CECsst.241


TITLE:  ISLAND SURVIVAL

AUTHOR:  Jim Greene, Mountain View High School; Tucson,AZ

GRADE LEVEL/SUBJECT:   7-10   Geography or world studies

OVERVIEW:  This activity is ideal as an in-class project for
students of all ability levels.  A large room with work
tables is preferred over a classroom setting.  Students have
the option of assuming various roles within the project,
e.g. artist, speaker, writer, etc.

PURPOSE:  Students often think of geography as a study of
"countries" and "maps."  This activity involves them in more
practical aspects of geography like relating to different
environments and critically thinking about ways to survive
in those environments.  Students apply their knowledge of
geographic concepts into this activity rather than simply
identifying them.  Hopefully, students will appreciate how
early civilizations survived using primitive geographic
skills.

OBJECTIVE(s):  Students will create an imaginary island
using map features, resources and geoforms to identify the
following:
     1.  the location of your island
     2.  what makes your island unique
     3.  why your island is best suited for survival

RESOURCES/MATERIALS:
1.  world geography textbook
2.  wall chart listing several types of geoforms and what
    they look like
3.  poster board or large sheets of paper
4.  colored markers and pencils
5.  rulers
6.  books on early civilizations and human and physical
    geography

ACTIVITIES AND PROCEDURES:
1.   Group members (numbers of students in group will vary)
     are to work cooperatively to plan and to draw an
     imaginary island.  Each island should feature at least
     ten geoforms.  These include bays, canyons, capes,
     cliffs, deltas, gulfs, hills, lakes, mountains,
     plateaus, rivers, seas, valleys, etc.  Along with
     geoforms, include natural resources found on your
     island (no man made features please). Also state the
     exact location of your island and whether your island
     is located in the high, middle or low latitudes.  Use
     your world geography text for help.
2.   Label all geoforms on the island with fictitious names
     related to one theme.  ("Computer Island" might include
     Microchip Mountain, Bytes Bay, Keyboard Canyon, DOS
     Delta)
3.   Add other map features, such as a compass rose, scale,
     lines of latitude and longitude and a key or legend.
     Use your textbook for help.
4.   After all groups have completed a final draft of their
     island and features on poster board or large sheets of
     paper, each group will display their imaginary island
     and try to convince the class that their island is best
     suited for survival. (For example, explain how you are
     going to get the basics for survival: food, clothing
     and shelter, and what tools you are going to develop to
     achieve those means.)  Make sure you explain all your
     geoforms, natural resources, location and so on.
5.   Class will have the opportunity to discuss the pros and
     cons of each island.  Class will then vote on which
     island is best suited for survival.

TYING IT ALL TOGETHER:
     This activity usually takes two class periods and
involves a lot of active participation.  This activity is
great as a transition into a history unit on ancient
civilizations.  Students come to realize that a basic
understanding of geography can help them survive on other
"islands" including their neighborhood, city and country.