Lesson Plan
Treasure Hunt Strategy Plan
Students will practice recalling and applying multi-step clue sequences using visualization and chunking strategies to strengthen working memory and complete a classroom treasure hunt.
Working memory is critical for following directions and problem-solving. This fun, hands-on treasure hunt engages students in concrete practice of memory strategies that support academic tasks and real-world challenges.
Audience
5th Grade Individual
Time
30 minutes
Approach
Interactive memorization and application
Materials
- Hunt Clue Slides, - Treasure Hunt Map, - Classroom Clue Hunt, - Printed Clue Cards, - Pencils, and - Clipboards
Prep
Prepare Materials
10 minutes
- Print copies of Treasure Hunt Map for the student
- Prepare and shuffle the Hunt Clue Slides printouts or ensure digital access
- Gather and hide printed clue cards around the classroom prior to the session
- Review the Treasure Hunt Strategy Plan and familiarize yourself with the clue sequences
Step 1
Warm-Up & Objective Setting
3 minutes
- Briefly remind the student about working memory and its role in following directions
- Explain today's “Memory Treasure Hunt” goal: to practice remembering clues in sequence
- Display the Hunt Clue Slides title slide to introduce the activity
Step 2
Strategy Introduction & Modeling
7 minutes
- Present Hunt Clue Slides defining visualization and chunking techniques
- Model memorizing a 4-step clue sequence from the slide
- Use a think-aloud: “I picture each location and repeat the clues in my head,” then say them aloud
- Ask the student to identify each strategy you used
Step 3
Guided Practice with Clue Sequences
8 minutes
- Provide the student with three sequences from Hunt Clue Slides
- After reading each, have the student close their eyes and recall the clues in order
- Record responses and give immediate feedback
- Encourage use of visualization or repetition to strengthen recall
Step 4
Classroom Clue Hunt Activity
10 minutes
- Hand the student the Treasure Hunt Map and a pencil
- Student follows the first memorized clue to find hidden clue cards in the classroom
- At each found card, the student reads the next sequence, memorizes it, and continues the hunt
- Teacher observes and prompts only if needed, reinforcing memory strategies
Step 5
Reflection & Wrap-Up
2 minutes
- Ask the student which memory strategy was most helpful and why
- Discuss how to apply these strategies to classroom tasks (e.g., multi-step math problems)
- Set a goal: student will use at least one strategy in the next school assignment
Slide Deck
Memory Treasure Hunt
Let’s practice working memory with today’s treasure hunt!
Welcome the student and set the stage. Say: “Today we’re going on a Memory Treasure Hunt to practice holding clues in our mind. We’ll use strategies that make remembering easier.”
What Is Working Memory?
Working memory helps us hold and use information in our mind for a short time. It’s how we follow directions and solve problems.
Explain working memory in simple terms. Ask: “Can you think of a time you needed to remember several steps at once?”
Strategy 1: Visualization
• Create mental pictures of each step.
• Imagine each clue like a scene in a movie.
Introduce visualization. Model by closing your eyes and picturing a blue book on a shelf. Ask the student to try.
Strategy 2: Chunking
• Group related steps together.
• Treat each group as one “chunk” to remember more easily.
Explain chunking. Use the example sequence from slide 5 to show how steps 1–2 form one group and steps 3–4 another.
Example Clue Sequence
- Open the blue book on the shelf.
- Look under the third page.
- Find the red crayon behind the notebook.
- Go to the window ledge.
Read each step aloud. Then ask the student to close their eyes and visualize or chunk them before recalling.
Try It: Practice Sequence
Read and memorize these clues:
• The green chair by the door
• Under the seat is a yellow sticker
• Follow to the back corner rug
• Check under the rug edge
Close your eyes and think of each step in order.
Hand the student the sequence on paper or display it clearly. Give them 30 seconds to memorize, then prompt recall.
Remember Your Strategies
Visualization: Picture each clue.
Chunking: Group steps into small sets.
Repeat: Say steps quietly in your head.
Recap the two strategies quickly. Emphasize using these on the hunt.
Get Ready for the Hunt!
Grab your Treasure Hunt Map and clipboard.
It’s time for the Classroom Clue Hunt!
Transition to the hands-on hunt. Distribute the map and clipboard. Say: “Let’s put those strategies to work!”
Worksheet
Treasure Hunt Map Worksheet
Instructions
Follow the clues you memorize and mark each found location on the map below. Record each step in your Clue Sequence Tracker and use the Memory Strategy Notes to help with recall.
Classroom Map
Use the map key to identify each location. Draw arrows to show the path you take as you follow the clues.
| A: Bookshelf | B: Green Chair | C: Window Ledge |
|---|---|---|
| D: Back Corner Rug | E: Classroom Desk | F: Door Entrance |
Draw your path here:
Clue Sequence Tracker
Clue Sequence 1
- _______________________________
- _______________________________
- _______________________________
- _______________________________
Location found? ____
Clue Sequence 2
- _______________________________
- _______________________________
- _______________________________
- _______________________________
Location found? ____
Clue Sequence 3
- _______________________________
- _______________________________
- _______________________________
- _______________________________
Location found? ____
Memory Strategy Notes
Visualization Sketch
Draw a mental picture of one of the clues here to help you remember it later:
Chunking Groups
Write how you grouped the steps into chunks to make them easier to remember:
- Group 1: _______________________________
- Group 2: _______________________________
- (Optional) Group 3: _______________________________
Activity
Classroom Clue Hunt Activity
Overview:
In this hands-on hunt, the teacher guides the student to use their memorized clue sequences to find hidden cards around the classroom. The student records each found location on the Treasure Hunt Map, practices visualization and chunking, and receives minimal prompts to foster independence.
Materials:
- Hidden printed clue cards (3–4 sequences)
- Treasure Hunt Map
- Pencil and clipboard
Step-by-Step Instructions
-
Setup (Before session):
- Hide clue cards at locations A–F on the Classroom Map. Label each card with its sequence number.
- Confirm the Treasure Hunt Map is ready for the student.
-
Introduction (2 minutes):
- Remind the student of the two strategies (visualization, chunking).
- Show the first memorized clue sequence and ask them to repeat it silently.
-
First Clue Retrieval (3 minutes):
- Student closes eyes, visualizes the first location, and states the sequence aloud.
- If the student hesitates, prompt: “Which chunk helps you group steps 1 and 2?”
- Student walks to the location, retrieves the first clue card, and marks it on the map.
-
Subsequent Clues (8 minutes):
- Student reads the next sequence from the card, closes eyes, and recalls in order.
- Teacher observes silently; if student is stuck, offer a single hint: “Try picturing the room and the object’s color.”
- Student finds each card in turn, updates the map path and Clue Sequence Tracker on the worksheet.
-
Monitoring & Prompting:
- Use a checklist to note if student:
• Recalls sequence without prompt
• Uses visualization out loud (“I imagine…”)
• Groups steps into chunks - Provide praise for each independent recall; offer a strategy reminder only once per sequence.
- Use a checklist to note if student:
-
Completion & Collection (2 minutes):
- Once all clues are found, review the map and tracker entries together.
- Ask the student to point out where visualization or chunking helped most.
Accommodations
- Visual Supports: Provide a small picture cue on each card matching the location name.
- Chunk Labels: Number each chunk (e.g., “Chunk 1: Steps 1–2”) on the worksheet for easier grouping.
- Extended Time: Allow extra seconds for recall before prompting.
Data Collection Tips
- Record the number of prompts needed per clue in a simple tally.
- Note which strategy (visualization or chunking) the student verbalizes first.
- Track accuracy of sequence recall (correct order vs. out of order).
Next Steps: Use this data to adjust sequence length or strategy emphasis in future sessions.