Use the State Base Map #1, Shaded Relief, to determine which South Carolina state boundaries follow natural geographic features and which do not. Identify each type of boundary. Explain why natural geographic features usually make excellent boundary lines. Which natural features do not serve as good boundary lines? Why are other types of boundary lines sometimes used? Identify the type(s) of boundary line(s) used for your county.
6. Compare size of your county to entire state. :
With the State Base Map #1, Shaded Relief, in front of you, use a string to measure the perimeter of South Carolina. Use the scale bar on the map to convert this measurement to miles. Next, measure the perimeter of your county in the same way and convert this to miles. Just by observation, is your county a comparatively large, small, or medium sized county? Where is your county seat? How far are you from the capital of South Carolina, Columbia? Charleston? Greenville? Which region do you live in? Is measuring the perimeter a good way to compare the area of various counties? Explain your answer.
7. Calculate slope from mountains to the sea. :
Find Sassafras Mountain on the State Base Map #1, Shaded Relief, along South Carolina's northern border. What is the elevation, in feet, of this mountain? What is the elevation difference in feet between this mountain and the sea? Using the scale of miles on the base map, measure the distance "as the crow flies" between the mountain and the sea (parallel to the Savannah River). Use these values to calculate the average slope of the land from the mountains to the sea using units of feet per mile. Is your answer best characterized as a steep slope or a gentle slope? Explain your reasoning.
8. Estimate travel time to cross South Carolina. :
Starting at the North Carolina state line and traveling southward at 50 mph on Interstate 26, how long should it take to cross each landform region. What is the total time required to cross the entire state? What region, if any, did you miss? Use the scale bar on the State Base Map #2, with highways, to make your calculations. You may wish to use a string as a measuring devise.
9. Determine distance between shorelines. :
During the Cretaceous Period of geologic time, the shoreline went through the midlands of South Carolina in what is now called the Sandhills region of the state. Use the State Base Map #1, Shaded Relief, to mark with a wipe-off pen the upper boundary of the Sandhills region of South Carolina. Determine the average distance between the shoreline today and the shoreline of 100 million years ago. Use at least five measurements to arrive at your average distance. How many counties would have been completely under water at that time? Was your county one of these? Using your answers to Performance Task #4, estimate the percentage of the state which was under water during the Cretaceous Period.
10. Determine coordinates of each study site. :
Use the State Base Map #2, with Highways, and the Index Map to Study Sites found on the Title Page of Section 1, to mark the location of each of the eighteen study sites with a wipe-off pen. Set the transparent grid overlay with the city of Columbia (Capitol building) as the origin and determine the coordinates (ordered pairs) of each of the study sites. Use a standard cartesian coordinate system. Record your answer and compare your results with the other teams.
11. Calculate straight line distance between study site pairs. :
Use the ordered pair data from Performance Task #10 and the formula below to calculate the straight line distance between the study site pairs listed in the table that follows. Next, use a ruler to measure the straight line distance ("as the crow flies") in map inches between the listed study site pairs on the State Base Map #2, with Highways. Multiply your result by the scale factor (8 miles per map inch) to determine the actual straight line distance. Finally, mark the shortest road route between the two study sites on the map with a wipe off pen. Use the scale bar to measure total route mileage.
d = distance between study sites
d = Ö (x1- x2)2 + (y1 - y2)2 (x1,y1,) = ordered pair for study site 1
(x2,y2,) = ordered pair for study site 2
Enter your data into the table. Compare the straight line distance to the actual shortest road distance. How do you account for these differences? Did it make a difference if the study site pairs were separated by one or more landform regions? Why did you think these particular study site pairs were selected to be printed back-to-back (on the map and lithograph products for SC MAPS)?
12. Relate average rainfall and temperature data to elevation differences. R
Use a wipe-off pen to trace and label the contour lines from Figure 1-3 "Average Annual Precipitation" onto the STATE BASE MAP #1, SHADED RELIEF. Also trace and label the contour lines from Figure 1-4 "Average Annual Temperature" onto the same map, using a different color wipe-off pen. Which of the following correlations best describes the relationship between the contour line values which represent these two climate variables?
- positive correlation = higher temperatures tend to occur around the same
tend to occur around the same places as lower rainfall
- negative correlation = higher temperatures tend to occur around the same
places as lower rainfall amounts and lower temperatures
tend to occur around the same place as higher rainfall
- no correlation = there is no noticeable correlation between these two variables
and higher temperatures occur around the same places
as many different values for rainfall amounts
Which landform region has the highest average rainfall amount? Which region has the lowest? Which region has the highest average annual temperature? Which region has the lowest? Which landform region has the highest elevation? Which region has the lowest elevation? Combine your temperature and rainfall data with elevation data to hypothesize about the following relationships. How does a change in elevation affect the value of the average annual temperature? How does a change in elevation affect the value of the average annual rainfall? Locate Berkeley County and Cherokee County on the base map and use your hypothesis to predict answers to the following questions.
- Which will probably be hotter on average, Berkeley County or Cherokee County?
- Which will probably be wetter on average, Berkeley County or Cherokee County?
Propose a scientific explanation for why your hypothesis seems to be correct.
ENRICHMENT 1. Compare SC landform regions with rest of USA. R
Locate a physiographic (landform) map of the United States. Compare landform regions in South Carolina with those of the entire United States. Which other southern states have the same regions that are found in South Carolina?
2. Research, predict population changes. :R
Research the changes in population of the five landform areas at 50 year intervals and project for the years 2000 and 2050.
3. Research boundary line dispute between SC and GA. &
Research the dispute over an island in the Savannah River located close to where that river empties into the Atlantic Ocean. The island is also close to the city of Savannah, Georgia, and for years was claimed by both Georgia and South Carolina. Find out when the dispute first occurred, when it was resolved, and what legal issues were discussed in court. Which state finally got to claim the island in question?
Activity 1-2: State Drainage Patterns
State Base Map #1, Shaded Relief
1 : 500,000
State Base Map #2, with Highways
Land use/Land cover Map
1 : 500,000
Map of South Carolina Canals
Population Density Map (1990)
State Map of Major Drainage Basins
Transparent Grid Overlays
(Icon Key) Overview = Q; Science = R; Math = :; History = &; Language Arts = ? 1. Trace three major river drainage basins. Q
Use the State Base map #1, Shaded Relief, Figure 1-2, "State Map of Major Drainage Basins," and a wipe-off pen to trace one of the following major river systems in South Carolina. Then use the wide-tip wipe-off pen to outline the entire drainage basin (watershed) of your selected river system. Name all counties drained by your river system. Identify any significant landmarks such as lakes, dams, and cities. Where are the headwaters formed? In which general direction does your river flow? Through which landform regions does your river flow? Name the specific bay, inlet, estuary, etc. where your river enters the ocean.
Group III Pee Dee River System After the tracings have been completed, compare and discuss the maps as a class, and answer the following questions. Which single drainage system is the largest in South Carolina? Which river has the most dams? Which empties into the largest bay? Which river forms a delta at its mouth? Which river system drains the area with the greatest population? Is your school in the watershed area of any of these rivers? Compare your conclusions to those from Performance Task #2.
2. Trace three coastal river drainage basins. Q
Parts of the state are drained by Coastal Plain rivers. Some examples are the Ashley-Cooper river system, the Coosawhatchie River, and ACE Basin river system (this acronym is derived from the first letters of Ashepoo, Combahee, and Edisto rivers). Use the State Base map #1, Shaded Relief, Figure 1-2, "State Map of Major Drainage Basins," and a wipe-off pen, to trace one of these Coastal Plain river systems. Then use the wide-tip wipe-off pen to outline the entire drainage basin (watershed) of your selected river system. Name all counties drained by your river system. Identify any significant landmarks such as lakes, dams, and cities. Where are the headwaters formed? In which general direction does your river flow? Through which landform regions does your river flow? Name the specific bay, inlet, estuary, etc. where your river enters the ocean.
Group I Ashley-Cooper River System
Group II Coosawatchie River System
Group III ACE Basin River System
After the tracings have been completed, compare and discuss the maps as a class, and answer the following questions. What is the general direction of flow for all of these rivers? Do any of these rivers drain a large populated area? Of these three river systems, which system drains the greatest amount of land? Is your school in the watershed area of any of these rivers? How can you account for sharp bends in these rivers? Compare your conclusions to those from Performance Task #1.
3. Assess threats to habitat in different drainage basins. Q
Trace the major state drainage basin boundary lines onto the LAND USE/LAND COVER MAP. (These regions may be transferred from the STATE BASE MAP #1, SHADED RELIEF, as drawn in Performance Task #1-2.) Divide the class into four groups so that each group covers one of the major river drainage basins. Have each group determine the major types of land uses found in their particular watershed. How many are present? (Use the more general categories of Forest, Wetlands, Agricultural/Grassland, Urban/Built-up Land, and Beaches/Estuaries.) What types of plant and animal life will you likely find associated with each different land use? How have people altered the natural environment to accomplish these land uses? What sort of land management is occurring? List, in the chart below, some of the more obvious environmental concerns and dangers to habitat connected with these land uses or management styles within your watershed basin. Share your results with the rest of the class.
HABITAT DATA FOR ______________________ WATERSHED
THREATS TO HABITAT
4. Write a story about salamander's river journey. ?
Using the State Base Map #1, Shaded Relief, locate Sassafras Mountain (in Pickens County), the highest elevation in the state, and the Saluda River, which flows away from the mountain towards the southeast. Pretend you are a small salamander who was living in a soda bottle carelessly dropped into the river alongside Sassafras Mountain by a thoughtless hiker. During a heavy rainstorm, the bottle is pulled into the river's current and heads downstream toward the ocean. Using a wipe-off pen, trace your path to the ocean on the shaded relief map. From a "salamander's eye" point of view, write a story about your trip from the mountains to the sea. Be sure to mention any obstacles you encounter. Be sure to use plenty of descriptive terms (adjectives) to tell others about what you see along the way. Share your story with other groups.
5. Write a story about opossum's after school journey. ?
Use the State Base Map #1, Shaded Relief, to locate the stream or river closest to your school. Pretend you are an opossum being chased by a fox. To escape, you hop onto a log floating downstream. Describe your journey in detail, and locate on the map any obstacles you may encounter along the way as well as your final destination. How would you return home?
6. Determine the percentage area of the state in each drainage basin. :
With a State Base Map #2, with Highways, outline the four major drainage systems as shown in Figure 1-2 "State Map of Major Drainage Basins." Use the transparent grid overlay as a guide to determine what percentage of the state is contained in each of the drainage systems. First use the scale bar to determine how many square feet are contained in one square of the overlay. (Use 80,583 square kilometers or 31,113 square miles as the area of the state.) Use the chart below to record your answers. Also calculate gradients (slopes) of the major drainage basins by dividing total drop in elevation by distance to the ocean. Compare and explain your results based on landform differences as shown on the base map.
PERCENT AREA IN DRAINAGE BASIN
Drainage Basin or Watershed Area
(miles2 / km2)
% of State
Drop in elevation
Distance to Ocean
7. Investigate reasons for building canals. &
Use a wipe-off pen and Figure 1-11 "Map of South Carolina Canals" to mark the location of these canals on the State Base Map #1, Shaded Relief. South Carolina's four main river drainage systems are the Savannah, Santee, Pee Dee, and the Coastal. Match up these river systems with the location of the canals. Which river system had the most canals? What landform features dictated the need for canals? Why did South Carolinians pursue using water transportation and building canals in the early 1800's? In which landform region are most of these canals located? What was inefficient about using rivers as the main avenue for transportation? Why were these canals never very successful? What obstacles did the canal builders encounter? Of these nine canals, which one is closest to your school? Two of these canals are now part of the South Carolina State Park system (Landsford Canal and Santee Canal). One other is now a city park (Columbia Canal). Why would an old canal make a good location for a park?
8. Trace pathway of an industrial pollutant. R
If a chemical pollutant were introduced into the Pacolet River in Spartanburg County, which South Carolina cities and towns would be concerned about it affecting their water supply? Trace the pathway of the pollutant on the STATE BASE MAP #2, WITH HIGHWAYS. Which high density population areas would be most affected? Use Figure 1-14 "Population Density Map (1990)", or the LAND USE/LAND COVER MAP as a resource. How far away from the source do you think the effect would be noticed? Explain your answer. What would be the impact of this pollution on tourism and recreational facilities?
ENRICHMENT 1. Research Scenic River Act. &
South Carolina has a Scenic River Act identifying picturesque rivers. Research this act to see how a river can be added to this list.
2. Compare Up Country and Low Country rivers. R
Write a paper comparing the rivers and tributaries in the Blue Ridge mountains and Piedmont with those of the Sandhills and Coastal Plain regions. Include in this paper a comparison of the sediment load, velocity, total discharge, salinity, and acidity of the water. What is meant by the phrase "water is constantly rearranging the landscape?"