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Grade Level (s): 6 - 8
Introduction: In 1804, an expedition led by Meriwether Lewis and William Clark, had one main purpose. It was to map America’s interior and to discover its resources. The two-year journey took them across western North America. Along the way, they observed the land, water, air and living things. Together, these four things make up everything that is on and around planet Earth. Scientists divide Earth into four spheres: the lithosphere, hydrosphere, atmosphere, and biosphere. Earth’s oceans, lakes, rivers, and ice form the hydrosphere. Most of the hydrosphere consists of the salt water in the oceans, but fresh water is also part of the hydrosphere. Oceans cover more than two thirds of Earth. Students can make puzzles from world maps, dramatizing how much of the globe is covered by ocean. This is know as geological oceanography.
Learner Objectives:
- The students will be able to involve integration of information and to use several methods of problem solving.
- The student will be able to work with maps, not only for providing content, but for exercising special skills.
- The student will be able to understand the earth’s physical geography by using different types of world maps.
- The student will be able to explain sea floor topography.
(Refer to Note at end of the lesson plan activity)
Florida Sunshine State Standards: Science: SC.D.1.3.5/SC.F.2.3.4, Math: MA.E.1.3.1
Competency-based Curriculum: Math: M/J-1-V-1-A,
M/J-3-VI-2-A; Science: M/J-3 II-5-B
Materials
World maps of varying sized, glued onto poster board
Scissors
Glue
Poster board
Envelopes
Activity Procedures:
- Divide students into groups of 2-4 and give each group a world map.
- Decide on general sizes for puzzle pieces and have a least some groups make pieces the same shape. Allow each group to cut its map into puzzle-like pieces.
- Allow each group to place the pieces into envelopes marked with a letter.
- Allow groups to exchange envelopes and then reassemble the world.
- As they assemble the puzzles, allow students to name features on the maps. On the board, make a list of features for all the groups to find specific oceans and seas, the continents, mountain ranges, the equator, prime meridian, the poles, and the Tropics of Capricorn and Cancer.
- Allow students to create and place in the envelope a list of features specifically found on that map, such as oceanic ridge systems, trenches, islands and continental shelves for a map showing ocean floor topography. The next group of students must locate these features.
- Allow students again to exchange envelopes and to assemble the world, finding the features listed by the previous group.
- Using a large map at the front of the class, allow each group to come up and locate a feature called out by the teacher. Each group gains points for correct locations.
Student Assessment:
Allow students to answer critical thinking questions assigned by the teacher.
- Compare the area of the Atlantic Ocean map (water removed) to a wall map of the world and find the labeled continental shelves, abyssal plains, continental slopes, trenches and ridges.
- How can mapping and photography help determine the formation of the ocean floor?
Students will be assessed on their group work reassembling the puzzle, their identification of the required features, and the list of features they compile for other students to find.
Activity Extensions:
- Allow students to find a variety of maps, including weather maps, and any number of specialized maps, such as those showing population or distribution of natural resources and encourage them to convey their knowledge to family members at home. (Social Studies, Science)
- Provide mathematical problems for students to solve with the scales used by the U.S. Geological Survey (USGS) on topographic maps. The USGS is responsible to making topographic maps and the scale is based on the metric system. (Math)
NOTE: Topographic maps can be obtained at public libraries, the USGS, or from county offices.
Home Learning Activity:
Challenge students to make a model ocean profile using a small aquarium (pan), sand, and water. They can make their own seawater by dissolving 35 grams of salt for every liter of water. They may bury a metallic object at a specific location and challenge others to find it without disturbing other parts of the ocean floor.
Remind students that a profile is a side view of the ocean floor.
Vocabulary: hydrosphere, oceanography
References/Related Links:
www.northernlight.com
http://spacelink.nasa.gov
Glencoe (2000). Science Voyages. Westerville, OH: Glencoe/McGraw Hill
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