Topic: Fundamentals of Topographic Map (Cartographic Technique) Honors

Transcription

1 SN Kansagra School Master lesson Plan : Geography Subject Teacher :- Sanjay Nath Topic: Fundamentals of Topographic Map (Cartographic Technique) Honors Materials (Teaching Aids): White board, Audio visual aids, Topographic Sheets, Rollup map, Globe, torch light. Edu. Tech tools: Laptop, Power Beam projector, Internet connection, GPS, Application - Google Earth (Real time images), GIS (Geographical Information System) use of Software (ESRI base ARC VIEW Version 2) Overview: This lesson emphasizes on elements of topographical map-making and understanding of key elements. Has a student been able to make connection with real world with flat base maps, consider the different elements of topographical map and the most appropriate stage/range of map for various uses. After reading about and keen toposheet observation, seeing graphics of, and taking notes on a variety of mapping methods and techniques, students will act as cartographers and will specify the significance of topographic sheet which would be the most valuable tools for their understanding of all manmade and natural features on earth surface. Overall Objective(s) GLO: Given the topic and content students would be able to identify all the components of topographic map of Rajasthan region code 45 D/7 and 45 D/10 and answer to all possible questions related to topic. Students will navigate with the help of the map provided to them and locate the place. Students will be able to interpolate and use the basic navigation technique to find path and angular distance. Time: 4 sessions Each session is of 5 periods for each section Honors base Objective: Most important component of science of map making, that students will able to visualize the advancement from first generation (old method) to fifth generation (modern method) of map making and will be able to appreciate the use of technology in the 21 st century. Anticipatory Set: How will you get ALL students involved and focused on the upcoming learning? How will you make them connect or make sense of the learning?

2 Curriculum Scope: Cartography, Geography, earth science, social studies Connections to the National Geography Standards: Survey of India and NATMO (National Atlas and Thematic Mapping Organisation) "How to use maps and other geographic representations, tools, and technology to acquire, process, and report information from a spatial perspective" Entry level - Access Students will do the Globe Projector activity in the class room and try to understand different aspects of globe form different perspectives; List the pros and cons of the map projections they have evolved about; read and take notes on a feature diagram describing map projections and their purposes; role play as cartographers, and explain which type of map projection they would use for a variety of purposes and which projection is suitable base for topographic map making. Geographic Skills: Interpolation of manmade and natural features Acquiring Geographic Information Organizing Geographic Information Identification of symbols on toposheet Real time geographic data identified on toposheet Answering Geographic Questions Analyzing Geographic Information GIS (Geographic information system) Suggested Procedure: Session 1 Opening: Have students do the Globe Projector activity and understand different aspects of the globe form different perspective and judge against flat map (toposheet). Ask them to take notes on the differences between the map projections they see (have them keep the database in outline mode). Development: Have students list the pros and cons of both, primarily topographic sheet they have seen. What are the main components which make a toposheet more reliable for map reading and (main features on the ground). Have students go through the Topographic sheet, Flat Maps feature. Ask them to take careful notes on the purposes of each and every element of the map (Title, Scale, Key, Grid and Direction) and relevance/significance about, they read about, understand. Activity 1:- Ask students to act as cartographers who have been asked to find some Absolute locations on map for different purposes. a) Find temple in 2577 grid reference, b) Distance between two villages/city c) Find cardinal position of the village d) Approx forested area covered etc

3 Ask them to explain why different colors and symbols are used on the toposheet and how it is useful for different users. Using details from the Topographic map major key feature identified with the help of grid reference should divide into (feature base category Line, Polygon and point). Using details of the first stage to third stage toposheet, figure out the (analytical and synthesis) methods used to bifurcate toposheet on the bases of scale and unit. Ask them to explain the use of some primary features and components and their use for different purpose now days apart from the objective of studying land use pattern. And highlight the importance to the client/users in real life. Session 2 Opening: Have students understand the fundamentals of topographic map making and learn different aspect of map now students will practice finding location on flat map (toposheet). Using an example activity base: Basic navigation method used by ships in the middle of the ocean, how to know which direction to move. Ask them to take notes on the difference between the 1) grid reference methods, signs and symbols, direction and distance (have them keep the database in outline mode). Development: Practical Geography Have students list the man-made and natural features for interpolation, using 4 Grid and 6 Grid reference methods on topographic sheet they have to locate the feature and vice - versa. Understand the key procedure involved and relevance of such objects in real scenario. Have students go through the Topographic sheet, Flat Maps feature. Ask them to locate certain important key landmarks using signs and symbols, colour use, and understand the importance of point, line and polygon feature. Ask them to find the distance between two points on toposheet, explain the method use of finding the direct and indirect distance using threads. Also ask them to find the direction using angular method involving calculation and practical work on toposheet. (tools used Magnetic compass, Scale, 360 Degree protector) Session 3 Opening: Have students understand the basic methods and use them to find direction and location. Also learn the primary use of such method in reality. Now students will practice finding one of major feature of flat map, Height and Area.

4 Using an example activity base: Using GPS (Global positioning system), students will ask to find the latitude and longitude of SNK main building, center of the courtyard also find the height of same form MSL. Ask them to take notes on the differences between the 1) Point height and contour height, 2) Spot height/including BM (have them keep the database in outline mode). Also ask them to find area using grid superimposition method. Development: Practical Geography Have students list the basic difference between point and contour height, using contour lines and spot height. Explain the methods use to find slope and elevation using observation and map reading skills; they have to locate the features like spot height and same time take notes. Understand the key procedure involved and relevance and use of such methods on ground. Have students go through the Topographic sheet, Flat Maps feature e.g. polygon features. Ask them to locate certain important polygon features. Explain the method calculating the area covered using calculation matrix and observation skill. Understand the importance of polygon feature and relevance. Using the slope analysis method, ask them to find the slope between two points on toposheet, explain the method used to find the type of slope and once given them the clue on formation of different drainage pattern. Using this method students, will be able to understand the relation between slope and drainage system using observational and analytical skills. Using all the methods used to understand the above mentioned skills and practical work, students at last use their observational skill to interpret the toposheet on the basis of activity, occupation, climate, topography and slope. Session 4: Honors level Opening: Show them the Land Sat Images (Google Earth) perspective of 45 D/7 and 45 D/10 grid, Have students collect the order and model learn how to use toposheet in different manner for high end user. Ask them to explain/give ideas how this method can be used by different sectors around the world. 1) A nonprofit organization that is mapping the world's population 2) A company that makes road atlases 3) A sailboat manufacturer that wants to expand its product line into the map business 4) A Cargo company for navigation 5) A defense installation For military purpose 6) A R&D wing from different sector, oil and gas exploration. 7) A disaster management body 8) Mega construction engineering and planning. 9) War and Crime monitoring/analysis Development: An adventure travel company that is sponsoring an expedition to the Mt Abu region and needs to know the physical and manmade feature separately of particular location, with

5 instant conclusion. Group of students will use Google Earth and toposheet to connect with real time understanding. Have students superimpose the different aspects of one selected location in three layers a) Physical b) Cartographic flat c) Hachure s and shade. Students will be able to understand and learn the importance of GIS and Land Sat Image technique used in crucial decision making approach for different responsible bodies. Activity 2: Students will be asked to separate the attribute layers of map on particular software (ESRI ARC view 2) Students will be able to understand the future of modern technology in map making. Students will able to inculcate the knowledge and skill of map making and reading for appropriate decision making for the user in real time frame. Closing: Discuss students' understanding/research results. How topographical map is used for different purpose in different sector in real life situation, and why? Suggested Student Assessment: Have each student choose one or many of the fictitious use from the above list and attempt the question in the assignment sheet. Same time students will also have hands on experience on basic use of technology in map making and interpolation. Students have seen in their work investigation, and it should include actual geographic and demographic features (when appropriate) to make it particularly relevant to that user (e.g., interpolation of topo map for the proper decision making). Extending the Lesson: Have students visit a few of the websites and applications of map making and use them for finding locations. Do they see anything new that they think is particularly unusual, interesting, or inappropriate? Discuss. Related Links: National Geographic: MapMachine, Google Earth, Wikkimappia, Map on us Guided Practice: Toposheet practice booklet is given individually to all the students with at least 100 questions to identify on different maps attached with the booklet. Objective: Students get used to the questioning method of the board and get the feel of the exact questions which would help them in the elimination process during the examination wherein they are given choices. Anticipated Evaluation How did it go for students? 1. Student s instant feedback comes from the analysis of the way they answer the questions. 2. The level of enthusiasm and answering shows how students feel, whereas no parameters are there to assess this other than the teacher present in the class.

6 How did it go for me? 1. Students were receptive and it made a lot of difference. 2. Interaction during the session and students contribution to the lesson was appreciated which encouraged more students to answer. 3. Overall an interactive session in the designed format. 4. I could relate to all the intelligences applied. 5. I could understand the differences in students in the variant intelligences. What should work? Inference 1. Designed format. 2. Active involvement. 3. Slow learners could grasp the content however doubts could be solved later. 4. Special attention would be given to slow learners. What I added? 1. A new method in which both fast learners as well as the slow learners get the content well and above all I am satisfied with the whole process and sure about the grasping level and delivery to the students. 2. Use of multi-disciplinary approach involving use of tools, mainly internet (Google Earth, Wikimapia etc), mapping software and use of GPS as a tool X