature may be reshaped over time by weathering and erosion. Demonstrate how the model feature was formed, and evaluate the advantages and limitations of the model. Standard(s): 8.3B, 8.3C, 8.9C ELPS ELPS.c.1E, ELPS.c.3J, ELPS.c.5G 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the performance assessment. Materials: topographic maps (see Advance Preparation, various per class) satellite images (see Advance Preparation, various per class) modeling compound (2 cans per group) paper (construction, various colors, 9 x12, 1 per group) scissors (2 per group) glue (1 bottle per group) colored pencils (1 set per group) modeling delta and canyon formation pan (aluminum, rectangular, 1 per group) sand (1 quart bag per group) Last Updated 04/26/13 page 7 of 23

8 Unit: 07 Lesson: 02 Suggested Duration: 7 days water (1000 ml) beaker (1000 ml, 1 per group) graduated cylinder (100 ml, 1 per group) Attachments: Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Misconception: Students may think that landforms of similar appearance are formed in only one manner. Last Updated 04/26/13 page 8 of 23

9 Drawing a Mountain Materials: containers of modeling dough (2) dental floss pencils(2) metric ruler sheet of paper (per student and group) Procedure: 1. Build a model of a mountain 20 cm tall. Be sure the mountain is not symmetrical and smooth. The bottom needs to be flat. Step 1 2. Use the ruler to make a V shaped indention on one side of your mountain. 3. Place a ruler vertically against one side of the mountain model. With a pencil, make a mark every 2.5 cm up the mountain. Adjust the height so the top ends on a 2.5 cm mark. Repeat on the opposite side of the mountain. Step 2 & 3 4. On one of the sides, between each set of measurement marks, use a pencil to write an on the dough. This will mark the north side of the mountain and will help to align the slices you are going to make properly. 5. Push a pencil through the mountain, from the top down through the bottom, in two places. When the points touch your work surface, remove the pencils. Step 4 6. Sketch the model mountain in your notebook. 7. Hold a length of dental floss tightly, and horizontally, between your hands. Start at the top of the model, and find the 2.5 cm mark along the side of the model. Place your hands on both sides of the model, and pull the floss firmly through the model from that mark to the matching mark on the other side. Carefully set the slice aside. 2012, TESCCC 09/19/12 page 1 of 2

10 8. Continue cutting the model in this manner. This will create parallel slices of the same thickness. 9. Each student is responsible for making their own drawing. Write the letter on the paper. Set the smallest piece of the model on the paper. Be sure the on the slice faces the written on the paper. Whenever a new slice is placed on the paper, line the on the slice up with the on the paper. In this way, the orth side of the model will be the same as the orth side of the drawing. Step Trace around the slice. Also trace the two holes where you pushed the pencil through. These holes will be used to line up all slices of the model evenly. 11. Take the next biggest slice, and line up the holes with the traced circles on your paper. Trace around that section. Be sure to trace the two pencil holes, and align the slice to the. Continue this process with the rest of the slices until you have traced the largest slice last. 12. Restack the model back into its original form, and place it on a piece of paper labeled with your names and set side. 13. You have just completed a topographic map of a three dimensional mountain. We will be using this model and map in our next lesson. Place the map in your science notebooks and the model in the area designated by your teacher. 2012, TESCCC 09/19/12 page 2 of 2

11 Map Language Card Sort Topography Study of the shapes and features of the Earth s surface Topographic Map Shows the three dimensional shape and elevations of an area of land in two dimensions Elevation Height above sea level Contour Line Contour Line Interval Line that connects places on a topographic map that are all at the same elevation (eventually a closed loop) The vertical difference in elevation between neighboring contour lines Relief The difference between the highest elevation point and lowest elevation point on a map Satellite Map A map made of pictures of the Earth taken from a satellite orbiting the Earth 2012, TESCCC 09/19/12 page 1 of 1

12 Map Language Card Sort KEY Topography Study of the shapes and features of the Earth s surface Topographic Map Shows the three dimensional shape and elevations of an area of land in two dimensions Elevation Height above sea level Contour Line Contour Line Interval Line that connects places on a topographic map that are all at the same elevation (eventually a closed loop) The vertical difference in elevation between neighboring contour lines Relief The difference between the highest elevation point and lowest elevation point on a map Satellite Map A map made of pictures of the Earth taken from a satellite orbiting the Earth 2012, TESCCC 09/19/12 page 1 of 1

13 Maps otes Template Term Definition/Illustration Topography Topographic Map Elevation Contour Line Contour Line Interval Relief Satellite Map Topographic Map Rules: Steep slopes- Gentle slopes- Stream or valley- Top of hill- Depression- 2012, TESCCC 09/19/12 page 1 of 1

14 Elevating Layers Construct a 3-dimensional map to demonstrate the different elevations shown on a 2-dimensional map. Materials: colored construction paper (8 colors, including white and black) white glue cardboard spacers (about 2.5 cm or 1 inch, can substitute sponges) scissors Procedure: 1. Place the landform, found on page 2, on any color construction paper, except black. 2. Trim along the contour line representing the lowest elevation. Label the center of construction paper with #1 and the edges orth, South, East, and West. 3. Set this first layer of the model aside. 4. Take the remaining part of the paper landform, and place it on another piece of a different color of construction paper. Label the construction paper with a "2" and mark the orth, South, East, and West edges. 5. Repeat this procedure for the other parts of the paper landform. Be sure to label each layer with its correct number. 6. Glue several cardboard spacers around to the bottom of layer #2. 7. Glue layer #2 onto the top of layer #1. Be sure the on layer 2 is facing the north end of layer #1. The doesn t have to line up exactly but should be toward the top of the page. 8. Repeat step 6 and 7 with the rest of the layers until all layers are completed. Questions: 1. If the first layer is sea level and the contour interval is 10 ft., what is the elevation of each of these pre-labeled points on your model? A= B= C= D= E= F= 2. Which is the steepest slope on the hill:, S, E, W? How do you know? 3. What is the relief of this map? 4. What is the difference in elevation between the 2 nd and 4 th layer of the model? 2012, TESCCC 04/26/13 page 1 of 2

15 Elevating Layers orth A C West E B East G F D South 2012, TESCCC 04/26/13 page 2 of 2

16 Satellite Map Examples , TESCCC 04/26/13 page 1 of 1

17 Satellite Maps Station 1: 1. Compare the following images: Padre Island, TX South Padre Island, TX Answer the questions in your science notebooks. Look at the sediments that drain into the Gulf of Mexico. How are these images similar? How are these images different? What do the sediments form? What is the term used to describe sediments being dropped? Would a topographic or satellite map best allow scientists to study the rate of sediment deposition? Why? Station 2: 1. Compare the following images: Seminole Canyon Val Verde, TX Palo Duro Canyon, TX Answer the questions in your science notebooks. Look at the high points as well as the canyon landforms. How are these images similar? How are these images different? How do the canyons form? What is the term used to describe the movement of sediments? Would a topographic or satellite map best allow scientists to study the rate of weathering? 2012, TESCCC 04/26/13 page 1 of 2

18 Station 3: 1. Compare the following images: McDonald Observatory, TX Franklin Mountains El Paso, TX Answer the questions in your science notebooks. Look at any low points as well as the mountain peaks. How are these images similar? How are these images different? How do the mountains form? What causes mountains to change shape over time? Would a topographic or satellite map best allow scientists to study the rate of weathering? 2012, TESCCC 04/26/13 page 2 of 2

19 Satellite Maps KEY Station 1: 1. Compare the two images of the following locations: Padre Island, TX South Padre Island, TX Answer the questions in your science notebooks. Look at the sediments that drain into the Gulf of Mexico. How are these images similar? They are both barrier islands. How are these images different? South Padre Island has been more developed by humans. What do the sediments form? They can form deltas. What is the term used to describe sediments being dropped? Deposition Would a topographic or satellite map best allow scientists to study the rate of sediment deposition? Why? Answers will vary, so allow students to pick a type of map and defend their choice. 2012, TESCCC 04/26/13 page 1 of 3

20 Station 2: 1. Compare the two images of the following locations: Seminole Canyon Val Verde, TX Palo Duro Canyon, TX Answer the questions in your science notebooks. Look at the high points as well as the canyon landforms. How are these images similar? They are canyons formations. How are these images different? Palo Duro canyon is larger and deeper than Seminole canyon. How do the canyons form? They are formed by running water. What is the term used to describe the movement of sediments? Erosion Would a topographic or satellite map best allow scientists to study the rate of weathering? Answers will vary, so allow students to pick a type of map and defend their choice. 2012, TESCCC 04/26/13 page 2 of 3

21 Station 3: 1. Compare the two images of the following locations: McDonald Observatory, TX Franklin Mountains El Paso, TX Answer the questions in your science notebooks. Look at any low points as well as the mountain peaks. How are these images similar? Both are mountain ranges. How are these images different? To the right of the Observatory are a pair of depressions; the Franklin Mts. have more urban areas around them, etc. How do the mountains form? Many are formed through plate movement or collision where vast land areas are uplifted. What causes mountains to change shape over time? Weathering Would a topographic or satellite map best allow scientists to study the rate of weathering? Answers will vary, so allow students to pick a type of map and defend their choice. 2012, TESCCC 04/26/13 page 3 of 3

22 Performance Indicator Instructions KEY Grade 08 Performance Indicator Choose a canyon, delta, or mountain from either a topographic or satellite map, and build a model of the feature. Predict how the feature may be reshaped over time by weathering and erosion. Demonstrate how the model feature was formed, and evaluate the advantages and limitations of the model. (8.3B, 8.3C; 8.9C) 1E; 3J; 5G Materials: topographic maps (see Advance Preparation, various per class) satellite images (see Advance Preparation, various per class) modeling compound (2 cans per group) paper (construction, various colors, 9 x12, 1 per group) scissors (2 per group) glue (1 bottle per group) colored pencils (1 set per group) modeling delta and canyon formation pan (aluminum, rectangular, 1 per group) sand (1 quart bag per group) water (1000 ml) beaker (1000 ml, 1 per group) graduated cylinder (100 ml, 1 per group) Instructional Procedures: 1. Project the multiple tasks in the Performance Indicator. Discuss each item with students to ensure they understand the tasks. Choose which type of landform they will model. Choose either a satellite or topographic map to use as a reference in building their model (see Advance Preparation, various per class). Construct a model of their landform. Make a prediction about how their chosen landform may be reshaped over time by weathering and erosion. Include a written prediction and a description of how their landform may change over time. Demonstrate how the land feature was formed. (Information from Unit 07, Lesson 01 will aid in this piece. Allow students to access their notebooks.) Evaluate the advantages and limitations of the model, and include that information in the written piece. 2012, TESCCC 04/26/13 page 1 of 2

23 2. Answer any questions students may have regarding the task. Grade Divide the class into groups of 2 3 students to complete the task. Distribute images and materials to groups (see Advance Preparation). 4. Monitor and facilitate groups. Instructional ote: Students will need to access their notes from Unit 07, Lesson 01 to determine how their landform was originally formed. 2012, TESCCC 04/26/13 page 2 of 2