Island Hopping through the Curriculum
Norman is an Island
A Topographic Mapping Exercise
Follow up Summary
Deborah Bryant
Fall 2001
Table of Contents
Overview
Project Positive Points
Project Negative Points
Project Improvements
Summary
Introduction
Project Background
Project Overview
Assessment VS Evaluation
Standards
Cross Curriculum
Wrap Up
References Cited
Standards Addressed
Science
Social Studies
English Language Arts
Arts Education
Mathematics
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Learning Objectives
Performance Criteria
Resources
Materials
Procedure
How do I start?
Vertical Profile Construction Guide
Features List Guideline
Key Construction Guideline
Things to consider
Legend Paper Guideline
Contour map checklist
Grading Rubric
Critical-thinking questions
Assessment
Myth or Legend Paper Rubric
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Overview
The Norman is an Island project asked students to create a topographic map of an imaginary island following all the rules of map construction, to create a vertical profile of the map, to interpret the map using real-world problems, and to create a legend about some map component. The students were given the assignment with 5 weeks to finish the project while small instructional units were provided each week during laboratory time for the first four weeks. The instructional unit on creating a legend was presented to all my sections by an English instructor, Vikki Dykstra. Ms. Dykstra helped create the rubric for the legend and assisted in grading a portion of the papers.
Students were only given one entire laboratory day to work on their maps, however, this instructor offered open lab times when students could bring in their maps for assessment which the students could incorporate into their maps. Assessment is a term that is often used interchangeably with evaluation or grading. In this instance assessment means to look for the strengths and weakness of the project without grade assignment. The model used to assess the maps is from Process Education (Apple, 2000), which differentiates assessment and evaluation. Student maps were most definitely evaluated at the end of the five weeks. They were first assessed at the rough draft stage.
Project Positive Points
The project goals were clear-cut with the guidelines and rubrics available for almost every step. Students had a fairly clear idea of the grade they would receive before turning in the assignments. Even the student who may not excel at math and science had an equal opportunity to earn a respectable grade as long as they followed the instructions.
Students gained an understanding of topographic maps and were able to apply real-world problems to their imaginary island. The pre- and post- tests showed an improvement in map interpretations (see attached pre-/post-test questions), the vertical profiles were constructed correctly with only a few exceptions, the critical thinking questions were thoughtful, and their legends showed a clear understanding of their map. The most difficult portion of the grading was the paper, yet it was the most delightful to read. Some of the stories were funny, others sweet, and some touching enough to produce tears from the reader. One was high enough caliber to be considered as a children's story. The English Department is helping that student get her paper published. Samples of the legends and question responses are attached with permission of the students.
The over all feeling from this project is satisfaction and pride. The students enjoyed the creativity this science project allowed. I enjoyed see the light bulb of discovery illuminate.
Project Negative Points
This project turned out to be much larger for the students and myself than I had imagined. The students were given five weeks to complete the entire project. New segments were introduced each week for four weeks under the assumption that the students would then take that new information and apply it to their map. It was my feeling that the task would be less daunting if broken down into small units of instruction. The units included isoline construction, isoline interpretation, vertical profile construction and creative writing.
While it is a wonderful plan, in practice didn't work. Students waited until the last minute to start on the project instead of applying new information while still fresh. I need to offer some intermediate deadlines along the way to help with time management. This will help the instructor's time management as well. When the due date came there were 153 sets of maps, papers, profiles and question sets to read, check and grade. Since each map was different, the answers to each question set was different. Each question set required the instructor to calculate three gradient problems to be checked against the map.
Students had a difficult time starting the project without clear instructions where to begin. It was felt when designing the project that an open-ended problem is better than too many directions, but with a project of this scope they needed a little gentle nudge to get started. The vertical profile construction was also problematic. While vertical profile construction addressed in class with an instructional unit, the students really needed written directions. Written instructions are available in the resource materials listed on the first page of the student portion of this document but it is a reality that students tend to do very little outside research because of time management issues.
Project Improvements
There are three areas that need improvement; two are time management issues, one for students and the other for the instructor, and the third is instructional design. The time management issues can both be remedied by spacing out the due dates. The maps and the vertical profile could be made due at the same time three weeks into the project. Graded and returned by the instructor within two weeks. Once the maps are returned, the students could interpret the maps and answer the critical thinking questions. The maps and the questions would be turned in together and graded. The student could write the paper to be turned in during the fifth week of the project. Neither student nor instructor would be overwhelmed with work.
The vertical profile instructions and a general idea of how to start would ease student frustration and increase communication. They students would not have to guess at what the instructor wants or expects. Both of there revisions are included in the student portion of this document.
Summary
The Norman is an Island project was a success. This project will be added to course assignment schedules in all Geology and Geography classes at Kalamazoo Valley Community College in the winter term. This project provides students with a clearer understanding of topographic maps and a sense satisfaction. Revisions are necessary as the project continues to evolve. Some revisions have already been added to the project and the alteration of the timeline will take place during the winter schedule.
Island Hopping through the Curriculum
Norman is an Island
A Topographic Mapping Exercise
Deborah Bryant
Fall 2001
Introduction
Maps are part of everyone's life. A map is a generalized view of an area as seen from above and greatly reduced in size (Christopherson, 2000.) The type of map used depends upon the task at hand. A traveler might choose a road map; an astronomer's choice would be a star map; and we are all familiar with the look of weather maps; but a geographer uses topographic maps for landscape analysis.
This project introduces the concepts behind topographic maps by allowing the student to create their own island following the rules of contour construction. There are several main objectives for this project centered on both the Michigan Curriculum Frameworks; the National Science Teachers Association's College Pathways and my course curriculum objectives. These include:
The be able to use and interpret maps and globes
To be able to relate course work to real world applications
To provide the tools need for students to become self-growers
Project Background
Many of the students I teach have tremendous math and science anxiety including the pre-service elementary education students. I feel great empathy since I also suffered from science anxiety in high school and entry level college. I didn't take a science class until my freshman year in college and was convinced that it was beyond my capability. I know my students feel the same way that I did and if I can introduce them to ideas that they can use in their everyday life some of that fear might be overcome. Using Howard Gardner' s theory of multiple intelligences (Gardner, 1983), this mapping project has aspects that should appeal to a variety of learners including those who are more apt at spatial, linguistic, naturalist, or logical/mathematical intelligence.
Project Overview
There are three components to this project, the topographic map, a vertical profile and a legend. I will have several examples for the students to use including a sample quadrangle named “Norman”, a vertical profile of Norman, USGS topographic maps of the North and South Manitou Islands, and the book, “Legend of the Sleeping Bear” by Kathy -jo Wargin (1998.)
“Norman” is the name of the topographic map I created as an example of the project. Norman is an Island is a play on words with a serious twist. “No man is an island, entire of itself; every man is a piece of the continent, part of the main” comes from John Donne's, 1623-1624 Meditation XVII. To me it means that no matter what we do or how isolated we think we are, our actions effect the planet as a whole. It is my hope that the critical thinking questions will help the student explore this idea.
This will count as a major laboratory test grade worth 200 points. The students will be assigned the task in early-September with a due date of mid-October. In-class work will stretch over two weeks; however, students will have two additional weeks to work at home and in open laboratory time to complete the project. A rough outline follows:
Introduction of Topographic Maps - Lecture Class - week one (one hour fifteen minutes)
Practice Topographic Mapping Construction - Laboratory Class-week one- (one hour forty minutes)
Construction of the Island Project - Laboratory Class - week two- (one hour forty minutes)
Assessment VS Evaluation
The Faculty at Kalamazoo Valley Community College is deeply involved with the concept of process education. Process education is defined as a which focuses on building students' learning skills and developing self-growers (Apple, 2000.) Process education uses a number of traditional teaching methods including cooperative learning, journal writing, assessment, and guided-discovery learning. But process education makes a distinction between assessment and evaluation. Evaluation is the assigning of a grade where assessment is a reflection your strengths, areas of improvement, and insights (SII.) I have provided an assessment tool modeled from Process Education by Dr. Daniel Apple and my grading rubric. Students will be given both to help achieve their desired grade.
Standards
This project touches on standards for science, English language arts, art education, mathematics, and social studies from the Michigan Frameworks. It could easily be used at the high school level and modified for the middle school classroom. I am unfamiliar with the benchmarks, and have tried to interpret them in the strictest sense. There are more standards that could be met if the interpretation were looser.
Cross Curriculum
I have made arrangements for the Children's Literature instructor to introduce the Legend of the Sleeping Bear (Wargin, 1998) to my classes. She is also putting together a list of other myths and legends for my classes. It is not yet available to me, but I will include the list with the project summary. The freshman English instructor has agreed to speak with my classes about how to write a legend. She has also agreed to help me with grading the papers. It is her suggestion that I limit the student papers to two pages in order to prevent “rambling.”
Wrap Up
Once the maps, profiles and legends are turned in, I plan to display some of the better work in the student union. I will only do so with student permission and will not post any grade associated with the project. Both the English and children's literature instructors have agreed to help with the grading process. I will cover the science and mathematics of the map and we will share in the grading of the creativity of the projects.
References Cited
Geosystems, Robert W. Christopherson, 4th edition, Prentice Hall 2000
Process Education Teaching Institute Handbook, Dan Apple, Pacific Crest, 2000
Laboratory Exercises in Physical Geology, 5th edition, Stephen Kuehn, Larry Davis, and Kevin Keatts. Burgess International Group 1999
Applied Physical Geography: Geosystems in the Laboratory. 3rd edition. Robert Christopherson and Gail Lewis Hobbes. Prentice Hall, 2000.
Frames of Mind: The theory of Multiple Intelligence, Howard Gardener, 1983
College Pathways to the Science Education Standards Edited by Eleanor D. Siebert and William McIntosh, NSTA Press 2001
Legend of the Sleeping Bear, Kathy-jo Wargin, Sleeping Bear Press, 1998
Standards Addressed
From NSTA College Pathways to the Science Education Standards
Program Standard B
The program of study in science for all students should be developmentally appropriate, interesting, and relevant to students lives, empathize student understanding through inquiry and be connected to all school subjects.
Program Standard C
The science program should be coordinated with the mathematics program and enhance student use and understanding of mathematics in the study of science and to improve student understanding of mathematics.
The following objectives are from the Michigan Curriculum Framework with the High School Benchmarks noted. The MCF list Art education and English standards in a slightly different format than the math and science format.
Science
Strand I. Constructing New Scientific Knowledge
Content Standard 1. All students will ask questions that help them, learn about the world; design and conduct investigations using appropriate methodology and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge.
Benchmark 7 Gather and synthesize information from books and other sources of information.
Benchmark 8 Discuss topics in groups by being able to restate or summarize what others have said, ask for clarification or elaboration and take alternative perspectives.
Strand II. Reflecting on scientific knowledge
Content Standard 1. All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced development in science.
Benchmark 4 Discuss the historical development of key scientific concepts and principles.
Benchmark 6 Describe the historical, political, and social factors affecting developments in science.
Strand IV. Using Scientific Knowledge in Physical Science
Content Standard 3. All students will describe how things around us move and explain why things move as they do; demonstrate and explain how we control the motions of objects; and relate motion to energy and energy conservation.
Benchmark 1. Perform measurements and calculations to describe the speed and direction of an object.
Strand V. Using Scientific Knowledge in Earth Science
Content Standard 1. All students will describe the earth's surface; describe and explain how the earth's surface features change over time; and analyze effects of technology ion the earth's surface.
Benchmark 3. Explain how and why earth materials are conserved and recycled.
Content Standard 2. All students will demonstrate where water is found on earth; describe the characteristics of water and how it moves; and analyze the interaction of human activities with the hydrosphere.
Benchmark 1. Explain how water moves below the earth's surface.
Benchmark 3. Describe how human activities affect the quality of water in the hydrosphere.
Content Standard 3. All students will investigate and describe what makes up weather and how it changes from day to day; from season to season and over long periods of time; explain what causes different kinds of weather; and analyze the relationships between human activities and the atmosphere.
Benchmark 1. Describe patterns of air movement in the atmosphere.
Social Studies
Strand II. Geographic Prospective
Content Standard 2. All students will describe, compare and explain the locations and characteristics of ecosystems, resources, human adaptation, environmental impact, and the interrelationships among them.
Benchmark 2. Assess the relationship between property ownership and the management of natural resources.
English Language Arts
Meaning and Communication
Content Standard 3. All students will focus on meaning and communication as they listen, speak, view, read, and write in personal, social, occupational, and civic context.
Benchmark 6. Determine the meaning of specialized vocabulary and concepts in oral, visual, and written texts by using a variety of resources, such as context, research, reference materials, and electronic resources.
Benchmark 7. Recognize and use varied techniques to construct text, convey meaning, and express feelings to influence an audience.
Voice
Content Standard 6. All students will learn to communicate information accurately and effectively and demonstrate their expressive ability creating oral, written and visual texts that enlighten and engage the audience.
Benchmark 1. Assess their use of elements of effective communication in personal, social, occupational and civic contexts.
Benchmark 2. Evaluate the power of using multiple voices in their oral and written communications to persuade, inform, entertain and inspire their audience.
Arts Education
Creating
Content Standard 2. All students will apply skills and knowledge to create in the arts. (Visual arts)
Benchmark 19. Apply materials, techniques, and processes with sufficient skill, confidence, and sensitivity that personal intentions are carried out in artworks.
Benchmark 20. Create artworks that use organizational principles and functions to solve specific visual arts problems.
Benchmark 22. Apply and adapt subjects, symbols, and creative ideas in artworks and use skill gained to solve problems in daily life.
Mathematics
Strand II. Geometry and Measurement
Content Standard 1. Students develop spatial sense, use shape as an analytical and descriptive tool, identify characteristics and define shapes, identify properties and describe relationships among shapes.
Benchmark 7. Use shape, shape properties, and shape relationships to describe the physical world and solve problems.
Lesson Plan
Norman is an Island
Geography 120
A map is a two dimensional representation of a three-dimensional object. There are many maps to choose from depending upon the purpose of your project. The map you will construct is uses elevation as its basis for construction. The topographic map uses exact points of elevation called benchmarks and contour lines that connect points of equal elevation.
Learning Objectives
To become more familiar with topographic principles by constructing an elevation map of an imaginary island.
To be able to apply information from the map to real word applications.
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Performance Criteria
Quality of your map.
Factor #1: Adherence to contour rules.
Factor #2: Inclusion of required components
Your understanding of topographic and geographic principles.
Factor # 1. Ability to answer the questions using well-formed answers.
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Resources
Laboratory manual, Exercises in Physical Geology, (Kuehn et al, 1999) pages 231 - 263
Laboratory manual, Applied Physical Geography: Geosystems in the Laboratory (Christopherson and Hobbes, 2000) pages 61 - 80
Topographic mapping symbols front cover in the geography lab book, page 83 in the geology lab book or appendix A-5 in the text book Geosystems (Christopherson, 2000)
Class notes
Your lab team
Norman Quadrangle Map Example
Legend of the Sleeping Bear by Kathy-jo Wargin
Topographic Maps for North and South Manitou Islands
Legend Paper Guideline
Materials
White poster board
Colored pencils- red, green, blue, black, and brown
Soft pencil (#2 or softer)
Gum eraser
Procedure
Read this entire handout before beginning your map
Read pages 231-263 in Kuehn et al, 1999, and pages 61-80 in Christopherson and Hobbes, 2000.
Construct the perimeter shape of your island on the poster board using #2 pencil.
Follow the contour guidelines from your lab manual.
Refer to the “How do I start” helpful hints section provided in this document.
Follow the Feature List Guideline. A checklist is provided.
Follow the Key Construction Guideline. A checklist is provided.
Use the appropriate symbols from the United State Geological Survey.
Assess the maps in lab teams using the reflection form.
Complete the map by incorporating the assessment feedback and by using the grading rubric.
Construct a vertical profile from one side of the island to the other. Refer to the vertical profile construction section provided in this document.
Answer the critical thinking questions.
Create a myth or legend of some feature found on your island. Refer to the grading rubric.
How do I start?
Getting started is the hardest part of this project. Once you put your pencil to paper, the rest is easy. Here is a suggested order of construction. Keep in mind it is not the only way to attempt this project. So if this doesn't work for you follow your intuition and continue. As along as you follow all the guidelines set out for you each step of the way, your finished product will be one of which you can be proud.
Read the entire document before you begin.
Pick your theme. Your map is going to follow a naming theme. Look at the Norman Quadrangle Map in the classroom. The theme is names.
Leave a 4-inch by 6-inch space in the lower right hand corner empty for the key.
Chose the shape of your first contour line. This is the outline shape of your island and will have an elevation value of 0 feet (sea level).
Your island can have an obvious shape to fit your theme or it can be simply island shaped. Look at the Butterfly Island Map to one that has a theme shape. Norman is just island shaped.
Decide on the scale for your map. Remember that the benchmarks must be exactly 12 miles apart.
Place the benchmarks on the map. Use the appropriate symbols.
Check to see that the benchmarks are 12 miles apart using the scale of choice.
Add the rivers and the lake. Keep them small.
Decide how to label your contours. Are you going to use index contours or label everyone?
Begin to draw your contours. Be very light with your pencil.
Remember the rule of V. Don't let it be an afterthought!
Add the features listed on the feature checklist.
Construct the key using the Key Construction Guideline.
Bring the rough draft of your map to lab for assessment.
Once assessed, incorporated that information into the map.
Complete your final draft using colored pencils.
Vertical Profile Construction Guide
Your profile must extend from one side of the island to the other AND through at least one of the mountains.
You must mark the front of your map with reference points labeled A and B.
You do not have to connect point A and B with a line of the front of the map.
Place a piece of scrap paper large enough to fit between point A and B on the map.
Label Points A and B on the scrap paper.
Mark the scrap paper where each contour line intersects that paper.
Label the elevation of each of the intersections.
Construction a vertical scale on the back of your map. The Y-axis is elevation in feet.
Use 100' intervals on the Y-axis. Use nothing along the X-axis.
Place the scrap piece of paper on the X-axis.
Mark A and B along the x-axis.
Transfer the contours to the profile.
Connect the points with a smooth line.
Features List Guideline
Your island is in the middle of an ocean.
There is a minimum of two mountains on the island
Two of the mountains are 12 miles apart. One of these two has a benchmark of 1510 feet while the other has a benchmark of 1075 feet.
Place the benchmarks for the mountains.
Contour the island using a 100' contour interval.
There is a bay on the Southwest side of the island.
The bay has a benchmark depth of 14 feet at some point.
The ocean and the bay must be contoured using fathoms.
One fathom is equal to six feet.
Use at least 3 (three) fathoms but no more than 5 (five).
Fathoms must be contoured in blue and follow all the guidelines for land contours.
The island may be any shape you which as long as your shape is limited in sharp angles.
You must cover the entire surface of your map leaving no more than 1” between contours.
You MUST label your contour lines, however, you have two choices:
Number every line (0, 100, 200, 300,400,etc) making each brown line the same shade OR
Number only the index contours (0, 500, 100, 1500) making them a darker shade of brown than the non-index contour lines
There are two streams (minimum) and one lake on the island.
One of the streams flows down the larger of the two mountains to the ocean.
One of the streams either feeds or drains the lake. Possibly both.
All lanes of transportation (roads, highways etc.) must connect two or more places.
The highway and the railroad track intersect, and will require a bridge.
Each symbol must be kept to scale.
Your islands must include at least one of each of the following:
A place of worship
A school
Cemetery or equivalent
Air field
Railroad
Highway
Unimproved road
A swamp
Forest
Bridge
House
Dock
Water tank
Pipeline from shore to inland water tank
You may add as many features as you like.
Some things must be named directly on the map. For example “Sherwood Forest” would be directly on the map. These include:
The forest(s)
The lake(s)
The rivers
The swamp(s)
The mountain peaks
The ocean
The bay
You may label all features on the map.
Your features should follow a theme. For example, if you called your map the Rainbow Quadrangle you might also have the Blue River, the Red Mountain and the Green Swamp.
Any symbol used on the map must also be found in the key.
Key Construction Guideline
Keep a clear space in the lower right hand corner of the map approximately 4 X 6 inches.
The title of the key should be the name of your island. This should be in letters larger than the rest, but no more than ½”.
The symbols in the key should be the same size as used on the map.
Everything on your map must be found in the key.
You need a North directional arrow, which is generally placed in the key area, however particularly artful arrows may be placed in the body of the ocean.
There must be three scales in the key: a graphic, fractional, and verbal scale.
All three scales represent the same value.
The contour interval used must be found in the key.
Your name, the date of the map, and your lab section should be included on the front of the map in the key.
Things to consider
Use cheap poster board. You can spring for the expensive stuff at $4 per sheet, but it won't improve your grade.
Don't worry if all the cheap poster board has a sticker on the dull side. Pull it off and continue. You may have a little mark, but it will not result in lose of points.
Use white poster board. No colors. The use of a color will result in a grade of zero.
Poster board with a grid is ok.
Use the dull side of the poster board. Your colored pencils will adhere better.
DO NOT USE MARKER, CRAYON, OR PEN.
Use a soft number 2 pencil and a gentle touch to start.
Get a good, clean gum eraser.
You must use colored pencils for the final product.
Follow the USGS guidelines for color.
You may use any scale you like, but I would suggest either 1” = 1 mile or 1” = ½ mile.
No matter what scale you use your goal is to use as much of the poster board as possible.
Follow the rule of “V”.
If you use a cliff or waterfall they must be labeled AND named.
Limit your use of waterfalls to 2(two) and cliffs to 1(one) unless we have spoken before the rough draft stage.
Neatness counts. You are not being graded on your artistic ability; however, the care you take to construct your map will be reflected in the finished product and your final grade.
Remember this is an island so the first contour you draw will be at elevation 0 feet above sea level and will define the outline of your island.
Legend Paper Guideline
Limit yourself to two pages. I expect your paper to between 1 ½ to 2 pages.
Typed, double-spaced, font size no larger than 12.
Keep the margins reasonable. Two inches all around is what you are aiming for.
Be concise. Don't ramble.
Use the spell check AND proofread.
Be creative. It is your legend, so no references required, unless you use another author's characters or work.
Use the writing center to proof and edit your rough draft. Have the reader initial your draft and submit the draft with your final copy. It is a free service
The grading rubric for the legend paper is provided.
This is a legend NOT a guided tour. I already know all the features present so there is no need to tell me.
Contour map checklist
Before you turn in your project, use this checklist to make certain you have all the required elements.
_____ Neat and presentable
_____ Vertical profile constructed (see vertical profile construction guide)
_____Contour rules followed (see lab book for contour rules)
Including but not limited to:
Rule of V
Never crossing
Correct color usage
Correct interval
Contour coverage
Correct symbol usage
Symbols kept to scale
Features
_____Mountains (exactly) 12 miles apart
_____ Bench marks on mountains
_____Bay on SW side of island
_____Ocean and bay contoured in blue
_____Bench mark in the bay
_____Streams labeled
_____Streams named
_____Lake labeled and named
_____Place of worship drawn
_____School drawn
_____House drawn
_____Cemetery drawn
_____Air strip drawn
_____Air strip on level ground
_____Railroad drawn
_____Bridges drawn
_____Unimproved road drawn
_____Highway drawn
_____Swamp drawn
_____Swamp named
_____Forest drawn
_____Forest named
_____Dock drawn
_____Pipe line drawn
_____Water tank drawn
_____Other feature drawn
Key
_____In lower right corner of the map
_____List of all symbols with names
_____North arrow
_____Quadrangle name
_____Key in lower right corner
_____Verbal scale
_____Fractional scale
_____Graphic scale
_____All three scales equal
_____Map date
_____Your name
_____Your class
Grading Rubric
Neatness and presentation 20 points ________
Vertical profile constructed correctly 20 points ________
Contour rules followed 30 points ________
Rule of V - 5 point maximum
Never crossing - 5 point maximum
Correct color usage - 5 point maximum
Correct interval - 5 point maximum
Contour coverage - 5 point maximum
Ease of reading - 5 point maximum
USGS symbols used - 5 points maximum
Symbols to scale - 5 point maximum
Features 10 points _________
_____Mountains 12 miles apart
_____ Bench marks on mountains
_____Bay on SW side of island
_____Ocean and bay contoured in blue
_____Bench mark in the bay
_____Streams labeled
_____Streams names
_____Lake labeled and named
_____House of worship drawn
_____School drawn
_____Cemetery drawn
_____Air field drawn
_____Air strip on level ground
_____Rail road drawn
_____Bridges drawn
_____Unimproved road drawn
_____ Highway drawn
_____Swamp drawn
_____Swamp named
_____Forest drawn
_____Forest named
_____Dock drawn
_____Pipe line drawn
_____Water tank drawn
_____Other feature drawn
Key 10 points __________
_____List of all symbols with names
_____North arrow
_____Quadrangle name
_____Key in lower right corner
_____Verbal scale
_____Fractional scale
_____Graphic scale
_____All three scales equal
_____Map date
_____Your name
_____Your class
Critical thinking questions 50 points _________
Use of clear arguments and complete sentences
10-point deduction for handwritten answers
Paper (see paper rubric) 50 points __________
Creativity - 30 points
Mechanics - 20 points
Total points 200 possible points______________
Percentage ________________
Critical-thinking questions
Please type your answers on a separate sheet of paper. You may download this form from my website. Http://puma.kvcc.edu/dbryant. You may also send your answers to me electronically at dbryant@kvcc.edu. No hand written answers! There is a 10- point deduction for hand written answers.
Using the stream that runs from the mountain to the ocean, what is the average gradient? Show your work. Your lab manual can help with gradient calculation.
What is the latitude and longitude of your imaginary island? (Remember it is your island, where would you like it to be?) Based on your answer, use the earth's real wind pattern to predict what global wind would effect your island. Your geography book can help you with the location of the global wind patterns.
Oil has been found in your forest! The rare, endangered, beautiful, singing, hairy-tailed yak lives in the forest. Do you allow drilling? Defend your opinion. Consider environmental impact to the forest and human benefit of oil production.
Think about ground water. Which side of the lake would you locate your ideal home? Explain using sound reasoning and your geographic knowledge. The chapter on groundwater flow can help you answer this question.
Given the location of your ideal home, where would you place your well and septic system with relationship to the lake and or stream? Explain using sound reasoning and your geographic knowledge. The chapter on groundwater flow can help you answer this question.
Given the location of your home, would you expect salt-water contamination to be a concern? Explain using sound reasoning and your geographic knowledge. The chapter on groundwater flow can help you answer this question.
What is local (temporary) base level for your river? What is the ultimate? Please include the name of the river in your answer. The chapter in your book on streams can help with base level.
Calculate the gradient for the railroad. Show your work. Your lab manual can help with gradient calculation.
Compare your answer from #9 to the answer from #1. Does the gradient for the railroad reflect topography as accurately as the gradient for the stream? ? Explain using sound reasoning and your geographic knowledge. Your lab manual can help with gradient calculation.
What is the ocean floor gradient from the shoreline to the 14' benchmark? Show your work. Your lab manual can help with gradient calculation.
Assessment
Whose map are you assessing? __________________
Each of you should assess your teammates maps using SII. Strengths, Improvements, and Insights.
Your goal is to learn as much as possible about contour mapping.
Strengths and why are they strengths
Areas for Improvement and how can that be done
Insights what did you learn
Myth or Legend Paper Rubric
50 points total
Mechanics- 20
_________ (5) Format - paper is typed, double spaced with 1” margins (standard college format); heading is appropriately spaced with name and date. No cover page.
_______(10) Grammar- Run-ons eliminated; fragments eliminated, subjects and verbs agree; correct verb form used; pronoun usage correct; parallel construction used; faulty modifiers eliminated; correct punctuation, and correct capitalization.
________(5) Writing Center - go to the writing center room 2220 with a rough draft copy. Have the tutor edit and correct your draft. Have the tutor initial and date your draft. Staple the rough draft version to the back of your final version.
Creativity - 30 points
________- Content (10) Introduction, body and conclusion - interesting and appropriate; provides necessary background information. Main points are well developed with relevant examples or discussions.
________- Logic (10) Stays with one consistent point of view; logical sequence of ideas, language and style are fitting for the content.
________- Clarity (10)- Reflects an awareness of audience; clear understanding of purpose; correct use of geologic terms and principles.
_________ Spelling - Two points will be deducted off the total for every spelling error.
__________ Total (50)