Total Duration: |
Greater than 120 Minutes |
Materials and Resources: |
modeling clay or firm play dough (enough for each group of 2-3 students to have a fist-sized ball of clay) dental floss paper pencils copies of school neighborhood map for each group of students (printed using Enviromapper) |
Technology Resources Needed: |
computer with internet access and projector for the following resources: |
Background/Preparation: |
Students may think that landforms only exist where there are large or unusual features such as cliffs, volcanoes, or mountains. This lesson will help them understand that the land in their own neighborhoods has features that affect where people choose to live and how they travel. The following terms should be used throughout the lesson so students begin to embed them into their own discussions about land features and maps:
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Engage (10 – 15 minutes): 1. Show students an “Earth” view of your school using Google Maps. Discuss visible landmarks on this photo view (trees, school building, roads, fields, etc.) Change to a “Street” view map to compare and contrast the two maps. Have partners turn and talk about the following questions:
2. Tell students they will be designing a bike race course around the neighborhood. Why would they want to consider elevation when designing their path? Have small groups discuss features that would make the best bike course. What would make the race faster? Possible responses could be a straight course or going downhill. What would slow down the riders? Possible responses could be lots of turns, going uphill, etc. What would make the race more exciting? (Possible responses could be obstacles, jumps, etc.) 3. Have students work in small groups to list the land features they need to know about in order to plan the best race. Explore (40 – 50 minutes):
Explain (15 – 20 minutes):
Elaborate (15 – 20 minutes): Using their knowledge of topographic maps, students will work in small groups to create a one-mile (or any other set distance) bike trail through the school neighborhood that will result in the most exciting (but still safe) race. Give students printed copies of the topographic neighborhood map to use in the planning process. As students plan, have them discuss these questions:
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Assessment Strategies |
Evaluate (10 – 15 minutes): Each group will describe its race route to the class and explain why they selected a particular path. Is their route supported by evidence? Some examples of evidence showing a clear understanding of the features shown in the topographic map:
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Acceleration: |
Acceleration Options:
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Intervention: |
Intervention: Students needing extra assistance should be grouped with students who can help during the creation of topographic maps and race routes. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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