Cocodrie

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 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. 

LOUISIANA SOCIAL STUDIES CONTENT STANDARDS:

G-2A-M2 interpreting and developing maps, globes, graphs, charts, models, and databases to analyze spatial distributions and patterns

G-1B-M3 identifying criteria used to define regions and explaining how and why regions change 

G-1D-M1 analyzing and evaluating the effects of human actions upon physical environments 

LOUISIANA SCIENCE CONTENT STANDARDS:

SI-M-A4 developing descriptions, explanations and graphs using data

SE-M-A4 understanding and evaluating the effects of human actions upon physical environments 

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: 1995 Aerial Photograph, Thibodaux, Louisiana

        1962/1980 1:24,000 scale Thibodaux Topographic Quadrangle 

        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 topographic map:

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 the1962/1980 1:24,000 scale Thibodaux Topographic Quadrangle

Locate a power line.

Locate a benchmark.

Locate a cemetery. 

Using the 1962/1980 1:24,000 scale Thibodaux Topographic Quadrangle

Find the scale in feet.

Find "0" on the scale. Why are there 1,000 feet to the left and 1000 feet to the right of "0"?

Using the edge of a piece of paper, determine the distance in feet from the “T” in the road at Rienzi Plantation to the center of the circle drive at Francis Nicholls State University.  

What is the straight line distance? ________________________________ 

What is the distance by car? __________________________________ 

Section 1:  Given the table below, first find the object listed on the topographic map and then locate the identified site on the aerial photograph. 



Object	Location
Nicholls State University	Center of map
Bayou Lafourche	Center of map
Bayou Country Club	Southeast quadrant of map
Coulon Plantation	Northwest quadrant of  map

Section 2:  On the 1995 Aerial Photograph:

a.  Locate some forested wetlands.

b. Locate pipeline through the forested wetlands.

c. Locate sugarcane fields. 


Section 3: On the 1995 Aerial Photograph:

a. How many bridges are across Bayou Lafourche in the 1995 aerial photography that were not there in 1980?

b. Note the expansion of Thibodaux between 1980 and 1995. 

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. 

INTERNET SITES: 

                  http:// evlweb.eecs.uic.edu/pape/vrml/etopo

                 http:// www_nmd.usgs.gov