Objectives

Students will:

1. Create an accurate model of Roosevelt Island.

2. Discover the unique geographical features of Roosevelt Island by using a variety of research materials and tools.

3. Gain an understanding of the purpose and importance of Roosevelt Island and other national parks.

Method

Students will use knowledge gained from pre-visit activities, their visit to the island and further research to create a model of the island. Students will work with a partner or individually on this project.

Materials

Research log

Construction paper

Clay (or flour/salt/water)

Graph paper

Paints

Drawing pencils

Rulers

Compass

Computer

National Park Service brochure on Roosevelt Island

Procedures

1. In the first week, students will read and conduct research activities with partner. First, they will develop a "working model" of the island or draw it to scale after researching the length, width and unique features of Roosevelt Island. Next, they will conduct research on Roosevelt Island using the World Wide Web, the school and public libraries, Lloyd House in Alexandria, and National Park Service publications, among other sources.

2. In the second week, students will conference with the teacher as to what materials will be needed for this project. The teacher and students will discuss what is meant by a "working model," and begin to prepare the model itself and an accompanying map. The map is to include a key, compass rose, landmarks, important features (paths, the river, bridges and the monument, for example), wildlife and natural habitats for wildlife.

3. Set a deadline for the date the model is due. Students will also prepare a brief presentation for their classmates.

Extension

If student interest is high, students can create an imaginary national park. Students will justify the reason for this park, the importance of the park and ways to fund it. They will show how they will provide services to the visitors, how they will develop education programs focused on the park and how they plan to protect the environment and wildlife. This would include deciding on an area for the park, what wildlife would be present and/or in need of protection, and the size of the park.

Evaluation

Finished products will be displayed.

Students will give an oral presentation to explain and share their project.

Students can hold a "questions and answers" session. The "audience" will be able to make positive suggestions.

After the presentations, students will either write in their journals or write a paper on the reasons for and importance of Roosevelt Island and other national parks. In this writing, the students will discuss what knowledge they gained from this Parks As Classrooms experience.