What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for?

G: The students will know that the physical environment can help them navigate.

R: The students will be a cartographer when they create their treasure map.

A: Treasure hunter/ Classmates

S: The map will be used to lead the treasure hunter to the treasure.

P: The student will create a map showing their knowledge of map skills that leads treasure hunters on a treasure hunt. Students have a choice of what community the treasure hunters are in.

S: Students will be able to identify big things and small things symbols, describe the location of places using positional words, identify cardinal directions, identify that maps help us find different places. (Treasure map)

Questions: Why did you choose this symbol for this location? If you are at _____ in what direction do you have to go to get ______? (use this question multiple times) What would be a good symbol for a treasure? What color would we use for ____ and why?

Student action:

Students will be able to act by giving directions to others and are able to self-direct from one place to another. Students will use cardinal directions to describe navigating in an area to different people places and things. Students will be more descriptive of their environment.