Lesson Note on Representation Of Relief Forms: Conventional Signs and Physical Features for SSS 2

Class: Senior Secondary School 2 (SS2 / SSS 2)
Term: 3rd Term
Week: 2
Age: 16 years
Duration: 45 minutes
Subject: Geography
Curriculum Theme: Map Work and Interpretation
Previous Lesson: Map Reading: Cardinal Points, Direction and Bearings.
Topic: Representation of Relief Forms
Subject Matter: Conventional signs and symbols, relief features such as valleys, spur, pass, knoll and hill, relief features such as escarpment, plateau, dissected plateau, ridge and cliff, recognizing relief features on maps, formation of contour lines

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

• Define conventional signs and symbols used in map reading.
• Describe various relief features such as valleys, spurs, passes, knolls, hills, escarpments, plateaus, dissected plateaus, ridges, and cliffs.
• Explain the process of contour line formation.

Affective Domain:

• Appreciate the importance of conventional signs and contour lines in understanding relief maps.
• Develop an interest in interpreting topographical maps.

Psychomotor Domain:

• Identify different relief features on topographical maps using conventional signs and contour patterns.
• Draw simple contour lines to represent basic relief forms.

Social Domain:

• Collaborate with peers in identifying and discussing relief features on maps.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum for Geography.
• State Unified Scheme of Work for Senior Secondary Geography.
• Areola, O. (2006). Senior Secondary Geography for Nigeria. University Press PLC.
• https://www.pmfias.com/contour-lines-landforms-topographic-maps/
• https://www.pmfias.com/contour-lines-landforms-topographic-maps/

Instructional Materials

The teacher will teach this lesson with the aid of:

• Topographical maps
• Atlas
• Models of relief features
• Rulers
• Colours
• Sand
• Ashes
• Trays

Rationale for the Lesson

This lesson helps pupils understand how physical features of the Earth are shown on maps. Knowing how to read these representations is important for navigation, environmental planning, and appreciating the landscape around them.

Prerequisite/Previous Knowledge

Pupils are expected to have basic knowledge of map reading, different types of maps, and the concept of scale from their previous lessons.

Lesson Content/Board Summary

Representation of Relief Forms

Conventional Signs and Symbols

Conventional signs and symbols are standardized graphical representations used on maps to depict various natural and man-made features. They help to simplify complex information and make maps easier to read and understand universally.

The following are examples of conventional signs and symbols:

• Settlement: A cluster of buildings, often represented by squares or circles.
• Road: Lines of varying thickness and colour (e.g., red for major roads, black for minor roads).
• Bridge: A short line crossing a river or road.
• River: A blue line, often wavy.
• Marsh/Swamp: Greenish tint with tufts of grass symbols.

Relief Features and Their Representation

Relief features are the variations in elevation and slope on the Earth’s surface. They are represented on maps primarily using contour lines.

• Contour Line: An imaginary line on a map joining points of equal elevation above a given datum (usually mean sea level).
• Contour Interval: The vertical distance or difference in elevation between two successive contour lines.

The following are common relief features and their contour characteristics:

• Valley: A low area of land between hills or mountains, typically with a river or stream flowing through it. On a map, contours form a ‘V’ shape, with the apex of the ‘V’ pointing upstream (towards higher ground).
• Spur: A ridge or projection of land extending outwards from a larger hill or mountain. On a map, contours form a ‘U’ or ‘V’ shape, with the apex of the ‘U’ or ‘V’ pointing downhill (towards lower ground).
• Pass: A low point or gap in a mountain range or ridge, allowing passage. On a map, contours show a saddle-like shape, with higher contours on either side and lower contours in the middle.
• Knoll: A small, rounded hill or mound. On a map, it is represented by a series of concentric, closely spaced contour lines, but smaller than a hill.
• Hill: A naturally raised area of land, smaller than a mountain. On a map, it is represented by a series of concentric, roughly circular or elliptical contour lines, with the smallest circle at the summit.
• Escarpment: A long, steep slope or cliff at the edge of a plateau or ridge. On a map, contours are very closely spaced on one side and widely spaced on the other, indicating a sharp drop.
• Plateau: A large area of high, flat land. On a map, it shows widely spaced contours at the top, indicating flatness, surrounded by closely spaced contours on the sides, indicating steep slopes.
• Dissected Plateau: A plateau that has been eroded by rivers and streams, resulting in a rugged terrain of ridges and valleys. On a map, it shows an irregular pattern of contours with many V-shaped valleys.
• Ridge: A long, narrow elevation of land with sloping sides. On a map, it is represented by elongated contour lines that are generally parallel, with higher elevation lines in the middle.
• Cliff: A very steep, often vertical, rock face. On a map, contours are so close together that they almost merge, sometimes appearing as a single thick line.

Recognizing Relief Features on Maps

Relief features are recognized on maps by observing the pattern, spacing, and values of contour lines:

• Slope: Closely spaced contours indicate steep slopes, while widely spaced contours indicate gentle slopes.
• Elevation: The numerical values on contour lines indicate height above sea level.
• Shape: The specific arrangement of contours (e.g., V-shapes, U-shapes, concentric circles) helps identify different features.

Formation of Contour Lines

Contour lines are formed by imagining horizontal planes slicing through the terrain at regular vertical intervals. Where each imaginary plane intersects the land surface, a line is formed. Projecting these lines onto a two-dimensional map creates contour lines.

For example, if a cone-shaped hill is submerged in water, and the water level is lowered at regular intervals (e.g., every 10 metres), the waterline at each stage would represent a contour line for that elevation. When viewed from above, these waterlines would appear as concentric circles.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and reviews the previous lesson on basic map reading. The teacher then asks pupils what they think maps are used for and how they might show hills or valleys.
Pupils’ Activity: Pupils respond to the teacher’s questions and share their ideas.
Learning Point: Pupils recall prior knowledge and are introduced to the concept of representing landforms on maps.

Step 2: Conventional Signs and Symbols

Time: 7 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher defines conventional signs and symbols, explaining their importance. The teacher then uses a topographical map and an atlas to show various conventional signs and symbols for features like roads, rivers, and settlements.
Pupils’ Activity: Pupils observe the maps and identify the conventional signs shown by the teacher. They copy definitions and examples into their notebooks.
Learning Point: Pupils understand what conventional signs and symbols are and can identify common ones on maps.

Step 3: Relief Features

Time: 10 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher defines relief features and introduces contour lines as the primary method of representing them. The teacher then defines and describes various relief features (valley, spur, pass, knoll, hill, escarpment, plateau, dissected plateau, ridge, cliff), explaining how each is depicted using contour patterns, using models and sketches for illustration.
Pupils’ Activity: Pupils listen attentively, observe the models and sketches, and take notes on the definitions and contour characteristics of each relief feature.
Learning Point: Pupils learn about different relief features and their unique contour representations.

Step 4: Recognizing Relief Features on Maps

Time: 7 minutes
Teaching Skill: Practical Application/Guided Practice
Teacher’s Activity: The teacher distributes topographical maps to groups of pupils and guides them to identify specific relief features discussed in Step 3 by observing the contour patterns. The teacher asks questions to check understanding.
Pupils’ Activity: Pupils work in groups to identify relief features on the provided maps, discussing their observations and answering the teacher’s questions.
Learning Point: Pupils develop practical skills in recognizing relief features on actual maps.

Step 5: Formation of Contour Lines

Time: 8 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher explains the concept of contour line formation as imaginary lines connecting points of equal elevation. Using sand, ashes, and trays, the teacher demonstrates how contour lines would be formed if water levels were lowered at regular intervals around a miniature landform.
Pupils’ Activity: Pupils observe the demonstration carefully and ask questions to clarify their understanding of how contour lines are formed.
Learning Point: Pupils understand the conceptual basis of how contour lines are generated.

Step 6: Drawing Simple Relief Forms

Time: 5 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher draws simple contour patterns on the board (e.g., for a hill and a valley) and explains how they represent the actual shape of the land. The teacher encourages pupils to sketch these in their notebooks.
Pupils’ Activity: Pupils attempt to sketch the simple contour patterns for a hill and a valley as guided by the teacher.
Learning Point: Pupils practice drawing basic contour representations of relief features.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What are conventional signs and symbols used for on maps?
2. Mention three relief features and describe how they are represented by contour lines.
3. Explain how contour lines are formed.
4. How would you differentiate a steep slope from a gentle slope on a contour map?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the key points of the lesson, emphasizing the importance of understanding relief representation for map interpretation. The teacher assigns homework, asking pupils to find a topographical map and identify five different relief features on it.
Pupils’ Activity: Pupils listen to the summary and copy down the homework assignment.
Learning Point: Pupils consolidate their learning and are given an activity to reinforce understanding.

Lesson Keywords

• Conventional Signs – Standardized symbols used on maps to represent features.
• Contour Line – An imaginary line on a map joining points of equal elevation.
• Relief Features – Natural variations in the height and shape of the Earth’s surface.
• Valley – A low area between hills, shown by V-shaped contours pointing upstream.
• Spur – A projecting ridge, shown by U-shaped contours pointing downhill.
• Escarpment – A long, steep slope, shown by closely spaced contours on one side.
• Plateau – A high, flat land, shown by widely spaced contours at the top.

Differentiation

For pupils who grasp concepts quickly, the teacher can provide more complex topographical maps for analysis and ask them to draw more intricate relief features. For pupils who need more support, the teacher can provide simplified diagrams and offer one-on-one guidance during map identification activities, focusing on fewer, basic relief features.

Note for teachers using this lesson plan

Ensure that a variety of clear topographical maps and physical models of relief features are available for demonstration and practical activities. Encourage active participation and group discussions to foster a deeper understanding of how abstract contour lines translate into real-world landforms. Pay close attention to pupils’ understanding of contour intervals and how they relate to slope steepness.