1. Topic-
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2. Content-
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| topographic maps, contour line, contour interval, index contour. |
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3. Goals: Aims/Outcomes-
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1.Read a topographic map and a geologic map for evidence provided
on the maps.(SS-6.7.F)
2.Construct and interpret a simple scale map (SS-6.7.F)
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4. Objectives-
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1. Explain how elevation, relief, and slope are shown on topographic
maps.
2.Explain how a topographic map is read.
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5. Materials and Aids-
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| Model demo materials (clay, pencil, butter knife, blank piece of
paper), Prentice Hall Earth Science textbooks (1.4-p.28-31), science
notebooks, 1.4 Review and Reinforce handouts (from Teacher Resource
book), Discovery Channel School DVD-Video Field Trip: Mapping Earth's
Surface, paper for KWL notes. |
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6. Procedures/Methods-
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A. Introduction-
Teacher will build background knowledge by providing a topographic
map, and asking students to identify familiar features. Students will
be asked to point out contour lines and explain how these lines show
changes in elevation. The teacher will then draw a series of three
concentric circles on the board and will draw the number 10 on the
largest circle 20 on the middle circle, and 30 on the innermost circle.
The teacher will ask the students what the numbers suggest about the
shape of the feature. (Students should infer that the numbered circles
represent a hill as seen from above)
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B. Development-
Using the Elmo Camera and Projector, the teacher will provide a
visual aide for contour lines by using clay to represent a model of
a mountain. After using a pencil to create a hole through the middle
of the mountain and 6 horizontal "rings" around it, the teacher will
use the butter knife to cut through the rings of each section. Starting
from the smallest, top portion the teacher will place each piece on
a paper and trace around them, creating contour lines. The teacher
will explain how the closed lines represent the difference in elevation.
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C. Practice-
1.Students will be given the 1.4 Review and Reinforce handout. After
directions are explained, students will spend the next 5 minutes with
their elbow partners answering #1-6 (identifying the commonly used
symbols in topographic maps)
2.The students will come back together and in a whole-group, direct-instruction
design to complete #7-10. The teacher will guide students, using the
projector. |
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D. Independent Practice-
The students will then work in an independent setting, as they complete
the last portion (vocabulary) of the review handout.
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E. Accommodations (Differentiated Instruction)-
1. Students may use the textbook and/or their chapter notes in their
science journals.
2. Students that struggle with reading grade-level texts and/or taking
class notes during lessons will be provided with copies of the class
notes.
3. Students that require extra assistance will work with the instructional
aide/teacher for extra support. |
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F. Checking for understanding-
1.Prior to the Video Field Trip: Mapping Earth's Surface, students
will use the back of the 1.4 Review and Reinforce handouts to create
"KWL" columns.
2. The Students will be asked to orally explain what they will put
in the "K" (or "What I Already Know") column.
3. Once the class generates ideas for the "K" column, the students
will be asked to create questions for the "W" (or "What I Want to
Learn") column.
4. Prior to view the film clip, the teacher will ask students to reflect
on this question while they're watching: How is GPS being used to
create more accurate maps? |
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G. Closure-
Students will view the Video Field Trip: Mapping Earth's Surface
to review/enrich the lesson's concepts.
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7. Evaluation-
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1. Once the film clip is over, the teacher will ask the students
if they can now answer the reflection question. The class will discuss
this and any other new information that they gathered from the video.
2.This discussion will facilitate the completion of the "L" (or the
"What I Learned") column of the KWL notes. |
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