Responsive planning: Treasure Maps
During my time at Minimbah the students of ‘The Cocoon’ were completing a unit inquiry on ‘How the world works’. As part this learning I had previously assisted them as they constructed a set of class letterboxes to encourage literacy development and create a sense of community within the group.
Over the weeks of my placement, I observed students leaving notes and drawings for friends, delivering secret treasures anonymously and writing or drawing clues for their classmates. Usually these ‘clues’ were incomplete, and I would watch as confused children would stare blankly, trying to decipher just what it all meant.
Drawing upon this interest in clues and treasures, I planned a class wide treasure hunt based on the geography of ‘The Creek’ (the site of Minimbah’s Environmental Learning Program). I plotted out a map of the space, taking note of significant landmarks such as favourite climbing trees, rocks, meeting places and the firepit. I chose a site for the treasure, keeping in mind the abilities and interests of the children as I wanted to make it difficult enough to challenge them but not so difficult that it put them at unnecessary risk.
Artefact 17 – Responsive planning (map detail)
Once complete, I sent each student a piece of the map anonymously. I observed as the students discovered the pieces, question what they were and where they came from and then eventually I watched as they solved the puzzle as a group. I took detailed notes of the conversations I heard to later report back to the other educators and parents.
On creek day I hoisted the treasure up a favoured climbing tree. I knew if I placed it too low the students would find it too quickly but if I placed it on a higher branch they may try to climb higher than they felt comfortable or safe with. As I had also observed several students practicing knots at the creek the previous week, I thought that by tying the rope along a low familiar branch that it would still offer a suitable fine motor challenge and slow the students down. This provocation was particularly successful and has led to further interest in map making, mazes and cooperative problem solving.
Artefact 19 – Responsive planning (treasure detail)
In my final week at Minimbah, I discussed future planning with my mentor, and she agreed that the interest in maps would continue within the unit, and it linked perfectly with their focus on ‘How the world works’. I made note in the planning book of the possible directions that could be considered, to report the current lines of inquiry to the students’ parents and carers.
Artefact 20 - Responsive planning (planning book detail)