ISLAND SURVIVAL PROJECT

Explanation and Rubric

 

DUE DATE IS MONDAY, SEPTEMBER 28
Outline Plans due Sept. 24

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For how Ocean Currents and High, Medium, and Low Latitude affect climate--see bottom of this page!

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TITLE:  ISLAND SURVIVAL

 

GRADE LEVEL:  6

 

OVERVIEW:  This activity is ideal as an in-class project for students of all ability levels.  A classroom arrangement using grouped desks as tables is preferred over individual desks or rows.

 

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 geographic features to identify the following:

 

  1. the location of your island
  2. what makes your island unique (terrain & resources)
  3. why your island is best suited for survival

 

TEKS:  6.3A, 6.3B, 6.3C, 6.4B, 6.4D, 6.5A, 6.5B, 6.6A, 6.6B, 6.6C, 6.7A, 6.7B, 6.21B, 6.21C, 6.21F, 6.22A, 6.23A

 

RESOURCES/MATERIALS:

 

  1. textbooks
  2. world atlas
  3. wall chart listing several types of geographic terms and what they look like
  4. large sheets of manila drawing paper or book cover (for rough draft)
  5. poster board (student provided)
  6. colored pencils or markers
  7. rulers
  8. other resources, including GeoJournal, and books on human and physical geography

 

ACTIVITY AND PROCEDURES:

  1. Students are to plan and to draw an imaginary island. This should be a map of the island.  Each island should feature at least ten landforms (see attached rubric).  Along with geographic terms, include natural resources found on your island (no man-made features—again see attached rubric).  Also state the exact location of your island and whether your island is located in the high, middle, or low latitudes.  Use your classroom resources for help.
  2. Label all landforms on the island with fictitious names related to one theme.  (“Computer Island” might include Microchip Mountain, Bytes Bay, Keyboard Canyon, DOS Delta, etc.).
  3. Add other map features, such as a compass rose, scale, lines of latitude and longitude and a key or legend.  Use your classroom resources for help.
  4. After all students have completed a final draft of their island and features on 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 geographic features, natural resources, location and so on.

 

TYING IT ALL TOGETHER:  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.

 

GRADING:  The planning outline will be counted as two daily grades.  The combined final product and supporting information will be worth two test grades.

 

1.                  Product:  the map of your island

2.                  Presentation:  present all of the information to the entire class


 

ISLAND SURVIVAL PROJECT: Outline 

Planning Outline:  worth two daily grades

 

Island Survival Product:  worth two test grades

I.          Location

II.         Terrain and Resources

III.       Survival

IV.       Map Features

 

Your Planning Outline should use the format below.

(To copy this outline into a Microsoft Word document, highlight the outline, right click on the highlighted words and select "Copy."  Open Microsoft Word and right click on a blank page and select "Paste."  You may then customize the outline for your project and turn this in as part of your rough draft.)

I.                    The location of your island.

 

A.                 Latitude (high, medium, low):  explain how the latitude affects the climate of your island.

B.                 Coordinates:  give the latitude and longitude coordinates of your island.

C.                 Ocean currents:  explain how ocean currents affect the climate of your island.

 

II.                 Terrain features and resources.

 

A.                 Choose any 10 of the following landforms or water features, and feature them on your island.  Explain how each one will be used.


 

1.      bay

2.      canyon

3.      cape

4.      fjord

5.      delta

6.      gulf

7.      hill

8.      lake

9.      mountain

10.  plateau

11.  river

12.  plain

13.  valley

14.  peninsula

15.  strait

16.  tributary

17.  isthmus

18.  archipelago

19.  mouth

20.  coast


 

B.                 Include 6 of the following renewable resources, and label the locations where they can be found on your island.  Explain how each one will be used.  **Pre-AP CLASSES ONLY**


 

1.      timber

2.      grain

3.      herd animals

4.      fisheries

5.      produce (fruits & vegetables)

6.      rookeries (nesting birds)

7.      sugar

8.      cotton

9.      flowing water

10.  rubber

11.  coffee

12.  tea

 

C.                 Include 4 of the following non-renewable resources, and label the locations where they can be found on your island.  Explain how each one will be used.  **Pre-AP CLASSES ONLY**


 

1.      coal

2.      iron ore

3.      oil & pitch (tar)

4.      gold

5.      diamonds

6.      stone

7.      fertilizer (guano)

8.      bauxite

9.      tin

 

 

III.               Why your island is best suited for survival.

A.                 Climate:  give a general description of your island’s climate.

B.                 Survival:  explain how you are going to get the basics for survival listed below.

1.      food

2.      clothing

3.      shelter

4.      tools

 

IV.              Other map features and common theme checklist.

 


 

A.                 Map features

1.      Compass rose

2.      Scale

3.      Latitude and Longitude grid

4.      Key or legend

 

B.         Common Theme


 GRADING RUBRIC:

 

CATEGORY 10 points 7 points 5 points 1 point
Title Title tells the purpose/content of the map, is clearly distinguishable as the title, and is printed at the top of the map. Title tells the purpose/content of the map and is printed at the top of the map. Title tells the purpose/content of the map, but is not located at the top of the map. Purpose/content of the map is not clear from the title.
Map Legend/Key Legend is easy-to-find and contains a complete set of symbols, including a compass rose. Legend contains a complete set of symbols, including a compass rose. Legend contains an almost complete set of symbols, including a compass rose. Legend is absent or lacks several symbols.
Scale All features on map are drawn to scale and the scale used is clearly indicated on the map. Most features on map are drawn to scale and the scale used is clearly indicated on the map. Many features of the map are NOT drawn to scale even though a scale is clearly indicated on the map. Many features of the map are NOT drawn to scale AND/OR there is no scale marker on the map.
Labels & Features - Neatness 90-100% of the labels/features can be read easily. 89-80% of the labels/features can be read easily. 79-70% of the labels/features can be read easily. Less than 70% of the labels/features can be read easily.
Spelling/Capitalization 95-100% of words on the map are spelled and capitalized correctly. 94-85% of the words on the map are spelled and capitalized correctly. 84-75% of the words on the map are spelled and capitalized correctly. Less than 75% of the words on the map are spelled and/or capitalized correctly.
Location The student has explained how latitude and ocean currents affect the climate of the island. Coordinates are listed. The student has given coordinates.  Climate or ocean currents may or may not have been mentioned. The student has given the coordinates and mentioned the climate. The student has given the coordinates.
Uniqueness

**Pre-AP CLASSES ONLY**

 The student has creatively tied together ten of the landforms listed, six of the renewable resources listed, four of the non-renewable resources listed and has explained how they affect survival on the island. The student has included 10 landforms, 6 renewable resources, 4 non-renewable resources, and a brief explanation of each. The student has included 10 landforms, 6 renewable resources, and 4 non-renewable resources. There are less than the required 10 landforms, 6 renewable resources, and/or 4 non-renewable resources.
Uniqueness

**Non Pre-AP CLASSES ONLY**

 The student has creatively tied together ten of the landforms listed and has explained how they affect survival on the island. The student has included 10 landforms and a brief explanation of each. The student has included 10 landforms. There are less than the required 10 landforms.
Survival (x2) The student has provided a clear description of the climate of the island, and has explained how the inhabitants are going to acquire food, clothing, shelter, and tools. The student has summarized the climate and has listed how the inhabitants are going to acquire food, clothing, shelter, and tools. Some explanation of the climate is provided, and the basics of food, clothing, shelter, and tools are understood. Some or little explanation of the climate is provided, and one or more of the basic human needs have been addressed.
Common Theme The theme of the project is unique, easily understood, and readily apparent. All features of the map, including the title, are consistent with the overall theme of the project. The theme is easily understood and readily apparent, and the map features have some commonality. The theme is easily understood and the map features have some commonality. The theme exists but is not easily apparent or understood.

 Resources:

Forbes Library

Holt People, Places, and Change

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"Earth", "Solar Energy and Latitude", and "The Seasons"  Pages: 19-21

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"Water on Earth"  Pages:  23-25

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"Winds and Ocean Currents"  Pages:  37-41

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"Earth's Climate and Vegetation"  Pages:  44-50

Factors Affecting Climate

Earth's Climate

Image used by permission, National Maritime Museum, London

World Climate Zones:

 

Search Google

 

Products from Previous School Years:

 

HIGH, MEDIUM AND LOW LATITUDE:

60°N-90°N:  High Latitude  (remember:  North Pole is 90°N).  Cool summers, cold winters.

30°N-60°N:  Medium Latitude.  Some seasonal variation in temperature.

0°-30°N:  Low Latitude  (remember:  Equator is 0°, Tropic of Cancer is 231/2°N).  Consistent temperature year-round.

0°-30°S:  Low Latitude  (remember:  Tropic of Capricorn is 231/2°S)

30°S-60°S:  Medium Latitude

60°S-90°S:  High Latitude  (remember:  South Pole is 90°S).

OCEAN CURRENTS:

Warm Currents:  keep temperatures mild in high latitudes & bring moisture-laden air resulting in more precipitation.

Cold Currents:  bring dry air resulting in little precipitation and very low humidity.