Purpose: How many Pacific Island groups are there? How big are these island groups? How many islands make up each group? How were these islands settled? Are there commonalities among the people? Our students may know the different continents, but they have limited or no knowledge about the islands that make up the vast Pacific region. This region which contains more than 25,000 islands is located in an ocean that covers one-third of the earth¼s surface. These islands are divided into three major groups: Melanesia (black islands), Micronesia (little islands), and Polynesia (many islands).

Objective: The students will be able to:

1. Complete the Pacific Island puzzle by matching the pieces to the base.
2. Locate and name each island group by finding the longitude and latitude for each piece using the reference materials.
3. Generate a graphic organizer that shows the 3 major island groups and the different islands that belong to each group
4. Create a data chart about each island group that includes: name, location, area, and number of islands.

Hawaii Content and Performance Standards:

• Explain, use, and apply geographic themes of location, place, human-environment interactions, movement, and region.
• Define, use, and apply the elements of scale, symbols, and directions in the creation and use of maps
• Read, infer from, and construct visual representation of geographic information (e.g. - maps and globes)
• Demonstrate the use of geographic tools and resources (e.g. maps, atlases, computer bases, Pacific navigational charts)

Geographic Standards: The geographically informed person knows and understands:

• Standard 2 - How to use mental maps to organize information about people, places, and environments in a spatial context.
• Standard 3 - How to analyze the spatial organization of people, places, and environments on earth¼s surface.
• Standard 4 - The physical and human characteristics of places.

Geographic Skills:

• Ask geographic questions
• Acquire geographic knowledge
• Organize geographic information
• Analyze geographic information
• Answer geographic questions

Geographic Themes:

• Location
• Place
• Region

Lesson Can Be Use With A Unit On Pacific Islands or Navigation

Materials Needed:

• Pacific puzzle base with longitude and latitude lines marked (several copies)
• Blank puzzle pieces of Pacific Island groups (several sets)
• Labeled puzzle pieces of Pacific Island groups (several sets)
• Oceania map
• reference books
• tape or sticky tack
• post-its
• paper/pen/pencil

Procedure:

1. Review longitude, latitude, and approximate with the students. Longitude lines, or meridians, run north-south. They measure how far east or west you are of the prime meridian, which runs through Britain. Latitude lines, or parallels, run east-west around the earth. A location can be found on a map, if you know the latitude and longitude. The puzzle pieces are blank, so the students will have to approximate (best guess or estimate) the latitude and longitude of each area. This makes things a little more challenging.
2. Divide the students into groups of 3-5 students. Give each group a puzzle base, set of island puzzle pieces, and resource material.
3. Give the students jobs:
   1. match the puzzle piece and label it after identification
   2. find latitude and longitude of each piece
   3. look up information in resource material
4. After the students have completed the puzzle and labeled each piece, give the group the labeled island pieces to use as a self check. Have them make note of any incorrect identifications and recheck each to find out what went wrong. Let them use the Oceania map as a final verification.
5. After the puzzle pieces have been correctly identified, the students will each create a graphic organizer that shows the 3 major island groups in the Pacific area and the different islands within each group.
   

6. Next, each student within the group will use the references to create a data chart for each island area that includes: name, location, area, and number of islands.
   

7. Have students share any generalizations or ideas they may have come up with during this activity.

Assessment Strategies:

• Why would independence be difficult for Pacific island groups?
• How are they dependent on others?
• Why might the location of Pacific island groups be important to world powers?
• Why is the 200-mile economic zone important for island groups?
• What might governance be like in a Pacific island group? (positives; negatives)

Evaluation:

• Meets standards if:
  • island puzzle is completed and labeled correctly
  • data chart is completed with correct information
  • graphic organizer is completed correctly
• Exceeds standards if:
  • all of the above are completed, plus
  • inferences are made and some possible conclusions or answers to questions in assessment

Extensions:

• Students can choose 3 Melanesian, 3 Micronesian, and 3 Polynesian island groups to do a mini research project that looks at geography, people and culture, economy and resources, political status, and major problems for each grouping. Use a passport to give students „stamps¾ for each area completed.

Appendix:

• copies of blank puzzle pieces
• copies of labeled puzzle pieces
• copies of Pacific ocean area with Melanesia, Micronesia, and Polynesia marked
• copies of Pacific ocean area with island groups blocked off

References:

• Pacific Nations and Territories: The Islands of Micronesia, Melanesia, and Polynesia by Reilly Ridgell. Bess Press, Inc. 1995
• The Pacific Islands: Politics, Economics, and International Relations by Te¼o Fairbairn, Charles Morrison, Richard Baker, Sheree Groves. University of Hawaii Press 1991
• Reference map of Oceania - University of Hawaii Press
• Internet resources:
  http://www.phschool.com
  http://www2.hawaii.edu/~ogden/piir/index.html/ (Pacific Island Internet Resources)