"Where the Wild Things Are" Geography Lesson

Overview:
This lesson will give students a basic overview of the geography of islands. They will learn where islands are located throughout the world. Students will explore the islands' flora and fauna, languages, and climates and cultures.
Connections to the Curriculum:
Geography, geology
Connections to the National Geography Standards:
Standard 4: "The physical and human characteristics of places"

Materials Required:
Computer with Internet access
Copy of Where the Wild Things Are by Maurice Sendak
Wall map of the world, or a globe
Colored removable stickers to mark locations on the world wall map
Large pieces of poster board or paper
Writing and drawing materials

Objectives:
Students will
learn what islands are;
locate different islands around the world;
study two diverse islands in detail; and
learn about the geographical and cultural differences that exist in the regions where the islands are located.
Geographic Skills:
Asking Geographic Questions
Acquiring Geographic Information
Answering Geographic Questions
Analyzing Geographic Information

Opening:

Begin the lesson by reading Where the Wild Things Are and have the students imagine where they might be if they were the main character, Max. Write their responses on the board. Did anyone imagine the story took place on an island? Have you ever been to an island?

If they don't already know, explain to students that an island is a body of land that is entirely surrounded by water. Mention to the students that not all islands are found in oceans-some are found in lakes and rivers, too. Point out things on the cover of the book that might indicate that the story takes place on an island.

Development:

Ask students if any of them has been to an island. Have them share their experiences with their classmates. Have the students place a colored dot beside the islands they have visited on the world map. Explore the world map or globe to find other islands, making sure they notice islands in different parts of the world.
After identifying a number of islands, ask students if they think they would find different plants and animals on islands in different parts of the world. Explain that, like other land formations, islands have different climates, vegetation, and wildlife, depending on their location in the world.

Have the students in each group research an island, such as Bermuda and Cape Verde. Then have them:

Draw an outline of their country in the center of a large piece of poster board or butcher paper, using the atlas as a guide. Leave room around the borders to draw other pictures.
Write in the names of countries, major cities, bodies of water, mountain ranges, and any other major geographic features on the maps.
Write the names of the languages spoken in the countries.
Near the edges of the paper, draw pictures of animals and/or plants native to the country, particularly those that are endangered. Next, draw pictures of cultural things that relate to the country, such as specific types of food or music.
Finally, draw a picture of what a person would wear in the country in the winter and in the summer. This should include clothing choices, as well as things that would help combat the climate of the country.

Closing:

Gather the class together and ask each group to show its map to the class, pointing out geographic features and explaining the pictures they have drawn. Encourage students to ask each other questions about the islands they have researched. If students don't know the answers, discuss as a class how the group might find out how to learn more.

Suggested Student Assessment:

Ask each student to fold a large piece of paper in half and use each half to draw and write about what they have learned about their islands providing as much detail as possible. Then, on a separate sheet of paper, ask them to write a paragraph explaining which place they would like to visit and why.