LOGO - PULSE



Around The World
Author: Sylvia Kniest


Time: 3-4 class periods
Preparation
Time:
Prepare guidelines for field trip design and passports for museum walk
Materials: Student guidelines and passports; materials for constructing brochures and wall maps as listed under teacher background.

 


Abstract
Students will use the information they gathered from the explore lesson, Who Am I?, to devise a field trip to their country. The students will explain through a museum walk how the people of their country have adapted to the physical features of their country in order to live in content or simply to survive. Because of the size and diversity in physical features of some of these countries, students can focus on one area. Students will become familiar with the physical and cultural features of the target countries by participating in the museum walk.

Objectives
Students will be able to:
1. Identify the capitals of the target countries.
2. Locate the target countries on a world map.
3. Describe one major issue facing the inhabitants of each of the target countries.

National Geography Standard
All students should:
NSS-G.K-12.1 THE WORLD IN SPATIAL TERMS

  • Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.

NSS-G.K-12.2 PLACES AND REGIONS

  • Understand the physical and human characteristics of places.

Teacher Background
The following materials will be needed: poster boards or large size construction paper (for wall maps), colored construction paper, markers, colored pencils, old magazines, glue sticks and scissors (for brochures). The teacher will also need to prepare student passports for the museum walk (see Appendix B). A desk world map for each student will also be needed for the museum walk.

Related and Resource Websites
None.

 

 

Activity
1. Student groups will use their research gathered from the “Who Am I” lesson to devise a field trip to their country. Give the students guidelines for the field trip (see Appendix A). Allow students 2-3 class periods to compile their field trips using the guidelines outlined in Appendix A.

2. On the day of the museum walk students will display their poster and brochure in the classroom. The names of the tour guides (student group members) should be posted with the name of the country in large block letters above the display.

  • Prior to the walk give each student a “passport”. (See Appendix B) and a world map.
  • Inform students that they need to visit each country and answer the questions on their passport in order to have their passport “stamped”.
  • Passports will be stamped by a representative from each country after they have completed the museum walk and answered all of the questions.
    Hint: It might be helpful to have every student wear a name tag identifying the country they are a guide for.
  • Students must also label the country they visited on their world map.

Closure
Conclude the activity at the end of the museum walk by asking the students:

  • Which country (other than their own) would you most like to visit and why?
  • Which country do you feel has the most difficult physical environment? Why?

Embedded Assessment
Students will be assessed on their final projects for the museum walk and via their responses in the student passport.

 



PULSE is a project of the Community Outreach and Education Program of the Southwest Environmental Health Sciences Center and is funded by:


an
NIH/NCRR award #16260-01A1
The Community Outreach and Education Program is part of the Southwest Environmental Health Sciences Center: an NIEHS Award

LOGO - SWEHSC
LOGO - NIEHS Center LOGO - NIEHS

Supported by NIEHS grant # ES06694


1996-2007, The University of Arizona
Last update: November 10, 2009
  Page Content: Rachel Hughes
Web Master: Travis Biazo