CECsst.221 TITLE: PLAY DOH MAP OF YOUR STATE AUTHOR: George Welsh, Tortolita Junior High; Tucson , AZ GRADE LEVEL: Appropriate through grade 8. OVERVIEW: In teaching state history it is often important to help students gain a background in the geography of their state. This knowledge can help them to better relate to historic events that occurred within the state. This activity has been utilized to teach students the geographic layout of the state of Arizona. It can surely be applied to any state in the nation. OBJECTIVES: The students will be able to: 1. follow directions in completing a recipe for homemade play doh. 2. differentiate between the three physiographic zones of Arizona by constructing them on a 3-dimensional model map. 3. locate and label the Colorado, Salt, Gila, Verde and Santa Cruz rivers. 4. pinpoint the locations of the San Francisco, White, Catalina and Chiricahua mountain ranges. 5. use their own creativity to identify one "important" attraction in Arizona on their 3-D map. RESOURCES/MATERIALS: Student Atlases 1 beverage tray per group of 4 Toothpicks and adhesive labels (for identifying map items) 4 batches of different color play-doh (made by students) per group ACTIVITIES AND PROCEDURES: 1. After being assigned to groups of 4, each student will be assigned to complete the following recipe at home... In a non stick pan mix 1 cup of flour, 1/2 cup of salt, 1 cup of water, 1 tablespoon of vegetable oil and 2 teaspoons of cream of tartar. Use food coloring to make desired color and stir constantly on low heat until it forms a soft ball. Place in zip-loc bag, write your name on it in permanent marker and bring to class. Note: Group members should agree on which colors will be made for their map. 2. Each group will trace an outline of the state of Arizona on the inside of a beverage case cardboard tray. 3. In groups, the students will construct maps of the state of Arizona in the beverage trays, keeping in mind the above stated objectives. TYING IT TOGETHER: The completed maps may be "presented" to the rest of the class by each group. The visual reinforcement that students get from this activity will help when other topics such as plant life, wildlife and climate are dealt with as well as historical perspective. | |
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