#3965. Treasure Hunt

Social Studies, level: Elementary
Posted Fri Apr 20 15:41:19 PDT 2007 by Kendal (kendal.sterling@gmail.com).
Hayden Idaho
Materials Required: Pirate Pete by Kim Kennedy, Paper, color [emco;s, crayons, coffee or tea
Activity Time: 2 hour
Concepts Taught: Treasure maps

Kendal Sterling
Treasure Maps
Grade Level: First
Social Studies
Time: 2 hours

Objective:

Students Will:
Draw Treasure maps
Write directions for their treasure maps

Materials:

Pirate Pete by: Kim Kennedy
Paper
Color Pencils
Crayons
Coffee or tea

Standards:

1.ss.2.1.1 Explain what maps and globes represent and how they are used.
1.ss.2.1.2 Use directions on a map: North, East, South, and West.
1.ss.2.1.3 Identify legends and keys on maps.

Anticipatory Set:

The students will go on a treasure hunt. Provide the students with a map of the school with key features on the map. The map will lead the students to a treasure chest. Inside the treasure chest the children will discover the book Pirate Pete. Read the story Pirate Pete aloud to students.

Teacher Presentation/ Input:

Introduce new concepts:
Directions on a map: North, East, South and West
Compass rose
Legends and keys

Check for understanding:
Teacher will ask questions about features on treasure maps: "What is a compass rose?" "What are some key features treasure maps have?"

Guided practices/Modeling:

Take a piece of nice white paper and rip off all the edges (don't cut them with scissors, rip them!)
Crumble the paper up tightly as you can into a ball
Flatten the paper out again
Draw a X on your map
Once your X is drawn label some obstacles on your map ( i.e. mountain ranges, oceans, palm trees, mermaids.)
Make sure to have a compass rose on your map
Provide a key to your map
Take a paint brush and rub coffee or tea over the map
Lay the map flat to dry

Independent Practice:

Have students complete a treasure map. When students are finished with their treasure maps, have them write directions to their buried treasure.

Closure:

The teacher will pair the students and ask them to share their treasure map with their partner. The students will read the directions to each others maps and see if they could follow them.

Accommodation:
Special needs students

1. Teach the meaning of elaboration, providing samples of directions that are well elaborated.

2. Provide enlarged copies of materials.

3. Give new vocabulary words in advance.

4. Break the writing process of the directions into steps so each writing task doesn't seem so overwhelming. First brainstorm idea, then organize the ideas, next put the ideas into sentences and not think about spelling and punctuation until the end.

Gifted Students

1. Encourage students to explore concepts in depth and encourage independent studies or investigations.

2. Brainstorm with gifted children on what types of projects they would like to explore to extend what they're learning in the classroom.

3. Pose open-ended questions that require higher-level thinking

Reflection

I taught this lesson and I added a bunch of different accommodations that I thought might be useful, but obviously you would not use all of them. The accommodations I did use in my lesson was I had to provide vocabulary words to 2 of my students and advance. I also had to enlarge all my materials for 1 individual student. I did not have to accommodate for any gifted students, but if I was faced with that situation I would have just tried to ask open ended higher-level of thinking questions. I felt hat overall accommodating my students was easy and took little of my time to make the extra changes.