Lesson Plan
Course Title: Architectural Design
Session Title: Mapping Mechanics: An Introduction to Topography by the Use of Contour
Lines
Performance Objective:
Upon completion of this lesson, the students will be able to construct a topographic map by
manipulating contour lines and a topographic grid chart to match the examples given.
Specific Objectives:
Upon the completion of this assignment, students will be able to:
• Define topography
• Define the USGS and different techniques used to study topography
• Discuss the different scales and relevant uses for common scales of maps found in the
United States
1. accurately construct a scale/grid
• Define and discuss contour lines
1. manipulate contour lines
a. from given contour select part or all and copy and place contour on given
grid made or selected
b. construct profiles within the contoured map or place in points
c. locate the proper elevations of objects
• Identify common symbols used in mapping
• Identify the different contour maps and use profile views that are given
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Architectural Design:
•
130.46 (c)(1)(A)(B)(C)(D)(E)
...identify employment opportunities, including entrepreneurship, and preparation
requirements in the field of architectural drafting;
...demonstrate the principles of group participation and leadership related to citizenship
and career preparation;
...identify employers' expectations and appropriate work habits;
...apply the competencies related to resources, information, systems, and technology in
appropriate settings and situations;
...demonstrate knowledge of the concepts and skills related to health and safety in the
workplace, as specified by appropriate government regulations.
•
130.46 (c)(2)(A)(B)(C)(D)(E)(F)(G)(H)
...self-monitor learning needs and seek assistance when needed;
...use study habits necessary to manage academic pursuits and requirements;
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...strive for accuracy and precision;
...complete and master tasks;
...demonstrate effective verbal and written communication skills with individuals from
varied cultures, including fellow workers, management, and customers;
...successfully complete work orders and related paperwork;
...estimate jobs, schedules, and practices related to legal restrictions;
...read and interpret appropriate architectural symbols, schematics, blueprints, work
drawings, manuals, and bulletins;
•
130.46 (c)(3)(A)(B)(C)
...demonstrate knowledge of architectural design principles;
...determine building code and zoning requirements for building types in a selected area;
...demonstrate knowledge of the various grades and types of construction materials.
•
130.46 (c)(4)(A)
...safely use the tools, materials, and equipment commonly employed in the field of
architectural computer-aided drafting;
•
130.46 (c)(5)(A)(B)(C)(D)(E)(F)(G)(I)(K)(R)
...use problem-solving skills to analyze a situation to identify a problem to be solved;
...break a complex problem into component parts that can be analyzed and solved
separately;
...strive for accuracy and precision;
...work independently;
...work collaboratively;
...research an architectural project;
...design and present an effective architectural product;
...use architectural lettering techniques;
...use traditional technical architectural drafting techniques to create drawings;
...demonstrate knowledge of the Americans with Disabilities Act;
•
130.46 (c)(6)(A)(B)(C)(F)
...customize screen menus to fit specific problems or needs;
...construct points, lines, and other geometric forms using accepted computer-aided
design methods;
...create a freehand simple one-point perspective;
...plot architectural drawings for presentation.
•
130.46 (c)(7)(A)(B)
...begin illustrating ideas for architectural projects from direct observation, experiences,
and imagination; and
...begin comparing and contrasting the use of architectural elements such as color,
texture, form, line, space, value, and architectural principles such as emphasis, pattern,
rhythm, balance, proportion, and unity in personal architectural projects and those of
others using vocabulary accurately.
•
130.46 (c)(8)(A)(B)(C)
...create beginning visual solutions by elaborating on direct observation, experiences,
and imagination;
...create beginning designs for practical applications; and
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...demonstrate beginning effective use of architectural media and tools in design,
drawing, painting, printmaking, and sculpture such as model building.
•
130.46 (c)(9)(A)(C)
...compare and contrast historical and contemporary styles, identifying general themes
and trends;
...compare and contrast career and vocational opportunities in architecture.
•
130.46 (c)(11)(B)(D)
...propose short-term and long-term career goals;
...maintain a project portfolio that documents experience by using graphic or written
documentation of architectural-related projects and a professional resumé that should
include select educational and work history; professional references; appropriate letters
of recommendation, record of work experiences, licenses, and certifications; receipt of
licenses, certifications, and credentialing; and completion of education and training.
•
130.46 (c)(12)(A)(B)(C)
...prepare professional communications, technical reports, and presentations;
...use mathematical equations; and
...apply scientific principles and concepts.
Interdisciplinary Correlations:
English:
•
110.42(b)(6)(A)(B)
…expand vocabulary through wide reading, listening, and discussing;
…rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary;
•
110.42(b)(7)(A)(I)(J)
…establish a purpose for reading such as to discover, interpret, and enjoy;
…use study strategies such as skimming and scanning, note taking, outlining, and using
study-guide questions to better understand texts;
…read silently with comprehension for a sustained period of time;
Teacher Preparation: Although optional, it is useful for the teacher to construct a site box for
the classroom so the students have a visual representation to view as follows:
1. Supported size 4x4 stationary rod, or, any size
2. Show how to graph and profile views A-B
3. Show how to construct contour lines (circle numbers)
4. Show how to construct cutting plane lines
5. Show how to construct profile plane A-B
6. Show how to find land shape, by using cutting plane of land mass,
bringing straight down contour lines that cross cutting plane line
(A or B) and line align height readings onto profile chart like reading
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References:
The United States Geological Survey (USGS) is a scientific agency that governs the use of our
mapping data. John Wesley Powell Federal Building, USGS National Center.
Jefferis, A. and Madsen, D. (2005). Architectural Drafting and Design, Fifth Edition. Legal
Descriptions and Site Plan Requirements (pages 208-209) and Site Plan Layout (pages 226228). Clifton Park, NY: Thompson Delmar Learning.
Instructional Aids:
1. CAD software
2. PowerPoint presentation – *See note below
3. Storyboard
4. Terms used in mapping mechanics handouts (5)
a. Topography
b. United States Geological Survey (USGS)
c. Scales
d. Topographic Map and Contour Lines
e. Common Symbols Used in Mapping
*By clicking on PPT slides of CAD drawings, you will be taken into AutoCAD software
loaded on your computer. From there, you can manipulate the drawings, such as increase
the size, change colors, etc.
Materials Needed:
1. Site box 4X4 for visualization
2. Stationary rod used with site box to locate depth of contour depending on elevation
3. Several examples of city topographic maps
4. Pencil and paper
Equipment Needed:
1. Computer with appropriate CADD software
2. Computer projection unit if available
3. Printer and/or plotter
Learner Preparation:
Students can practice by bringing down elevations from cutting the plane line to
profile chart A-B and plot small land formations first. Students can construct a site box from a
shoe box.
Introduction
Introduction (LSI Quadrant I):
• SAY: Today we will discuss topographic maps, techniques used to study topography,
uses for common scales of maps found in the U.S., manipulating contour lines, common
symbols used in mapping, how to identify different contour maps and use profile views,
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•
•
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and topographic grid charts.
ASK: Who can tell me what topography is? What is a topographic map? What is a
topographic grid chart? Have you looked at Google Earth on the internet?
SHOW: PowerPoint presentation to introduce the lesson and the use of the storyboard
to construct topographic map and grid chart.
SAY: As you will notice from the presentation, topography is the study of Earth’s surface
features or those of planets, moons, or asteroids. Topographic maps show large-scale
detail and quantitative representation of relief, usually using contour lines. A topographic
grid chart is used to record elevations.
SHOW: Slides on topography, USGS, scales, topographic map and contour lines, and
common symbols used in mapping.
SAY: Now, you will construct a topographic map and grid chart, (1 to 40), (.25 to .25), or
(1 to 20). You may choose. Record the elevations as given, any size you choose.
SHOW: Example of land formation for a given city, from slide presentation.
SAY: You may use this to form your own topographic map.
SHOW: Picture of topographic site box. You can construct one from a shoe box.
SHOW: Example of a plotted relief map from slide presentation and guide students
through the storyboard to copy and put into CAD.
SAY: Circle all like numbers as shown in next slide. Use the given symbols and finish
profile A-B also shown in next slide.
SAY: Now, you will finish your topographic map by following steps 1 through 8 of the
storyboard.
SAY: Finally, you will make a table that corresponds with graph and height elevation as
shown in profile A-B. Color and put in height elevations.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
I. Define topography
A. the study of Earth’s surface features or those
of planets, moons, and asteroids
II. Define the United States Geological Survey
(USGS) and different techniques used to study
topography
III. Discuss different scales and relevant uses for
common scales of maps found in the United States
A. accurately construct a scale/grid
Notes to Instructor
Teacher will distribute
handout on
“Topography” and will
discuss the definition
with students.
Teacher will begin
PowerPoint
presentation.
Teacher will discuss
USGS from slide
presentation and
distribute “USGS”
handout.
Teacher will discuss
scales and relevant
uses from the slide
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presentation and will
distribute “Scales”
handout.
IV. Define and discuss contour lines
A. manipulate contour lines:
1. from given contour select part or all
and copy and place contour on given
grid you have made or selected
2. construct profiles within the contoured
map or place in points
3. locate the proper elevations of objects
Teacher will discuss
topographic map and
contour lines from the
slide presentation and
will distribute
“Topographic Map and
Contour Lines”
handout.
V. Identify common symbols used in mapping
Teacher will show
PowerPoint
presentation slide
showing common
symbols used and will
distribute “Common
Symbols Used in
Mapping” handout.
PowerPoints can be
used to help with
understanding.
VI. Identify the different contour maps and use profile
views that are given
VII. Students will follow storyboard to construct a
topographic map and grid chart from one of the
following – (1 to 40), (.25 to .25), or (1 to 20)
A. use example of land formation for a given city to
form their own topographical map
B. view picture of site box as resource
C. use example of plotted relief map to copy and
put into CAD
D. finish topographic map – steps 1-8 of
storyboard in slide presentation
E. make a table that corresponds with graph and
height elevation as shown in profile A-B
F. color and put in height elevations
Teacher guides
students through the
use of the storyboard
provided in the lesson.
Teacher shows
examples of land
formation for a city that
students may use to
form their topographic
map.
Teacher shows picture
of site box, or actual
site box that was
constructed for the
classroom, and
discusses how it is
used. (Students can
construct their own
from a shoe box.)
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VIII. Students will be evaluated with mapping
mechanics rubric
Teacher shows
example of plotted
relief map for students
to put into CAD.
Students proceed
through storyboard to
finish their topographic
map – last four slides
of the presentation.
Teacher will distribute
mapping mechanics
rubric at the beginning
of the lesson.
Copy and paste Multiple Intelligences Graphic in appropriate place in left column.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
The Teacher will instruct the students on how to use the storyboard to complete the topographic
map and grid chart. Students will be monitored as they work and the teacher will talk with the
students to stimulate their thinking, such as 1) keep it easy and use color code or numbers; 2)
use big cutting plane lines; 3) stay in-between gap numbers; 4) try circling as land formation
goes up.
Independent Practice (LSI Quadrant III):
Students will work independently through the steps outlined in the storyboard to complete the
topographic map and grid chart using their CAD software.
Summary
Review (LSI Quadrants I and IV):
The students will review by answering questions posed by the teacher as they work through the
storyboard and will review the terms associated with the lesson in the handout provided.
1. Is every contour line the same? (No, they all have different elevations.)
2. Can one contour line be on top of another contour line? (Yes, such as with a mountain
cliff, a mountain’s edge, or a waterfall.)
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3. What are the two dimensions we are dealing with? (Latitude and Longitude lines)
Evaluation
Informal Assessment (LSI Quadrant III):
The teacher will monitor the students’ progression through the storyboard and will informally
assess their progress.
Formal Assessment (LSI Quadrant III, IV):
The students will be assessed based on the criteria of the rubric provided with this lesson.
Extension
Extension/Enrichment (LSI Quadrant IV):
Students may create a bridge connecting one land mass to another land mass.
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Mapping Mechanics Rubric
Task Statement: Construct a topographic map.
Task Assignment: Construct a topographic map by manipulating contour lines and a topographic grid chart by using CAD.
Criteria Categories
Concepts/Skills to be
(Novice to Exemplary)
Assessed
Novice
Developing
Accomplished
Exemplary
1
2
3
4
Lay out overall shape (grid) in
Pencil sketch started
Pencil sketch completed Pencil and CAD lines
Pencil and CAD are
CAD (pencil first optional)
going in the right
accurate within 1/16 of
direction
an inch
(Possible 15 points)
(1-4 points)
(4-8 points)
(8-10 points)
(10-15 points)
Lay out overall shape to elevation Grid started and
CAD contour lines
CAD contour lines
CAD drawing is
of contour lines in CAD
completed
started
going in the right
accurate within feet or
direction and completed ¼ to ½ mile
(Possible 15 points)
Dimensioning and graphing
contour lines in CAD
(1-4 points)
Contour lines not
connected, double
lines, over run
(4-8 points)
Contour lines not
connected, fewer double
lines, less over run
(8-10 points)
Contour segments are
connected, sharp,
graduated, and
intersect
(10-15 points)
Dark, sharp contour
lines with 100%
accuracy
(Possible 15 points)
Connecting all contour segments
in CAD
(1-4 points)
Contour segments
not connected,
double lines, over run
(8-10 points)
Contour segments are
connected, sharp, and
intersect
(10-15 points)
Dark, sharp contour
lines with 100%
accuracy
(Possible 15 points)
Finish drawing in CAD by
connecting contour elevations
and color coding
(1-4 points)
Contour lines
completed
(4-8 points)
Less contour segments
not connected, fewer
double lines, less over
run
(4-8 points)
Contour lines completed
and color coding in place
(10-15 points)
CAD is 100% accurate
with color coding and
elevations in place
(Possible 25 points)
Neatness and accuracy by
showing corresponding profiles
(1-10 points)
Smudges, double
lines, light and fuzzy
lines, color coded
(8-10 points)
Contour lines going in
the right direction and
height elevation in
place
(14 to 16 points)
No smudges, lines
intersect and are dark
and sharp, color coded,
with elevations and
profiles
(8-10 points)
(10 to 14 points)
Less smudges, few
double lines, less over
run, color coded, with
elevations
(Possible 15 points)
(1-4 points)
(4-8 points)
A = 66-100 points; B = 54-66 points; C = 30-54 points; D = 6-30 points
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(16 to 25 points)
Dark, sharp, accurate
lines, color coded, with
elevations and profiles
(10-15 points)
Total Points:
Points
Earned