Investigating Contour Maps: Creating Contour Maps By Surveying

Learning Goal

Students will understand how contour maps are created, and will try to create a life-size map of different contour lines through guided inquiry.

Key Concepts

1.) Students will brainstorm how to use the surveying equipment to determine the elevation of a point designated by the teacher.
2.) Students will create a life-size contour map of several different elevations, depending on the location of the activity.
3.) Students will discuss why some lines are closer together, why some lines are further apart, and what they have done with their lines in-between survey points.

Vocabulary
sea-level, contour line, contour map, survey point, hand level, surveying pole, elevation

This field investigation is designed for a class (60-70 students) of 8th grade earth science students to better understand the characteristics of contour maps. It works best if students work in groups of 3-4. Once we arrive at the area where we will be doing the activity, I will tell the students what I would like them to do, however, since it is an inquiry based I will not tell them how to accomplish the final goal of the activity.

Information my students will know before going on this field experience include; observational skills, cooperation skills, what a contour map looks like and how to read them, and how to analyze results.

Materials students can use include; field marking flags, rope or string to connect the flags, hand levels, and surveying poles.

Time needed is 1-2 hours.

This field investigation will be used when we are talking about mapping (contour maps in particular). This activity will only work in a large area of varying elevation levels. It will work best if you have an elevation change of at least 10 feet.

I think this activity will work best after the mapping unit has been discussed with the students. It is important that the students have studied and understand what a contour map is. This activity will give them a greater understanding of how a contour map is created, and will help them comprehend what they are looking at when studying a contour map.

The teacher will need to choose an area that has varying elevation levels. This activity will not work on a flat area. A Bowl shaped area works very well. From what I understand, you can call your local fire department and they will have the elevation of fire hydrants and manhole covers for their city. This will help the teacher have a base reading of the elevation of the area they are going to map. Of course you can just make up an elevation and have the students do their measurements based on that elevation. In addition to choosing an area, the teacher will need to gather some materials, which are as follows: field marking flags or stakes of some kind, rope, string, or some kind of 'caution tape' to connect the flags/stakes, hand levels, and surveying poles.

Once the class is at the location, the teacher will divide the students up into groups of 3-4. Then the teacher should distribute the materials to each group. The teacher then places one field marking flag on an area of different elevation from where the students are standing. The teacher then gives the students one of the elevation levels (a manhole cover, fire hydrants, etc.) as a reference point so the students can determine the elevation of the field marking flag. After 30-45 minutes (or however long it takes the students to figure out the elevation) the teacher should have a group discussion about different techniques that different groups may have used. After the discussion, the teacher should assign one elevation level per group spacing the groups 1-2 feet apart (e.g. group #1 644 ft., group #2 646 ft., group #3 648 ft., etc.). Once the groups have their assigned elevation, they will need to place flags at their elevation all around them and connect the flags with the rope or 'caution tape', which will create one continuous line of each elevation level. The teacher should explain that the space between each flag isn't an exact reading, but simply and interpretation that the group has made. The teacher should also discuss why some of the lines are closer together or further apart.

This activity is based on an original activity from The TIMES XIII Project, which was called Contour Map and Surveying.

When I did this activity in the TIMES Project, it was extremely fun! The most difficult part was figuring out how to use the surveying equipment properly...I still don't know if we did, but we made it work. This may be a problem with your students, as I'm sure none of them have used surveying equipment before. However, with a little time and brainstorming in their groups, they will more than likely figure out a way to use the equipment. If they are really struggling, you may need to give them subtle hints during the activity. Another hurdle you may have to overcome is finding the equipment. The surveying poles can be made fairly easily if you can't locate any that are already made. They are just wooden poles that have a diameter of around two inches and are about seven feet tall. They should have markings made on them at every foot. A city office, or a college may be a good place to check for the equipment.
This activity will be different from my mapping unit of the past because the students will actually get to make a map of their own. They will have fun doing it, and will probably remember the experience and concepts for years to come.

To assess the students, I will have them make their own contour map of the area that we are mapping and will have them discuss five major ideas that they learned. I may also give them a short quiz before and after the activity to see if learning has increased.

8.1.3.4.1 use maps, images, etc.

8.1.3.4.2 use scientific tools, measurements, and math