Finders Keepers
Boston, Massachusetts

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: 5 through 8

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 Standard

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.

National Mathematic Standards

Grade Six Mathematics Content Standards

Number Sense

1. Students calculate and solve problems involving addition, subtraction, multiplication, and division.

Mathematical Reasoning

1. Students make decisions about how to approach problems

2. Students use strategies, skills, and concepts in finding solutions

Grade Seven Mathematics Content Standards

Measurement and Geometry

1. Students choose appropriate units to measure and use rations to convert within and between measurement systems to solve problems

Mathematical Reasoning

1. Students make decisions about how to approach problems

2. Students use strategies, skills, and concepts in finding solutions

National Science Standards

6th Grade Science Content Standards

Investigation and Experimentation

7. Scientific progress is made by asking meaningful questions and conducting careful investigations.

Students will read a topographic map and a geologic map for evidence provided on the maps, and construct and interpret a simple scale map

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:

1992 Aerial Photograph, Boston, MA
1:25,000 scale, 1977-1972 Snipatuit Pond – Wareham; 1987 Plympton – Plymouth, Mass, USGS Topographic Quadrangle
1:24,000 scale, 1987 Boston, Mass, USGS 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 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 1:25,000 scale USGS Topographic Quadrangle

Locate an exposed wreck.
Locate a benchmark.
Locate a cemetery.

Using the 1:25,000 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 end of the pier on Thompson Island to Old Ironsides.

What is the straight line distance in feet? ___________________________

Using a piece of sting, determine the distance in feet to sail Old Ironsides to the end of the pier on Thompson Island.

What is the sailing distance in feet? ___________________________

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

Fort Independence northwest quadrant

Two dry docks along Boston Inner Harbor

Boston Commons northwest quadrant

Oil storage tanks northeast quadrant

Telegraphy Hill center

Section 2: On the 1992 Aerial Photograph, Boston, MA.

a. Plane landing at Logan International Airport.

b. How many large (commercial jetliners) airplanes can you count at Logan International Airport?

c. What time of day was the aerial photograph taken?

d. What time of the year was the aerial photograph taken?

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:

Other 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