Indiana Dunes
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:
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:
TIME:
Teacher: 30 minutes for preparation of material packets
Class time: one 50 minute class
MATERIALS:
Students: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 1994 Chicago Loop, IL, USGS Topographic Quadrangles:
Locate a jetty
Locate a benchmark.
Locate a cemetery.
Using the 1994 Chicago Loop, IL, USGS Topographic Quadrangles:
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 northwest corner of Union Station to the southeast corner of St. Alphonsus High School.
What is the straight line distance? ___________________________
What is the distance by car following city streets? _______________
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 Michigan Avenue Southeast quadrant of map Sears Tower Bottom center of map South Pond Center of map Zoo Center of map
Section 2: Identify on the 2002 Aerial Photograph:
a. The commercial/financial area.
b. An area of light industry.
c. A residential area.
d. A mixed area of commercial and residential buildings.
Section 3: On the 2002 Aerial Photograph:
a. What time of day was the aerial photograph taken?
b. Does the sand spit on the shoreline in the center of the map appear to be different than the sand spit on the topographic map?
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 SITE:
http://evlweb.eecs.uic.edu/pape/vrml/etopo
http://www_nmd.usgs.gov