Mapping Our World: ArcGIS Desktop Edition, Module 2

62 Pages·2005·2.39 MB·English

module 2
Physical Geography I
Landforms and Physical
Processes
Explore the powerful forces that originate in the earth’s interior
and shape the landforms that characterize its surface.
The Earth Moves: A global perspective
Students will observe patterns of earthquake and volcanic activity on the earth’s
surface and the relationship of those patterns to the location of diverse landforms,
plate boundaries, and the distribution of population. Based on their exploration
of these relationships, students will form a hypothesis about the earth’s distribu-
tion of earthquake and volcanic activity and identify world cities that face the
greatest risk from those phenomena.
Life on the Edge: A regional case study of East Asia
Students will investigate the Pacific Ocean’s “Ring of Fire,” with particular focus
on earthquake and volcanic activity in East Asia, where millions of people live with
the daily threat of significant seismic or volcanic events. Through the analysis of
volcanic location and earthquake depth, students will identify zones of subduction
at tectonic plate boundaries and the location of populations in the greatest danger
of experiencing a volcanic eruption or a major earthquake.
Mapping Tectonic Hot Spots: An advanced investigation
This lesson is designed to target the self-motivated, independent GIS students in
your class. They will use the Internet to acquire the most recent data on earth-
quakes and volcanoes worldwide. By exploring this data through a GIS, students
will construct a current World Tectonic Hot Spots map. This lesson could be an
independent research project completed over several days.

Module 2 Global perspective
The Earth Moves
A global perspective
Lesson overview
Students will observe patterns of seismic and volcanic activity around the world
and the relationship of those patterns to the location of diverse landforms, plate
boundaries, and the distribution of population. Based on their exploration of
these relationships, students will form a hypothesis about the planet’s distribu-
tion of earthquake and volcanic activity, and identify those cities that face the
greatest risk from those phenomena.
Estimated time Two to three 45-minute class periods
Materials ✔ Large map of the world
✔ Ten adhesive dots or map pins (two colors) for every four students
✔ Colored pencils for each student
✔ Student handouts from this lesson to be copied:
• World map (pages 58 to 60)
• GIS Investigation sheets (pages 61 to 71)
• Student answer sheets (pages 72 to 74)
• Assessment(s) (pages 75 to 79)
Standards and National geography standards
objectives
GEOGRAPHY STANDARD MIDDLE SCHOOL HIGH SCHOOL
1 How to use maps and other The student knows and understands The student knows and understands
geographic representations, how to use maps to analyze spatial how to use geographic representa-
tools, and technologies to distributions and patterns. tions and tools to analyze and
acquire, process, and report explain geographic problems.
information from a spatial
perspective
4 The physical and human char- The student knows and understands The student knows and understands
acteristics of places how to analyze the physical charac- the changing physical characteris-
teristics of places. tics of places.
7 The physical processes that The student knows and understands The student knows and understands
shape the patterns of Earth’s how physical processes shape pat- the spatial variation in the conse-
surface terns in the physical environment. quences of physical processes
across Earth’s surface.
15 How physical systems affect The student knows and understands The student knows and understands
human systems how natural hazards affect human how humans perceive and react to
activities. natural disasters.
Global perspective: The Earth Moves Lesson overview and teacher notes
Standards and Objectives
objectives The student is able to:
(continued)
• Locate zones of significant seismic and volcanic activity on the earth’s surface.
• Describe the relationship between zones of high seismic activity, volcanic
activity, and the location of tectonic plate boundaries.
• Identify world regions and cities where human populations face the greatest
threat from earthquakes.
GIS skills and tools Add layers to the map
Zoom in and out of the map
Use the Identify tool to learn more about a selected record
Pan the map to view different areas
Find a specific feature
• Open the attribute table for a layer
• Sort data in ascending and descending order
• Select records in a table
• Select features based on an attribute
• Clear all selections for a layer
For more on geographic inquiry and these steps, see Geographic Inquiry and GIS
(pages xxiii to xxv).
MODULE 2 • PHYSICAL GEOGRAPHY I: LANDFORMS AND PHYSICAL PROCESSES
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Lesson overview and teacher notes Global perspective: The Earth Moves
Teacher notes
Lesson Begin the lesson by distributing the provided outline maps of the world. Have the
introduction students individually write a “V” on locations on the map where they believe volca-
noes are located, and an “E” on locations they think earthquakes typically occur.
They should select at least eight volcanic areas and eight areas for earthquake
activity. Once students have done this individually, divide them into groups of
three or four and have them discuss their ideas within their small group.
Each group should take five minutes to consider the following questions and
record their answers in the space provided on the worksheet:
• Are there any similarities between your group members’ maps? What are they?
• How did the members of your group choose where to put a “V” and “E” on
their maps?
• Are there locations where earthquakes and volcanoes occur close together?
List them.
• Are there major cities close to these locations? What are they?
As a class, the students will incorporate each group’s map into one large class
map. Tell the students that one color of map pins will represent earthquakes and
the other color will represent volcanoes. At the end of five minutes, each group
should take 10 adhesive dots or map pins (five of each color) and place them on a
large world map in the classroom. One color should be placed at locations where
group members agree that there are volcanoes and the other color should be
placed where group members agree that there are earthquakes. Before begin-
ning the next part of the lesson, briefly discuss the patterns reflected on the map.
Student activity Before completing this lesson with students, we recommend that you
complete it as well. Doing so will allow you to modify the activity to
accommodate the specific needs of your students.
After the initial discussion, have the students work on the computer component
of the lesson. Ideally, each student should be at an individual computer, but the
lesson can be modified to accommodate a variety of instructional settings.
Distribute this lesson’s GIS Investigation sheets to your students. Explain that
in this activity, they will use GIS to investigate where earthquakes and volca-
noes occur on the earth’s surface. The worksheets will provide them with detailed
instructions for their investigations. As they investigate, they will create a
hypothesis about where these major physical events occur, identify zones of vol-
canic and seismic activity, and identify those densely populated places that face
the greatest risk from these seismic activities.
In addition to the instructions, the investigation sheets include questions to help
students focus on key concepts. Some questions will have specific answers while
others will require creative thought.
Things to look for while the students are working on this activity:
• Are the students using a variety of tools?
• Are the students answering the questions as they work through the
procedure?
• Students should be referring to their original maps and notes from class
discussion.
MODULE 2 • PHYSICAL GEOGRAPHY I: LANDFORMS AND PHYSICAL PROCESSES
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Global perspective: The Earth Moves Lesson overview and teacher notes
Conclusion Before beginning the assessment, engage students in a discussion of the observa-
tions and discoveries that they made during their exploration of the maps. Ask
students to compare their initial ideas—as reflected by the pattern of colored
dots on the classroom’s world map—with the insights they acquired in the course
of their GIS investigation.
• Has this investigation raised any questions that they would like to explore
further?
• How can GIS help world cities better prepare for seismic events?
• How have their ideas about earthquakes and volcanoes changed since the start
of the lesson?
Assessment Middle school: Highlights skills appropriate to grades 5 through 8
Part 1 of The Earth Moves assessment for middle school students asks them to
create an informative paper map based on their GIS investigation. Part 2 is a
set of four questions that students will answer on a separate sheet of paper. An
assessment rubric to evaluate student performance is provided at the end of the
lesson.
High school: Highlights skills appropriate to grades 9 through 12
Part 1 of The Earth Moves assessment for high school students asks them to
create an informative paper map based on their GIS investigation. Part 2 is a
set of three questions that students will answer on a separate sheet of paper.
An assessment rubric to evaluate student performance is provided at the end of
the lesson.
Extensions • By using ArcMap, students can create their own digital maps for the assess-
ment. They can mark all of the required features and print the map using the
layout view.
• Investigate your local area with ArcMap, and ask students to create a new
layer that identifies natural hazards in your region.
• Look at historical data for notable earthquakes and volcanic eruptions and
incorporate this data as new layers. From this information, ask students to
make predictions on the next significant eruption or seismic event.
• Analyze fault line data included with this lesson to see if it provides additional
insight to the location and movement of plate boundaries.
• Have students use supplemental earthquake data (see next page) to compare
earth-quakes in 2000 with earthquakes in 2003 and 2004. Where did more
recent earthquakes occur?
• Have students use supplemental volcano data (see below) to create maps for
a region of the world by having small groups research specific details. For
example, one group could focus on volcano type (morphology), another on
volcano status, and another on volcano time frame.
• Check out the Resources by Module section of this book’s companion Web site
(www.esri.com/mappingourworld) for print, media, and Internet resources on
the topics of earthquakes, volcanoes, and plate tectonics.
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Lesson overview and teacher notes Global perspective: The Earth Moves
Supplemental data In addition to the earthquake and volcano data used in the investigation, supple-
mental earthquake and volcano data is provided. The supplemental layers,
earthquakes_new and volcanoes2, contain additional features and attributes. They
are stored in the World2 geodatabase in the module 2 data folder (C:\MapWorld9\
Mod2\Data\World2.mdb).
• Earthquakes_new contains 52,284 earthquakes recorded in 2003 and 2004
that range in magnitude from 0 to 8.3.
• Volcanoes2 contains 1,509 volcanoes and numerous attributes, including the
volcano type (morphology), evidence of eruption, and last known eruption.
Full metadata details for this and all data can be viewed in ArcCatalog. Instruc-
tions for viewing metadata in ArcCatalog are provided in the “How to Use This
Book” section. See the “Extensions” section of these teacher notes for suggested
activities using this data.
MODULE 2 • PHYSICAL GEOGRAPHY I: LANDFORMS AND PHYSICAL PROCESSES
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Global perspective: The Earth Moves Student handout P
H
O
T
NAME ___________________________________________________ DATE _________________________ O
C
O
The Earth Moves
P
Y
A map investigation
Part 1: Individual map
Volcanoes and earthquakes happen all over the planet. On the map provided, identify places
where you think these physical events typically occur. Mark eight locations with a “V” for poten-
tial volcano sites, and mark eight locations with an “E” for places where you think earthquakes
typically occur.
Part 2: Small group discussion
In your small group, compare your maps and answer the following questions:
Step 1 Are there any similarities between your group members’ maps? What are they?
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Step 2 How did the members of your group choose where to put a “V” and “E” on their maps?
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MODULE 2 • PHYSICAL GEOGRAPHY I: LANDFORMS AND PHYSICAL PROCESSES
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P Student handout Global perspective: The Earth Moves
H
O
T
O Step 3 Are there locations on your maps where earthquakes and volcanoes occur close
together? List them.
C
_________________________________________________________________________________
O
P _________________________________________________________________________________
Y _________________________________________________________________________________
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Step 4 Are there major cities close to these locations? What are they?
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MODULE 2 • PHYSICAL GEOGRAPHY I: LANDFORMS AND PHYSICAL PROCESSES
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