Chimney Rock
TITLE: Finders Keepers!
OVERVIEW: This introductory activity is used to familiarize learners with the information found on Aerial Photographs and Topographic Maps. A variety of objects and locations were selected to introduce the use of different styles and symbols.
SUBJECT AREA: Geography
GRADE LEVEL: Middle School
OBJECTIVES:
To introduce topographic maps and the representative colors and symbols used.
To provide exposure to the skills of aerial photographic interpretation.
STANDARDS:
National Geography Standards
Essential Element 1. The World in Spatial Terms
Standard 1: How to use maps and other geographic representations, tools and technologies to acquire, process and report information from a spatial perspective.
Standard 3: How to analyze the spatial organization of people, places, and environments on Earth’s surface.
Essential Element 3. Physical Systems
Standard 1: The physical processes that shape the pattern of Earth’s surface.
CROSS CURRICULAR CONNECTIONS:
Mathematics: Comparing scale
Language Arts: Communication
Art: Development of pattern recognition
Earth Science: Identification of surface features and processes
TIME: Teacher: 30 minutes for preparation of material packets
Class time: one 50 minute class
MATERIALS:
Student: 1999 Aerial Photograph, Scottsbluff, Nebraska
1:24,000 scale 1963/1976 Scottsbluff North and Scottsbluff South USGS
Topographic Quadrangles
Magnifying glass
Topographic symbols chart
String
SUGGESTED PROCEDURE:
As the students receive the materials packet, encourage group exploration and quick comparisons. Simple discussion questions should be used to have the students notice the use of colors, symbols, and labeling techniques. Use sections 1, 2, and 3 for this.
Introduction to color, symbols, and scale: Ask the following discussion questions and have the students identify and locate topographic symbols.
Using the topographic symbols chart and the USGS Topographic Quadrangle:
Blue colored features represent?
Green colored features represent?
Black colored features represent?
Brown colored features represent?
Purple colored features represent?
Using the topographic symbols chart:
Identify the symbol for marsh.
Identify symbol for a power line.
Identify symbol for a school.
Identify symbol for a dual highway with median.
On the 1:24,000 scale USGS Topographic Quadrangle
Locate a disturbed surface.
Locate a benchmark.
Locate a cemetery.
Locate a woodland vegetation.
Using the 1:24,000 scale USGS Topographic Quadrangle
Find the scale in feet.
Find "0" on the scale. Why are there 1,000 feet to the left and 1,000 feet to the right of "0"?
Using the edge of a piece of paper, determine the distance in feet from the high school in Scottsbluff to the high school in Gering. Follow city streets and highways.
What is the straight line distance in feet? ___________________________If you walk at an average of two miles per hour, with your oxen and Conestoga wagon, how long (hours and minutes) would it take you to walk the Emigrant Trail from where it enters the map in the southeast quadrant to where it exits in the northwest quadrant? _______________________________________
Section 1: Given the table below, first find the object listed on the USGS Topographic Quadrangle map and then locate the identified site on the aerial photograph.
Object Location
The North Platte River
Drive-in theater (Gering) Southeast quadrant
The Golf Course Northwest quadrant
Scotts Bluff Southwest quadrant
Section 2: Locate on the 1999 Aerial Photograph, Scottsbluff, Nebraska:
a. a trailer park
b. Scottsbluff Airport
c. Western Sugar sugar beet factory
Section 3: On the 1999 Aerial Photograph, Scottsbluff, Nebraska:
a. What time of day was the aerial photograph taken?
b. Compare urban development in the northern part of Scottsbluff on the topographic map and the aerial photograph.
c. Compare the river channel and the woodlands on the topographic map and the aerial photograph.
ASSESSMENT:
1. The instructor will circulate throughout the room questioning each group to establish student mastery of the materials and to troubleshoot and direct student attention to features and objects.
2. If the materials have been laminated, students may label the objects or places in Sections 1- 2 using a washable or erasable marker.
3. Student journal entries on the objectives of the activity.
4. After completing the search and locate tasks provided in Sections 1- 3, the student or cooperative group may select other objects or sites to develop peer quizzes.
EXPLORATIONS MAY INCLUDE:
Packets of local topographic maps and aerial photographs for the students to identify known and unknown sites.
Student construction of a school topographic map completed to scale and properly oriented.
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