The Discovery Project

by Mary Beth Boyd

Plateaus, canals, and buttes… not subjects that most people would find intriguing or motivating. Now, imagine you are twelve. Why should you care about physical geography of any type? Well, as adults we know that physical geography is important, if for no other reason, because it has a direct impact on peoples’ lives.

How do teachers go about making geographical landforms interesting, meaningful and hands-on? Perhaps by allowing students to use their natural creativity and knowledge of landforms we can cultivate in our students an appreciation for the landforms that impact all of us.

Physical geography can often times become a process of boring rote memorization and bland map activities. This project, which is completed early in the year, allows students to become familiar with other students in the class, discover more about their learning style (by choosing the second segment of the project), and master many aspects of understanding physical landforms. Ultimately, it serves as a tool to show mastery of physical geography.

This project is designed for a seventh grade social studies class. Standards 3, 4 & 5 are the focus, but it could be modified to fit several grade levels and topics. This two-part “discovery project” is completed in groups. The first component requires each group to make a three-dimensional model of a new continent. The second component requires students to explore their new continents in-depth. I provide several options that draw on the theory of multiple intelligences for students to choose from.

Students enjoy the creativity allowed in this hands-on project. They also appreciate the opportunity to provide input on the due date and the ability to choose the second segment of the project. I usually allow students to set the due date with a guideline that it must be due before the end of the first nine weeks. If you integrate this into your curriculum, you should remind the students of the need to stay focused.

Because this does include a great deal of planning and preparation outside of class, students are sometimes overwhelmed. Although any project can be overwhelming to students who have a variety of challenges, this project incorporates such a wide range of products that groups of students should find themselves challenged, but not too overwhelmed by the requirements of this project. In addition, these groups allow multiple intelligences to shine in a semi-self directed assignment. Technology is incorporated into this project in the form of audio-video, word processing, and music production.

How do you assess something so broad and subjective? I suggest making a rubric that address each of the components. With that being said, I do not use a rubric to assess this project. Because this is the major assignment my students will turn in, I prefer to make each section worth 50 points with the opportunity for extra credit for those groups who choose to complete a second choice for the second portion of the project, and to grade leniently based on requirements met, group participation, and individual participation.

Discovering a New Continent

You and your basketball teammates (multiple intelligences group) have discovered a new continent. Your job is to create a 3-D model of your continent to include 15 landforms. Your continent’s landforms should be labeled. Your model can be made of any material, but should show elevation variations and other landforms. Be sure you name your continent and include the names of your teammates on the continent.

The second part of your job is to complete one of the following:

• Create a role for each of your teammates (i.e. – explorer, diamond merchant, environmentalist, government official…) and perform a round table discussion (in character) about the newly discovered diamond fields on your continent and whether they should be mined or not. Video your roundtable discussion and show it to the class.
• Create a personal log for each day of the 10 day exploration trip. Be sure to include your interaction with wildlife, indigenous peoples, other team members and challenges you face. Your log should be presented in a hardbound cover creatively decorated.
• Invent a code for communication with the indigenous people. Use your code to prepare a letter of intent on behalf of the United States Government, then a second letter, one of response, from the indigenous people to the U.S. government.
• Compose a song (both instrumental and lyrics) with instruments found on the newly discovered continent. Your lyrics should represent various parts of the continent’s geography. You should have at least 4 versus and 1 chorus. You should video tape your song and be prepared to share it with the class.
• Design a walking tour around the continent. Describe (thoroughly) 10 destinations on your tour to include pictures. Your final product will be in the form of a brochure.
• Create a map of the newly discovered continent (don’t forget T.O.D.A.L.S.I.G.S.) and create a mural (at least 3’X3’) representing the continent.

Mary Beth Boyd

Mary Beth Boyd teachers 7th grade Social Studies, World Geography, and U.S. History at West Lafayette Jr./Sr. High School. She has taught in North Carolina in both the Guilford and Randolph county school corporations. In 1999 Mary Beth earned her B.A. from Elon University in Social Science Education and in 2007 she completed her M.S. in Curriculum and Instruction in Social Studies Education through Purdue University. She and her husband Mark live in Lafayette, Indiana.

This featured article appeared in Volume 3, Number 3 issue of the Write Connections quarterly newsletter. View other archived newsletters , a topical organization of all newsletters, or sign-up to receive notification when the next newsletters are ready to download.