Making Topographic Maps

Caitlin Callahan, Grand Valley State University
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Summary

In this activity, students learn how to contour topographic data from three-dimensional models that they create for themselves. Students examine how topographic contour lines differ based on different topographic features.

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Learning Goals

The purpose of this assignment is for students to develop an understanding of how topographic maps represent different three-dimensional landscapes.

Context for Use

This activity is suitable for an introductory physical geology class as part of a lesson on topographic maps. The intent is to do this activity prior to any significant lecture or practice with interpreting topographic maps. However, the instructor may benefit from having an initial discussion with students about their past experiences with topographic maps.

Supplies (each student group will need the following set of materials):
- Shoebox-shaped Tupperware 48 oz. container (approximately 8x5x4 inches)
- Box of Kinetic Sand© (a 2 lb. box works well; see Resources section, below, for a couple of sources)
- Ruler
- A 6-inch lollipop stick (or something similar) pre-marked in 1 cm increments
- 6 overhead transparencies
- Overhead transparency pens (one black, one another color)
- Clear plastic board large enough to cover Tupperware container (e.g. clear plastic clipboard)
- Three sheets of graph paper
- Blank piece of paper

Description and Teaching Materials

In this activity, students will build three different landscapes in a Tupperware container. Students will use the lollipop stick to measure height at different locations across the surface of the model landscape. These data points are then transferred onto the overhead transparency. The height data can then be contoured to construct a topographic map for the model landscape. The process is repeated three times for three different landscapes: gentle slope, volcano, and river channel.

Teaching Notes and Tips

Students may struggle with interpolating contour lines between data points. It helps to have an example model built that can be used for show-and-tell. Also, depending on the timing of the activity, students may need some suggestions on how to build the volcano or river channel.

Assessment

There are no answer keys for this activity because the results depend upon the specific models created by the students.

References and Resources

Kinetic sand from Relevant Play, the company that makes it
Kinetic sand from Discount School Supply