TITLE: Where in the World Clues
AUTHOR: Rita Cavin, Chickasha Intermediate School;
Chickasha, OK
GRADE LEVEL: Middle school social studies and geography
OVERVIEW: Students in geography class need practice in
using the reference sources of atlases, almanacs, and
encyclopedias. We look for ways to practice that will be
fun and knowledge-building. This activity will catch the
students' interest while they learn some facts about a
country.
PURPOSE: Lesson will allow student to demonstrate ability
to access information, classify that information as broad or
specific (critical thinking skill)
OBJECTIVE(s): The student will:
1. demonstrate ability to locate information using an
atlas, almanac, and encyclopedia;
2. choose appropriate information;
3. arrange information from broad to specific fact;
4. create a game to share with other students.
RESOURCES/MATERIALS: atlases, almanacs, encyclopedias
ACTIVITIES AND PROCEDURES:
Using the popular computer game and T.V. series as a
springboard, let students try to guess several locations in
the world by hearing or seeing clues to the identity of the
place. this can be a competition among groups of students
or any format that suits your class situation.
Tell the students that they can make a guessing game
similar to Carmen Santiago.
Group students in pairs or threes (mixed ability groups
work best especially when the teacher assigns them; however,
any grouping will work).
The goal is to create a set of twenty clues that would
help another student identify a country. You may want to
use this time to brainstorm with students about what would
make good clues, or you may want to present the following
outline for them. (If you use brainstorming, the final list
should be similar to this one.)
Location - What is next to it?
On what continent is it?
In what hemisphere is it?
Is it bordered by any bodies of
water?
Culture - What language do they speak?
Is there a major religion?
What do the people do for a living?
Political - What kind of government do they have?
What is their currency called?
What is the capital city?
If class is not familiar with the resources to use,
this would be the time to introduce them. Explain the
merits of each type of reference work to be used. Remind
the students that the broader clues should be given first
since the value of the correct answer is determined by the
number of clues that were needed to guess the country.
Teacher may assign countries or let groups choose their
own. Students should keep their country a secret if
possible.
TYING IT ALL TOGETHER: The project is completed as an in-
class competition to see if groups can guess the country.
Each group will present their clues in class. They may turn
them to the teacher or put them in a game for the class or
for another class. Students may rearrange clues as they
become more familiar with the concept of broad and specific
as it relates to the difficulty of their clues.
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John Kurilecjmk@ofcn.org