Watercolor Painting by Michael Hampshire
- Grade Level:
- Fourth Grade-Sixth Grade
- Agriculture, Archaeology, Social Studies
- National/State Standards:
- AZ State Standards: SS04-S1C1-04, SC04-S1C4-01, SS05-S1C1-05, SC05-S1C4-01, SC06-S1C4-08.
In this activity, students must reach the river at the top of the maze by beginning at the bottom of the maze. In addition to the activity provided the students will need two six sided dice.
Guiding Questions: How was water collected in the past? What were different methods used for collecting water?
Lesson Objectives: Students will...
- Understand how water was collected by people in the past.
- Describe different methods for water collection.
- Answer trivia questions based around archaeology and past cultures.
- Two six-sided dice
- Background Vocabulary
- Water Hunt Maze Worksheet
- Water Source Key
- Trivia Questions
- Answer Key
Water Hunt Maze Rules:
- Students can roll two dice once per turn to decide how many squares they can move, from 2 to 12.
- When the students move onto a source of water they must answer a trivia question.
- Once the first question has been answered, then students will roll both dice to determine which question they will answer when they move onto a small source.
- A roll of 4 means the student will answer question 4, a roll of 6 means the student will answer question 6, and so on.
- Students will only roll one dice to determine which question they will answer when they move onto a large source.
- A roll of 4 means the student will answer question 4, a roll of 6 means the student will answer question 6, and so on
- Smaller sources of water have easier questions, but only add 6 squares to whatever the students roll.
- Larger sources of water have harder questions, but add 12 squares to whatever the students roll.
- If the students answer a question incorrectly then they must wait 1 turn before rolling the dice and moving.
- The first student to get to the river wins.
To assess learning students will complete the included trivia questions.
This lesson plan was developed by Brian Crosby, archaeology graduate student at Northern Arizona University.