Treasure Hunt

Goals:

To read a map to find a hidden treasure.

To demonstrate their understanding of measurement terms used on the map.

To make connections to literature from their own activity.

Content Areas:

Social Studies - map reading, using a compass

Math - conversions of measurement terms

Literature - introduction to Treasure Island

Materials:

Maps

Hidden treasures (include things like rocks painted like gold, candy, pencils, etc.)

Large open area (park, playground, school, etc.)

Rulers or meter sticks

Stevenson, Robert Louis. (1924). Treasure Island. Chicago: Winston.  - copies needed

Procedure: (2 hours)

1) Show an example of a treasure map you have created. Discuss the terms and symbols used on the map. For example, a "pace" may be a debatable term of measurement. As a class, decide what one pace will be equivalent to in their own system of measurement. Demonstrate how to use a compass.

2) Divide the class into small groups.

3) Set the boundaries in which students will be searching for their treasure.

4) In groups, students search for their treasure.

5) After each group has found their treasure, bring the students back to the classroom and introduce the book Treasure Island.

6) Students, at this time, will write a short prediction about the book Treasure Island in their journals.

7) Read aloud the first section of Treasure Island, approximately the first fifty pages of the book. The class may follow along if each student has a copy.

8) Students will write a journal entry recording their predictions for the rest of the book. Each journal entry must be at least two paragraphs long and must contain at least two predictions.

Assessment:

The means of assessment include participation in the treasure hunt, which the teacher will observe and record, the peer evaluation of group work rubric, and a journal entry that shows evidence of reflective thinking. Criteria for success: Each student must be actively participating as recorded through the rubric and teacher observation. Each journal entry must be at least two paragraphs long and must include two predictions for the book.

Extensions:

The student may create his/her own treasure maps, or he/she may create a treasure hunt for a lower grade level.

In place of writing a prediction in their journals, students may draw a picture of an event(s) that they think will occur within the story.

 This page was submitted by St. Norbert College Ocean Voyagers Program