Virtual Atlas Education

http://www.evergreen.edu./user/virtatpnw/

Lesson Two

Treasure Hunt Region

Purpose:

To engage in a fun activity that also teaches fundamentals of geography and teamwork. To develop a through understanding of the term ‘boundary’.

Objectives:

1. To practice Mental mapping, Graphic mapping, Teamwork and communications.
2. To reinforce the definitions of boundary, region and related forms of those words.

Related Washington State EALRs:

Communications

3.2 work cooperatively as a member of a group

Geography

1.1 use and construct maps, charts, and other resources to gather and interpret geographic information

National geography Standards:

How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective

Curriculum Connections:

Basic vocabulary, teamwork, communications, mental and graphic mapping

Length of Time Required:

One hour if the class is well organized and disciplined.

Key Vocabulary:

Boundary - a thing which serves to mark the limits of something; the limit itself; the dividing line.

Political boundary - a boundary defined by popular human consensus and/or man made borders.

Non-political boundary - a boundary which is defined by other than political features.

Climatic boundary - a boundary which is defined by weather patterns, temperature zones.

Cultural boundary - a boundary defined by human cultural influences.

Materials:

1. Large pieces of paper (approximately 2.5 x 4 ft)
2. Colored pencils, crayons magic markers
3. #2 pencils for initial sketch
4. Treats for the students (we used fruit)

Note: In order to finish this project within the hour you should choose places that are familiar to the students.

Procedure:

Step 1: This lesson is fun, a quick description of what is to come will likely interest the class.

Step 2: Go over the vocabulary words. Ask students for their definitions. Go over the definitions and why they are important to geography. Review the ways of defining boundaries and regions. 10 min

Step 3: Have the students break up into groups of five or six. Have each group come up with a map of a different region of the school. They must not name specific areas like Jo’s desk or the big maple tree. They should come up with original names to identify their regions and subregions. Give 35 minutes for this exercise.

Step 4: Have the students discuss maps and place the treasure in a region on their map. One elected member from each group will place the treasure (in relatively clear view) in their chosen subregion. When the treasure has been placed and the student returns, each group will trade maps and inform the appropriate group which subregion the treasure has been placed in. One or two members of each group should look for the treasure.

Step 5: enjoy the treasure as you discuss the concepts of regions and boundaries.

Conclusion:

Mental mapping is useful and necessary to understand our environment and finding our way about within it. Graphic mapping is essential in conveying information to others. Working together to construct these regional maps helps the students by giving them different perspectives on an already familiar area.