Mono Lake
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 was 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 Earths surface.
Essential Element 3. Physical Systems
Standard 1: The physical processes that
shape the pattern of Earths 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: 1997 Aerial Photograph, Lancaster, California
1954/74 1:24,000 Topographic Map, Lancaster West
Magnifying glass
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
the Lancaster West 1:24,000 topographic map
Locate a school.
Locate a railroad.
Locate a cemetery.
Using
the 1:24,000 scale Lancaster West 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 Antelope College to the high school.
What is the straight line distance? _____________________________________________
What is the distance by boat? ________________________________________________
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 | |
Sierra Highway | Right side of the map | |
Section 33 | ||
Antelope Vally College | West side of map | |
Two purple objects just west of Sunnydale School |
Center of map |
Section 2: On the 1997 Aerial Photograph:
1. Locate bright red area in bottem center.
2. Locate Palmdale Airport.
3. Locate the Detention Center.
Section 3: On
the 1997
Aerial Photograph:
1. Find the area of the original town of Lancaster
2. Note the expansion of Lancaster since 1974.
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