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Category 5: Local Attractions (Natural and Man-Made)

Task Learning Objectives Discussion Questions Starter Activities Project Examples

Design a website and/or create a video story that showcases local natural and man-made attractions (e.g. rivers, oceans, mountains, museums, zoos, parks, camp grounds).

The theme for CyberFair 2018 is "Preserve & Unite!"

"Preserving our heritage is a vital link to our cultural, educational, aesthetic, inspirational, and economic legacies.." - Steve Berry

In partnership with the World Future Society, youth are asked to share their dreams for the future - by thinking about the possible future, the probable future, the preferable future and the preventable future.

1. Students will develop geographic literacy through an awareness of place...the dominant natural and man-made landscape features of their communities. (Natural physical characteristics include land forms, water bodies, soils, natural vegetation and animal life.)

2. Students will understand human events by first understanding the characteristics of the places in which these events occurred.

3. Students will be able to identify local natural and man-made attractions and explain their origin and importance.

• What physical features such as rivers, water, valleys or hills form a natural border or boundary for your community?

• What physical characteristics and natural resources have attracted people to your community?

• What are the man-made attractions in your area?

• How many people visit your area?

• Who are they and where do they come from? How long do they stay?

• What kind of impact do they have on your community?

• How are they spending their money?

• Do the visitors add money to the local economy or does it cost more than they spend to accommodate them?

• Is your local community dependent upon these visitors?

• What would happen if they stopped coming?

1. View past projects produced by students in this category.

2. List and classify reasons why people students know have chosen to move to your community. Students can find newspaper articles and/or advertisement which represent the different attractions of the area.

3. Help students to classify responses into major categories. Possible categories are: climate, employment, educational opportunities, entertainment.

4. Distribute magazines and newspapers. Have the students work in small groups to scan the materials for articles, pictures and ads which relate to each of the categories identified.

5. Investigate the different attractions tourists visit, such as zoos and museums.

6. Students can develop a travel guide describing the various attractions that would interest a tourist to the community.

• Ár gCeantar - Our Region
  Inver National School
  (Mayo, Co, Ireland, 2001)

• Celebrating Our Heritage
  Martel Elementary
  (Lewiston, Maine, USA, 2001)

• A Bend in the River
  Dakota Meadows Middle School
  (Mankato, Minnesota, USA, 2000)

• A Bend in the River
  Dakota Meadows Middle School
  (Mankato, Minnesota, USA, 2000)

• Creamer's Field
  Joy Elementary
  (Alaska, USA, 1999)

• New Orleans Our Home Town
  Immaculate Conception School
  (Louisiana, USA, 1999)

• Around Santa Barbara
  Hollister School
  (California, USA, 1998)

• The Magnificent Moose Project
  Anne Hopkins Wien Elementary School
  (Alaska, USA, 1998)

• World Port Los Angeles and the Surrounding Area
  Dodson Middle School
  (California, USA, 1998)

• Terry the Prairie Dog
  Village Elementary School
  (Kansas, USA, 1998)

• The Singapore Zoological Adventure
  The Chinese High School
  (Singapore, Singapore, 1998)

• Welcome to Cape Town
  Cape Town High School
  (Western Cape, South Africa, 1996)
• Lansing - Making it Happen
  St. Martha Elementary School
  (Michigan, USA, 1996)