Please download the complete lesson plan for the worksheets, resources and rubrics. Below is an overview of the lesson plan.

Lesson Objectives

Students will use the popular television show as a guide to plan their own amazing race down the east coast of Africa. This activity can be used as a summative activity for a unit based on Africa in a destination-based course or it can be used as a course culminating activity in an issue- based course. Students are asked to plan a competition and a series of activities in four countries that reflect both the culture and environment of each destination.

Requirements

The Following websites:

Small World Big Picture Africa website – for information about the route; students can the team journals to know about the obstacles faced; www.algonquincollege.com/africa
CHUM news reports – available on www.citytv.com

Any Amazing Race DVD to serve as a sample format for the race
Library and/or Internet access

Instructional Plan

Prior to the Assignment

Students will need the opportunity to watch 2-3 episodes (or more if time permits) of the “real” Amazing Race to gain an understanding of how the format of the show works and to learn terminology such as “Roadblock” and “Detour”.
For each episode have students complete a summary sheet BLM 2 or 3 that asks them to log a series of details about the destination and activities the participants are asked to complete. This can be collected and assessed by the teacher to ensure that all students are gaining the background knowledge of the race so that they will be able to plan their own.
Similarly students can log the destinations covered by the SWBP Expedition Africa team travelers on their journey by watching tri-weekly news reports on CHUM television (through the citytv website) or tracking movements on the web page provided by Algonquin College identifying both environmental and cultural aspects of each leg of the journey. This can be done using appropriately designed worksheets, on an outline map of Africa or by having students write anecdotally in diary form, as if they too were on the journey. Students can view the Expedition Africa website and watch/listen to the collected video/audio blogs to collect information about the journey.

Introducing the Assignment

In groups of two, expanding to four, have students Think Pair Share all the different destinations, activities, people, events the SWBPA travelers encountered on their journey. After students have had the opportunity to share their ideas randomly ask a member from each group to share what their group had decided upon. Record the responses on an overhead or on the board.
Have each group identify items on the board as cultural, environmental, or other. This will help later when students have to create their own environmental and cultural activities for each destination of their race.
Distribute copies of “The Small World Big Picture Africa Amazing Race” BLM 1. Have students read over the instructions silently, jotting down any questions they may have in the margins of the assignment sheet. Have students then discuss the details of the assignment with a partner then randomly ask a number of them to explain to the class what is required from this assignment. Go over the requirements of the race and answer any remaining questions the students may have.
Focus on the format of the sample Race Summary chart BLM 4. This should be partially completed by the teacher using the episodes of the race watched in class. A blank Africa outline map is also provided, BLM 6.

Notes to Teachers

Using Think Pair Share and “random” questioning in tandem, is very effective in eliciting a response from all members of the class. Allowing time to share responses with classmates takes away some of the anxiety associated with speaking out in class. The random approach to selecting students to share their information helps keep them aware and accountable because they never know when, or if, they will be called upon to share with the class.
Having a soft copy of the summary chart and episode explanation sheets available saves students time and helps ensure a uniform format for organizing and explaining race details.
An oral communication component can be added where students have a fixed amount of time (3 minutes) to sell their route and activities to the class who then vote and choose the best race plan.
Four is a suggested number of destinations. This number can be changed to suit the academic ability of your class or of particular students.

***Download the complete lesson plan for the following appendices:

Appendix A: Planning a Small World Big Picture Africa Amazing Race
Appendix B: Amazing Race Destination Rationale

Appendix C: Race Summary Sheet
Appendix D: Race Summary Sheet Sample
Appendix E: Rubric: Planning Your Amazing Race
Appendix F: Map of Africa

Please download the complete lesson plan for all activities, worksheets and detailed information of the lesson plan.

This is an overview of the lesson plan.