International Public Science Day 2001 at OMSI

Creating Maps

The class has previously worked collaboratively to design and construct a three-dimensional model of a pre-history environment (Part I), settlement of early indigenous communities (Part II), and settlement of early European pioneers (Part III.) The group will consider social, historical, and environmental issues as they transition their model from an early pioneer settlement to an early town. In this lesson students will learn about the first towns to develop in their local area and will add features to their model that represent these towns.

Approximately 25 minutes

· Transparency paper (for overhead projectors)
· Aerial photos
· Permanent markers
· Tape
· Blank white paper

There is very little preparation for this lesson except acquiring photos. There are many ways to get aerial photos for your class. A local government agency such as the Forest Service or the Bureau of Land Management may have some available for use. Another way is to print them off from the internet. There are suggested websites below. Getting photos from the internet could be something the students do on their own.

A good website for finding aerial photos is: www.terraserver.com.
There are many other sites that may have photos of your local area, one example is:
http://dnr.metrokc.gov/topics/map/aerials/Compare.htm

This activity involves making a map from an aerial photo. Aerial photos are actually a map in themselves, but why don't we use them more often? Many times aerial photos have more information than we need, i.e. where are trees and fields. Sometimes though, they do not have enough information, i.e. street names. Aerial photos are very helpful in creating accurate maps. Ask the following questions to help students think about mapping.

How do we make maps?

Why do we make maps?

What information needs to be on maps?

1) First look at a few aerial photos. Where are these photos taken from?z What can you see on the photos? Try to point out roads, streams, lakes, houses, clearcuts, etc. Once the students are comfortable identifying features on their photos have them choose a photo that they will map.

2) Tape the transparency to the map with a piece of tape at the top of the photo.

3) Have students select colors and start to trace different features on their photo.
· It is good to remind students there are many different types of maps. Maps sometimes have too much information, some not enough. They don't need to trace everything, too much information and you might as well just use the photo. Try to have students think how their map may be used.

4) Talk with students about the importance of a legend on a map. Be sure the students work on a legend as they go.

5) Periodically lift up the transparency and slide a white piece of paper underneath to check on the progress of their map.
· If students are mapping houses, do they all have roads leading to them? Do roads ever appear and stop in the middle of nowhere?

6) When students have completed their mapping have them trade maps and do some map analysis.
What can you learn from the maps without looking at the photo? How are you limited?

How accurate do maps need to be?
What is a legend on a map? Why is it important? Do you always need to have one?
Who would use these maps? How would drivers, lumber companies, city planners, etc. use the map you are making?
What can you learn from the maps without looking at the photo? How are you limited?

Further Explorations:
Have students map their bedroom. Is that harder than making a map with an aerial photo?
Have students find historic maps and modern maps. How were each created? What methods were used to make maps then and now?

6. Decide approximately where the various businesses and services will be located.

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