• Organize students in groups of up to four per group. Each student group should contain a variety of ability levels.
• The ‘Introduction’ section of each activity may be read as a class or by the student groups.
• Each group should have a job for each group member, which can be alternated so that each has an opportunity to complete that job. Examples would include: reader, recorder, etc.
• Determine prior to the activities which should be completed by the student groups or on an individual basis.

Provide students with a variety of maps, regional and world, that have longitude and latitude as a feature. Have students identify key locations using the coordinates.

Gather a selection of topography maps to help students in identifying features of a topo map. This will facilitate understanding of the lesson extension in which they will create their own.

Share the tall tale of Paul Bunyan or Pecos Bill to demonstrate how legend explains the forming of the Grand Canyon or the Rio Grande River. Identify natural landmarks that have their beginnings originating from mythological characters.

Identify constellations and their origins which date to Greek and Roman mythology. Explain how their earthly life was linked to their position in the night sky.

Select pairs of students to complete the activity of measuring a slope. Gather jars, masking tape, meter or yard sticks and select a suitable slope for measurement activity. Encourage student input to determine a suitable slope.

Provide resource material and data to identify some of the world’s tallest structures, manmade and natural. Photos and sketches could be used in student diagrams to illustrate a comparison of height and altitude.