Peaking Interest In Science

How landforms change through interaction was explored by fifth graders in Mrs. Barb McCray’s classroom at Nine Mile Falls Elementary through a series of FOSS science investigations. In the investigations on mountains, the fifth graders were introduced to the basic Earth Science concepts of elevation, contour lines, topographic maps, profile maps, and sea level. As they learned these concepts they built a model and learned to read and to draw two different types of maps.

Using Mt. Shasta as an example, the students learned geological concepts. Sea level and its relationship to elevation was discussed. The fifth graders learned that contour lines on a map represent a particular elevation above sea level. Base refers to the bottom of the mountain, while peak refers to its highest elevation, or the top. Then in small groups, the students stacked six foam layers to build a three dimensional model of Mt. Shasta. As they built the model, they had to manipulate the foam pieces to stack in a manner that made topographic sense. They used a poster of Mt. Shasta as a visual point of reference.

Next, the students used the foam pieces to draw a topographic map of Mt. Shasta. Each foam piece was traced onto a sheet of paper in sequence to form contour lines. Mrs. McCray reinforced the fact that while the horizontal distance between contour lines may vary on a topographic map, the distance in elevation (vertical) does not. The class discussed that the contour lines represent a specific interval of elevation; when the lines are closer together, the slope of the mountain is steeper.

As the fifth graders looked at the poster of Mt. Shasta, Mrs. McCray explained that they were also going to draw a side view, or profile, of the mountain using their topographic maps. First, the elevation of the contour lines was labeled on the topographic map. A profile sheet was provided with multiple horizontal lines and two vertical lines on each side of the paper. Students were to record the lowest elevation (the base of the mountain) on the bottom horizontal line, up to the highest elevation (the peak) on top line. Next, they folded their topographic maps in half along a predetermined line and matched the outside edges to the vertical lines on the profile sheet. Starting at the bottom of the profile sheet, the fifth graders matched the contour lines on the topographic map to the corresponding elevation line on the profile sheet and placed a mark where they intersected, working to the top. Once these marks were connected, the students had a completed profile of Mt. Shasta.

One last learning activity reinforced what they had learned. Each student was given a “bare bones” topographic map of “Foss Creek.” Then the class interpreted the map, discussing all the landform concepts and vocabulary words. They looked at the easiest way to get to the peak of the mountain as well as the steepest. Then after placing the correct elevation intervals on the contour lines, they drew a profile map. A discussion comparing the two mountains and their topographic similarities and differences was held.

With these landform investigations fifth graders explored geologic concepts. They then applied these concepts to build a three dimensional model and then translated it into two types of maps, using scientific vocabulary in their discussions and problem solving processes. In Mrs. McCray’s class, science has reached a new elevation.