Goals:

To create an awareness of the vast percentage of water covering the earth.

To relate similarities and differences between topographical maps and other maps of various time periods.

To learn how to use a topographical map.

To understand the history and processes behind the separation of the continents.

To actively participate in creating a topographical map of the ocean floor.

Content Areas:

Science - plate tectonics, separation of the continents

History - study of Pangaea, background information

Art - creation of a topographical map

Language Arts - reading of maps, compare/contrast writing

Materials:

3D and topographical maps

Various maps from different time periods

Rulers

Pangaea puzzle

Blank 3D/topographical maps

A variety of art supplies: glue, clay, construction paper, scissors, colored pencils, paints, markers, chalk, etc.

Resources:

Golden, Frederic. (1972). The Moving Continents. New York: Scribner.

Marvin, Ursula. (1973). Continental Drift: The evolution of a Concept. Washington: Smithsonian Institution Press.

Van Andel, Tjeerd H. (1985). New Views on an Old Planet: Continental Drift and the History of the Earth. New York: Cambridge Press.

Procedure: (1 day)

1) As a transition from the previous day's lesson on planets, a brainstorming activity will be introduced in which the class will discuss different percentages of the earth's surface area. Although the earth is only a small part of our solar system, it is a very complex place. One of the unique qualities of the earth is the fact that 71% of the Earth's surface area is covered with water.

2) Introduce maps of the ocean floor combining science and literature through topographic and 3D maps. Using a resource book of the instructor's choice, present a list of vocabulary necessary for interpreting and understanding the maps. Have the students use the groups formed previously to work together to find the definitions. Then bring the class back together for a map reading application.

3) Spend time identifying the continents and locating oceans. Then on a smaller focus (perhaps just the Pacific/Atlantic Ocean), find the distance between certain locations. This will involve conversions and measuring of distances learned previously.

4) Bring to class a variety of maps from different time periods and of various uses for the students. In groups, create a list comparing and contrasting characteristics of the various maps. The students will then individually write a journal entry on what they learned including their thoughts and opinions.

5) What is Pangaea? Historical background regarding Pangaea should be provided. Through a felt puzzle activity, simulate the separation of the continents. With the felt the continents should be separated and put together to understand the connections between the continents. At this time discussion will lead into plate tectonics and how plates move.

6) With a group create your own topographic map on the ocean floor. As an application and means of assessment, students will creatively construct either a 3-D or topographical map. This activity takes approximately two hours, including planning.

Assessment:

To assess the students' understandings of different maps, especially maps of the ocean floor, have the students write a journal entry comparing and contrasting those maps. Also in their journals have the students explain the evolution of the ocean floor through plate tectonics. In their groups the students will be assessed through a creation of their own 3-D or topographical map of the ocean floor. Criteria for success: applying vocabulary in journal entries, successfully explaining unique characteristics of maps, and emphasizing detail in the creation of one's own map of the ocean floor).

Journal entry:

4 Response shows evidence of reflective thinking and understanding of subject matter.
3 Response demonstrates understanding of subject matter, but lacks reflection.
2 Response demonstrates some understanding.
1 Response shows no understanding of subject matter.
 
Map Activity:
 
4 Student successfully explains unique characteristics of maps and emphasizes detail.
3 Student explains characteristics specific to topographical maps, but lacks detail.
2 Student shows little effort in demonstrating unique characteristics of a topographical map.
1 Student shows no effort in the creation of his/her own map.

Extensions:

Allow students to use the maps they have created for future assignments, such as a discussion of hurricanes or typhoons.

Making Waves - written by Jennifer Cannistra, Jamie Hanna, Michael LeRoy, & Kim Mongoven

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This page was submitted by St. Norbert College Ocean Voyagers Program