Mystery Destination
By Melissa Martin
Purpose: To broaden students awareness of the United States through a
hands-on experience using a road atlas to find a Mystery Destination.
Estimated Time: 1 – 2 class periods or more if needed.
Grade Level: 4th, 5th or 6th; easily adaptable
National Geography Standards Addressed:
Standard 1: How to use maps and other geographic representations, tools, and technologies to acquire, process,
and report information from a spatial perspective.
Standard 9: The characteristics, distribution, and migration of human populations on Earth’s surface.
Standard 12: The processes, patterns, and functions of human settlement.
Indiana Social Studies Addressed:
4.3.2: Estimate distances between two places on a map, using a scale of miles, and use cardinal and
intermediate directions when referring to relative location.
5.3.2: Identify regions of the United States and explain the advantages and disadvantages of using maps, globes
and photographs to locate and describe these regions.
5.3.3: Name and locate states, regions, major cities and capitals, major rivers and mountain ranges in the United
States.
Objectives:
Upon completion of this lesson/activity, students will be able to…
1. Read and follow directions to a particular destination.
2. Read a road atlas
3. Make mental notes/lists of landforms, places of interest, populated areas, and general rules of the
interstate road system.
Materials Required:
 United States Road Atlas (one per student/group), or…
 Internet access for online atlases (MapQuest, Google Maps, etc.)
 Print out of directions from your school to a city of your choice (see suggestions below). Number each
destination for grading purposes. White out/black out the mystery destination.
 Plastic eggs or any other type of container – optional
 Pencils
 Mystery Destination Questions
Procedures:
1. Distribute a road atlas to each student or pair of students depending on the number of atlases.
2. Show the basics of the atlas. How the atlas is organized, where the index, legend, scale, etc. can be
found.
3. If using an online atlas, introduce the website of choice; Google Maps, MapQuest, etc. and how the site
can be used to find directions to a location. Review concept of scale and how it changes when
“zooming” with online atlases/maps.
4. Do an example route with the students…Indianapolis to Washington, DC. Begin with the starting page
in the Road Atlas or initial map on the online atlas (ie-MapQuest a map of the school and then
demonstrate zooming in for details and out for more rapid, long-distance movement).
5. Have students select their first destination route and start their adventure.
6. When students have “arrived” at their destination; check their number and to if they are correct.
Evaluation:
Students should correctly find their way across America to arrive at their Mystery Destination and
answer the questions provided along the way. Additional requirements could include identification of a
significant landmark at their final destination (ie-the Capitol Building in addition to Washington, DC).
Extensions:
1. Discuss the history of the interstate highway system beginning with Route 66; Lincoln Highway, etc.
2. Have students create their own routes and have other students find the Mystery Destination.
3. Introduce the geographical theme of movement; people, goods, and ideas. Possibly make this a trucking
route with mock cargo and delivery time requirements. Great way to tie in economics.
4. Send students on a trip along a significant historic route (ie-US Route 66, Route 40, or Route 1, Civil
War Discovery Trail, etc.).
5. Include Mexican, Canadian and Alaskan destinations.
6. Require students to obtain images of significant “places” along their route via the internet.
7. Use as a bonus activity for students over Spring Break (providing a “virtual” spring break trip for those
who are not traveling that week). For students who are traveling, they can do their actual destination for
the bonus activity.
8. Have students created a detailed travel plan for their destination, including how many hours they would
want to drive (each day) and any stops they would like to make along the way (fuel and/or bathroom
breaks, food stops, overnight lodging stops, etc.)
9. Include math requirements in the activity. Have students calculate mileage, fuel usage, fuel expenditure,
etc.
Suggested Destinations:
1. Washington DC (US Capitol) [See example directions for this destination.]
2. Orlando, Florida (Disney World)
3. Seattle, Washington (Space Needle or Pioneer Square)
4. San Francisco, California (Golden Gate Bridge)
5. New York City, New York (Times Square)
6. New Orleans, Louisiana (Jean Lafitte National Historical Park and Preserve)
7. San Antonio, Texas (the Alamo)
8. Philadelphia, Pennsylvania (the Liberty Bell)
9. Williamsburg, Virginia (Jamestown Settlement)
10. Charleston, South Carolina (Fort Sumter National Monument)
11. Boston, Massachusetts (Faneuil Hall)
12. Grand Canyon, Arizona (Grand Canyon National Park)
13. Gardiner, Montana (Yellowstone National Park)
14. West Glacier, Montana (Glacier National Park)