This activity is based on the story Three Days on a River in a Red Canoe by Vera B. Williams.
Grade: 3/4
Length of Activity: 1 day (AM- five thinking stations twenty minutes at each station; PM presentation)
Scope of Activity: Cross curricular
Gage Standards:
ACADEMIC
1. Use of
information, concepts and ideas as stated in the Sunshine State Standards for
Language Arts, Social Studies and Science
1.3 Uses multiple original and secondary sources to analyze, interpret and synthesize relevant details and facts to examine relationships, infer meanings, define conclusions and predict outcomes.
1.5 Analyzes and synthesizes information, concepts, and ideas obtained from multiple sources and communicates results in a unique way.
1.6 Identifies and proposes practical solutions to real-life problems or issues and analyzes the possible consequences and impacts of each solution
2. Communication of
information, concepts and ideas as stated in
2.1 Conveys information, concepts, and ideas using appropriate and/or advanced language, graphic representation, styles, organizations, and format.
2.3 Edits and refines information, concepts and ideas to be reported individually and in groups using appropriate form, emphases, usage, spelling, and punctuation to ensure a quality project.
3. Use of numeric
procedures, concepts and information as stated in the
3.1 Demonstrates proficiency and applies advanced numeric procedures drawing logical conclusions and giving multiple solutions to real life problems
3.2 Organizes and processes symbols, pictures, objects and information in a way that permits logical conclusions and multiple solutions to problems.
4. Use of creative
thinking skills as stated in the
4.6 Generates, classifies, and evaluates ideas, objects, and/or events in unique and/or new ways in order to construct original projects that illustrate solutions to real life problems or concerns.
WORK PLACE
4. Cooperative
learning and teaching
8.3 Demonstrates responsible leadership and teamwork within work group
The classroom is set up with a tent, backpack insect repellant, flashlight, foods and other items for the campout. One of the recipes (apricot stew) is available for tasting. Dreaming CD playing in the background and citronella scent is in the air.
Students gather on the carpet and brainstorm what they knew about canoeing using the ABC Brainstorming Strategy projected on the overhead (see attached). After ten minutes, the story would be read to them. After the story is read the students would talk about the story, different kinds of boats, waterways and adventures. In the front of the room there would be a replica of a canoe with envelopes inside. Each student would take an envelope and return to their seat. Inside the envelope would be a picture of a boat: canoe, kayak, sailboat, row boat. The boat determines the group you are in. Students meet in their groups to determine their plan before moving to the thinking stations.
Task: Students will create their survival plan based on the story _________days on a ______ in a _____________.
Students work in groups to answer the who-what-where-when-why of their trip. Each group is given $100.00 for their trip expenses. Filled backpacks cannot weight more than 10 lbs.
Thinking Stations
Science: Discovery science: weather conditions; what animals, birds, insects might be
encountered.
Social Studies: Maps;
historical sights; create map with key
Math: Weight, measures and distance exercises. Cost of the trip (create a budget for
items). Calculate total distance. Miles per day
Art: Draw pictures of the sequence of events in the story; create the boat to
demonstrate/act out the story; map out the trip; entertainment on the trip; scrapbook
of the trip.
Technology: http://sofia.er.usgs.gov/virtual_tour/enp
http://www.tamug.edu/seacamp/virtual/index_nearshore.htm Gulf of
http://www.blairsjungleden.com/parktour.htm
http://www.floridastateparks.org/suwanneeriver/default.cfm
Reading/Research: Books listed on attached sheet, catalogs of camping equipment,
Newspapers available
Resources:
Brillhart, Julie When Daddy Took Us Camping
Hoban, Lillian Arthur’s
Howe, James Pinky and Rex and the Double Dad Weekend
Locker, Thomas Where the River Begins
McManus, Hugh The Outdoor Adventure Handbook
Rylant, Cynthia Henry and Mudge and the Starry Night
Say, Allen The Lost
Sharp, NL Today I’m Going Fishing With My Dad
Music
Way down upon the
B-I-N-G-O
Evaluation:
End products must address all components of the attached
rubric in addition to the
Written story
Demonstration of preparation activities
Play
Song
“Constructed” camp site
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CATEGORY |
4 |
3 |
2 |
1 |
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Solution
to Problem in Story |
The
solution to the problem is easy-to-understand and is logical. There are no
loose ends. |
The
solution to the problem is easy-to-understand and is somewhat logical. |
The
solution to the problem was a little hard to understand. |
No
solution was attempted or it was impossible to understand. |
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Duration
|
The
storytelling lasts 5-7 minutes. |
The
storytelling lasts 4 or 8 minutes. |
The
storytelling lasts 9 minutes. |
The
storytelling lasts less than 3 minutes or more than 9 minutes. |
|
Setting
|
Lots of
vivid, descriptive words are used to tell the audience when and where the
story takes place. |
Some
vivid, descriptive words are used to tell the audience when and where the
story takes place. |
The
audience can figure out when and where the story took place, but there isn't
much detail (e.g., once upon a time in a land far, far away). |
The
audience has trouble telling when and where the story takes place. |
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Accuracy
of Retelling A Story |
The
storyteller includes all major points and several details of the story s/he
is retelling. |
The
storyteller includes all major points and 1-2 details of the story s/he is
retelling. |
The
storyteller includes all major points of the story s/he is retelling. |
The
storyteller forgets major points of the story s/he is retelling. |
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Connections/Transitions
|
Connections
between events, ideas, and feelings in the story are creative, clearly
expressed and appropriate. |
Connections
between events, ideas, and feelings in the story are clearly expressed and
appropriate. |
Connections
between events, ideas, and feelings in the story are sometimes hard to figure
out. More detail or better transitions are needed. |
The story
seems very disconnected and it is very difficult to figure out the story. |
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Pacing
|
The story
is told slowly where the storyteller wants to create suspense and told
quickly when there is a lot of action. |
The
storyteller usually paces the story well, but one or two parts seem to drag
or to be rushed. |
The
storyteller tries to pace the story, but the story seems to drag or be rushed
in several places. |
The
storyteller tells everything at one pace. Does not change the pace to match
the story. |
Date
Created: