Instructional Software

Lesson Idea Name: Totally Topographic

Content Area: Earth Science
Grade Level(s): 6th Grade Science

Content Standard Addressed: S6E3. Obtain, evaluate, and communicate information to recognize
the significant role of water in Earth processes.
a. Ask questions to determine where water is located on Earths surface and communicate the relative
proportion of water at each location.
b. Plan and carry out an investigation to illustrate the role of the suns energy in atmospheric
conditions that lead to the cycling of water.
c. Ask questions to identify and communicate, using graphs and maps, the composition, location, and
subsurface topography of the worlds oceans.
d. Analyze and interpret data to create graphic representations of the causes and effects of waves,
currents, and tides in Earths systems.
Technology Standard Addressed: 6. Creative Communicator Students communicate clearly and
express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and
digital media appropriate to their goals.
a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or
communication.
b. create original works or responsibly repurpose or remix digital resources into new creations.
c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects
such as visualizations, models or simulations.
d. publish or present content that customizes the message and medium for their intended audiences.

Selected Technology Tool: Simulation

URL(s) to support the lesson (if applicable):

https://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=493
Will require secure login from instructor

Type of Instructional Software:

Drill and Practice Tutorial Simulation Instructional Game e-books/e-references

Features of this software (check all that apply):

Assessment Monitoring/Reporting
Allows teacher to create customized lessons for students
Multi-user or collaborative functions with others in the class
Multi-user or collaborative with others outside the class
Accessible to students beyond the school day
Accessible via mobile devices
Multiple languages
Safety, security and/or privacy features

Blooms Taxonomy Level(s):

Remembering Understanding Applying Analyzing Evaluating Creating

Summer 2017_SJB
 Instructional Software

Levels of Technology Integration (LoTi Level):

Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration
Level 5: Expansion Level 6: Refinement

Lesson idea implementation:

To open the lesson, teacher will present students with the Georgia Standards for this unit using the
interactive board. The project will be introduced by first presenting a critical thinking opener to topographic
maps. On the interactive board will be a picture of a large reservoir. Students will be asked to come up to the
board and outline differences in rock coloration. Students will then be asked to write on their piece of paper
why they think these rings occur on different layers of the rock. Teacher will then explain that the rings
presented are called contour lines and represent an equal elevation at that layer. Teacher will then explain
that using contour intervals, scientist create topographic maps. Following this, teacher will introduce the
project using the Building Topographic Maps Gizmo on the class laptops. The project in total will take two
days. Students will be required to build a mountain range within their landscape map Gizmo. Once they have
created and designed their own landscape, students will use the water feature in Gizmo to determine the
highest and lowest points of elevation. Students will use the water feature to create a contour line at every
100m elevation increase starting from zero. After producing their final landscape including contour lines,
students will take a screenshot, save the file to the desktop, and upload it into a PowerPoint presentation. On
the final day, students will present their final product to the class and explain if they were a construction
company, where would be the safest place to build within their landscape.
Students learning will be assessed through their final presentation and a ticket-out-the-door quiz.
Presentation requirements will be included on the class rubric. The class assessment will include printed
versions of the students topographic maps. Students will be required to count contour intervals to represent
understanding of topographic maps.
The entire program will be differentiated based off of students computer abilities. Higher skilled learners will
be encouraged to create multiple topographic landscapes with multiple mountains and lakes. Extremely high
skilled learners can include in their PowerPoint presentation the type of building they plan to create as a
construction company. Students with limited computer skills will work closely with the instructor and
provided detailed guided notes on how to create a basic landscape. Students will extend to a higher learning
level through creating their own landscapes and PowerPoints using their individual class laptop. Students will
assume the teacher position through presenting and describing their topographic map to the class upon
completion of the project. Feedback will be given and graded on their class rubric provided at the beginning
of the lesson. Students will receive points for individual landscape, contour lines providing a topographic map,
screenshot of their final product uploaded into their PowerPoint, and a PowerPoint presentation to be
presented to the class. The conclusion of the lesson will include a short podcast from my husband who is a
structural engineer. He will explain how topographic maps and landscaping helps determine where
companies can build projects. The short ticket-out-the-door assessment will provide teacher with information
on the students that understand and students that need extra practice understanding topographic maps.

Summer 2017_SJB