Fran, Pam & Victoria

Lesson adapted from: Using Multiple Intelligence Theory in K-2 Geography

Lintner, T. Social Studies and the Young Learner 16(2). Pp 20-22         .

Title:   Using Multiple Intelligence Theory in K-2 Geography

Grade Level:  2

Content Areas: Geography

Learning Target/Goal

Be able to understand basic map skills and learn how the directions on a map correspond with real life directions.  Gain understanding of how symbols on a map represent real things. 

EALRS and GLES

1.1 .b Use and construct maps, charts, and other resources to gather and interpret geographic information

Materials:

Other Books/Websites to consider:

Pre-Assessment:

Have you ever been on a treasure hunt? If so when?

Have you ever used a map? If so when?

Have you ever made a map? If so when?

Assumptions:

The students know north, south, east, and west.

The students know how to use a compass rose.

 This lesson follows a lesson on directions and how to use the compass rose.

Key Concepts:

Mapping skills

Objective:  Following a reading of Peter Pan students will participate in a treasure hunt activity and demonstrate their ability to follow a map by following the keys to the treasures.  Each student will write or draw how they used the compass rose, and keys to find the treasure.

Rationale: 

Learning how to use a map will benefit students by teaching them problem solving skills and finding where they are going, to a friend’s house, appointment, or other locations.

Procedure:

Today we are going to read a book about Peter Pan and then we are going to go on a treasure hunt. (Teacher reads story and discovers note at the end of the book)  Ahoy mates I have hidden a treasure and ten keys on the playground, one of the keys open the treasure chest.  It is your job to find the keys, and the treasure. You will bring the treasure and the keys into the classroom to reveal the treasure hidden inside. Good Sailing (Pair students off and each student is given a map of the playground.)  Each map is numbered to show you where one key is hidden.  Now that you have your maps, we are going to move to the playground and begin.  (Bring large compass rose outside to help remember directions)  (Go outside)  I need pair number one to look at your map and point to the direction we need to go.  (First pair points to their map and point to the direction they need to go.  If they can’t remember we will use the compass rose.)  Students you may use landmarks such as the swing or slide to help us find the key.  Students you must stay in double file line by your partner and do not go ahead of the people in front of you.  (The students will be very excited so discipline is important) (After each pair has found their key in order, the class can decide which direction to go to find the treasure (marked on the map with an x) Now that we have discovered treasure I need you to follow me back to the classroom so we can open up the treasure chest.  (Return to classroom) I am going to call teams up to try to open up the treasure chest with their key.

Closure:

(Mix up the numbers of who to call on so the last one you call opens the chest.)  Now that the key opens the treasure chest, we are going to divide the treasure up evenly.

Assessment:

Now that we have found our treasure, we are each going to write or draw how you used the compass rose and keys to find the treasure.

*Accommodations:

  • Students will be provided with adequate transition time before moving from location to location.
  • Students may partnered up with a more capable peer for the entirety of the activity.
  • Students may be given directions in written form using picture directions
  • Students can receive preferential seating for story of Peter Pan.
  • Students can draw a picture of how they found the treasure.
  • Students can orally explain how they used the compass rose and directions to find the treasure.