Experiencing the outdoors€¦ · Web viewThe theme “Experiencing the Outdoors” was created...
Transcript of Experiencing the outdoors€¦ · Web viewThe theme “Experiencing the Outdoors” was created...
Steven Hansinger
200243873
ELIB 2017
ELIB 2017Experiencing the outdoors
Experiencing the outdoors
Introduction
The theme “Experiencing the Outdoors” was created to provide a literature based unit
based off the Saskatchewan Grade 3 Health Studies Curriculum, with additional connections to
the Science Curriculum. The unit was created to provide students an unconventional reading
experience that would educate students about the different connections to their natural
environment. This particular theme allows students to develop their literacy within different
natural environments.
For students, “Experiencing the Outdoors” will explore literature that allow children to
appreciate their natural environment and hear stories how others see themselves in nature.
Distinguishing thoughts, feelings, and actions will also be investigated in an outdoor setting, as
settings within nature can make some children feel more comfortable sharing their feelings.
Using literature as an opportunity to incorporate outdoor environments also allows easy
connections to the Science Curriculum. For instance, this unit will also branch off into a science
unit that will investigate the growth and development of plants. Plants are best studied with a
combination of literature and hands on experience. This unit will provide students with that
opportunity.
Overall, the literature will easily allow children to articulate the theme. The books chosen
for this unit is intended to share the beauty of the natural environment, our inner self in nature,
and how our feelings may be expressed in nature. The theme of the unit will become obvious to
children as we learn in depth about plants, animals, insects, and rocks. Get ready for a literature
unit where learning can occur on a sunny, windy, or cold day.
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Outcomes and indicators
Health Studies
USC3.2: Examine the spiritual dimension of the “inner self” and determine the importance of nurturing it:
b. Investigate common definitions of the “inner self” (e.g., quiet awareness of who one really is and one’s reason for being).
c. Develop respectful language sometimes used to describe the “inner self” (e.g., soul, spirit).
e. Examine and respond to stories that include depictions of spirit/soul.
f. Describe the “inner self” as that which is important but only visible to others if chosen to be (e.g., ideas such as “It matters more who you are on the inside than how you look on the outside”).
g. Participate in experiences designed to increase one’s sense of connection to others and other life forms (e.g., carefully observing the natural world, class rituals focused on appreciating each class member, participating in cultural activities).
h. Expand and deepen personal interests and appreciation for all that life has to offer (e.g., observing animals and insects, collecting leaves or stones, exploring ways clouds are unique, wondering and learning about the origins of rain).
i. Distinguish between thoughts, feelings, and actions that nourish or damage one’s “inner self”.
Science
PL3.1: Investigate the growth and development of plants, including the conditions necessary for germination. [CP, SI]
b. Observe and explain the function of the major structures (i.e., root, stem, flower, leaf, and fruit or seed) of a variety of plants.
c. Relate characteristics such as the number and shape of leaves, flower colour, height, and presence and type of fruit in different types of plants to the plant’s environment.
d. Sort and classify plants and/or seeds according to one or more student-selected attributes.
e. Observe and represent, using written language, pictures, and charts, changes that occur through the life cycle of a flowering plant.
f. Compare the basic needs of plants to the basic needs of animals and humans.
j. Estimate, record, and display relevant measurements of plant growth, using rulers, tables, and bar graphs.
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Connections between concepts and book titles
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Touch Stone Book
Title: Out of School and Into Nature: The Anna Comstock Story
Author: Suzanne Slade
Illustrator: Jessica Lanan
Genre: Picture Book Biography
Year: 2017
Publisher: Sleeping Bear Press
Book Talk
Envision, you are given a key to a secret door. If you choose this door, it will lead you on a path
to a new world. Not a world of catching Pokemon, feeding shopkins, or leveling up in minecraft.
Instead, a world more beautiful. Birds chirping, flowers growing, and water flowing. Bear, Deer,
rabbit, and fox tracks. Wildlife does existent. You can smell flowers, catch a critters, pick fruit,
and play tag. What would school look like outside? Science experiments on a mountain? Adding
and subtracting sticks and stones? Journaling on a walk through the forest? Someone has
experienced this beautiful world. Anna Comstock has used her key on this door. What will you
do with your key?
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Literature Symbols
Canadian Titles
Written or illustrated by Saskatchewan Person
Written or illustrated by First Nations, Inuit, or Metis author/illustrator
Books that are award winners
Literature Selected for Experiencing the Outdoors
1. Title: Worm Loves Worm
Author: J.J Austrian
Illustrator: Mike Curato
Year of publication: 2016
Genre: Picture book
Award: Goodreads Choice Award Nominee for Picture Books (2016)
Theme category: Distinguish our thoughts, feelings, and actions
Comments on book: Book celebrates the feelings and actions of love, where two worms
fall in love and get married.
2. Title: Sometimes I Feel Like a Fox
Author: Danielle Daniel
Illustrator: Same as author
Year of publication: 2015
Genre: Picture book
Award: 2016 Marilyn Baillie Picture Book Award & 2017 Finalist for First Nation
Communities Read Award
Theme category: Who we are in nature
Comments on book: Young children explain why they identify with different creatures
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such as deer, beaver or moose. Simple text and beautiful illustrations.
3. Title: Sidewalk Flowers
Author: JonArno Lawson
Illustrator: Sydney Smith
Year of publication:
Genre: Picture Book
Awards: Winner of Governor General’s Literary Award for Children’s Illustrated Book
Theme category: Appreciating our natural environment
Comments on book: Wordless picture book where a little girl collects wild flowers gives
them as a gift to her father.
4. Title: The Wolf-Birds
Author: Willow Dawson
Illustrator: Same as author
Year of publication: 2015
Genre: Picture Book with a blend of narrative, non-fiction, and poetry
Award: TD Canadian Children’s Literature Award
Theme category: Appreciating our natural environment
Comments on book: Illustrations beautifully portray habitat and movement of wolves and
birds. Helps readers think about survival, interdependence and the natural world.
5. Title: Fire Birds
Author: Sneed B. Collard III
Illustrator: Same as author
Year of publication: 2015
Genre: Non-fiction
Award: Keystone to Reading Book Award nominee for intermediate
Theme category: Appreciating our natural environment
Comments on book:
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6. Title: DK Eyewitness: Plant
Author: David Burnie
Illustrator: Same as author
Year of publication: 2011
Genre: Informational book
Theme category: Investigate the growth and development of plants
Comments on book: Provides photograph of leaves, flowers, seeds, fruits, and show the
basics of plant anatomy and growth.
7. Title: West Coast Wild: A Nature Alphabet
Author: Deborah Hodge
Illustrator: Karen Reczuch
Year of publication: 2015
Genre: Informational Book
Awards: 2016 Children’s Literature Roundtables of Canada Information Book Award
Theme category: Appreciating the natural environment
Comments on book: Great informational book about the Pacific West Coast and the
animals.
8. Title: Bee Yourself
Author: Kerry Sather
Illustrator: David Mark
Year of publication: 2011
Genre: Picture book
Theme category: Who we are in nature
Comments on book: A book about a bee is not happy with himself and explores other
identities. The bumblebee eventually comes to terms as to which insect it should be, a
bee.
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9. Title: Dorothy McMoogle with Kumquat and Bugle
Author: Bruce Rice
Illustrator: Wendy Winter
Year of publication: 2013
Genre: Picture Book
Theme category: Who we are in nature
Comments on book: A fun book that sends the message of being true to yourself.
10. Title: Stories of the Road Allowance People: The Revised Edition
Author: Maria Campell
Illustrator: Sherry Farnell Racette
Year of publication: 1995
Genre: Poetry
Theme category: Who we are in nature
Comments on book: Book contains compilation of poems and provides knowledge of
Canadians Metis.
11. Title: Do Trees Sneeze
Author: Jean Freeman
Illustrator: Val Lawton
Year of publication: 2014
Genre: Picture Book
Theme category: Investigate the growth and development of plants
Comments on book: Primary based on the change of seasons from summer to autumn and
how trees prepare themselves for the winter. Likely to appeal to nature lovers.
12. Title: Water and Wetland Plants of the Prairie Provinces
Author: Heinjo Lahring
Illustrator: Same as Author
Year of publication: 2003
Genre: Informational book
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Theme category: Investigate the growth and development of plants
Comments on book: Fantastic resource that used photography photos of plants in the
prairies. Could be used as an addition to a field trip experience.
13. Title: As Long as the Rivers Flow
Author: L.L Loyie & Constance Brissenden
Illustrator: Heather Holmlund
Year of publication: 2005
Genre: Novel
Theme category: Distinguish our thoughts, feelings, and actions
Comments on book: Story of a young boy who must attend residential boarding schools
in order to prevent his parents from being put in prison. Many thoughts and emotions are
expressed from the main character throughout this novel.
14. Title: Goodbye Buffalo Bay
Author: Larry Loyie
Illustrator: N/A
Year of publication: 2008
Genre: Novel
Theme category: Distinguish our thoughts, feelings, and actions
Comments on book:
15. Title: Goose Girl
Author: Joe McLellan & Matrine McLellan
Illustrator: Rhian Brynjolson
Year of publication:
Genre: 2007
Theme category: Who we are in nature
Comments on book: Gentle story of love, faith, and letting go, where a young girl finds
healing through a wordless interaction with a special goose.
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16. Title: I Am Raven: A Story of discovery
Author: David Bouchard
Illustrator: Andy Everson
Year of publication: 2007
Genre:
Theme category: Who we are in nature
Comments on book: Book content is about the importance of understanding one’s own
character. Illustrations use animals and totem poles to explain meanings within the Metis
culture.
17. Title: Just a Walk
Author: Jordan Wheeler
Illustrator: Christopher Auchter
Year of publication: 2010
Genre: Picture Books
Theme category: Appreciating the natural environment
Comments on book: Hilarious illustrations and books text is written into rhyming. Was
the finalist for the 2010 Next Generation Indie Book Awards.
18. Title: Tokyo Digs a Garden
Author: Jon-Erik Lappano
Illustrator: Kellen Hatanaka
Year of publication: 2016
Award: 2016 Governor General’s Literary Award for Young Peoples Literature
Genre: Picture Books
Theme category: Appreciating the natural environment
Comments on book: Beautiful illustrations that represent the natural environment.
19. Title: Jungle Land
Author: Eric Walters
Illustrator: N/A
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Year of publication: 2016
Genre: Novel
Theme category: Distinguish our thoughts, feelings, and actions
Comments on book: Young boy experiences a range of emotions when travelling to
Central America with his grandpa.
20. Title: A Seed is Sleepy
Author: Dianna Hutts Aston
Illustrator: Sylvia Long
Year of publication: 2014
Genre: Picture Book
Theme category: Investigate the growth and development of plants
Comments on book: Illustrations are beautiful and apply human traits to seeds to enhance
children’s learning.
21. Title: The Lost Boy
Author: Greg Ruth
Illustrator: Same as author
Year of publication: 2008
Genre: Graphic Novel
Theme category: Appreciating the natural environment
Comments on book: The book content and illustrations bring this susepenseful mystery to
life.
22. Title: Battle Bugs: The Chameleon Attack
Author: Jack Putton
Illustrator: Same as author
Year of publication: 2015
Genre: Adventure and Science Fiction
Theme category: Distinguish our thoughts, feelings, and actions
Comments on book: Battle Bugs is an action-packed adventure between a boy and a bug.
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The two act on various thoughts and feelings throughout their attack on the lizard.
23. Title: The Name of The Tree
Author: Celia Barker Lottridge
Illustrator: Ian Wallace
Year of publication: 1990
Genre: Folktale
Theme category: Investigate the growth and development of plants
Comments on book: Great story combing hitting indicator F by showing that animals
need plants to survive.
24. Title: Hungry Plants
Author: Mary Batten
Illustrator: Paul Mirocha
Year of publication:
Genre: Non-fiction
Theme category: Investigate the growth and development of plants
Comments on book: Readers learn all about carnivorous plants such as the Venus Flytrap,
the Sundew, the pitcher plant, and the bladder wort. In addition, children learn about the
structure of plants and how it captures insects.
25. Title: The Balloon Tree
Author: Phoebe Gilman
Illustrator: Same as author
Year of publication: 2004
Genre: Picture Book
Theme category: Distinguish our thoughts, feelings, and actions
Comments on book: The illustrations are beautiful and open up students to discussions
involving distinguishing between different emotions.
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26. Title: Ten Small Tales
Author: Celia Barker Lottridfe
Illustrator: Same as author
Year of publication: 2005
Genre: Folktales
Theme category: Who we are in nature
Comments on book: Bok uses rhythms and a collection of stories that tell the real truth
about animals. Human traits are representative among animals (e.g the fox is greedy and
takes advantage of peoples generosity).
27. Title: Out of School and into nature: The Anna Comstock Story
Author: Suzanne Slade
Illustrator: Jessica Lanan
Year of publication: 2017
Genre: Biography – Picture book
Theme category: Appreciating the natural environment
Comments on book: A story about a girl who becomes an expert in nature and pioneers a
movement to encourage schools to conduct science and nature classes outside.
28. Title: A Stranger at Home
Author: Christy Jordan-Fenton and Margaret Pokiak-Fenton
Illustrator: N/A
Year of publication: 2011
Genre: Novel
Theme category: Who we are in nature
Comments on book: Powerful book about an Inuit girl who is searching for her true self
after returning from residential school. She finds herself by rooting back to her traditions
and reconnecting with nature.
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29. Title: Ancient Ones: The World of the Old Growth Douglas Fir
Author: Barbara Bash
Illustrator: Same as author
Year of publication: 2002
Genre: Folktales
Theme category: Appreciating the natural environment
Comments on book: Great book to share with students who are interested in the natural
world. Covers the ecosystem of the Pacific Coast Forests, including bugs.
30. Title: Poetrees
Author: Douglas Florian
Illustrator: Same as author
Year of publication: 2010
Genre: Poetry
Theme category: Investigate the growth and development of plants
Comments on book: A fun and unique book that describes several different trees and
aspects of trees.
31. Title: The Tiny Seed
Author: Eric Carle
Illustrator: Same as author
Year of publication: 2001
Genre: Picture Book
Theme category: Investigate the growth and development of plants
Comments on book: Readers watch a tiny seed grow and evolve into a beautiful flower.
Beautiful illustrations
32. Title: Pick, Pull, Snap!: Where Once a Flower Bloomed
Author: Lola Schaefer
Illustrator: Lindsay George
Year of publication: 2003
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Genre: Picture Book
Theme category: Investigate the growth and development of plants
Comments on book: Book would be great paired with a gardening or flower planting
activity for students.
33. Title: On Monday When It Rained
Author: Cherryl Kachenmesiter
Illustrator: Tom Berthiaume
Year of publication: 2004
Genre: Picture Book
Theme category: Distinguishing thoughts, feelings, and actions
Comments on book: Great book that shows the various emotions of a child.
34. Title: The Very Cranky Bear
Author: Nick Bland
Illustrator: Same as author
Year of publication: 2011
Genre: Board Book
Theme category: Distinguishing thoughts, feelings, and actions
Comments on book: Great illustrations and rhyme.
35. Title: 10 Plants that Shook the World
Author: Gillian Richardson
Illustrator: Same as author
Year of publication: 2013
Genre: Non-fiction
Theme category: Investigate the growth and development of plants
Comments on book: Using growing plants to symbolize different changes in the world.
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36. Title: A Field Guide to Foraging for Wilf Green Flowers
Author: Michelle Nelson & Alison Page
Illustrator: Same as author
Year of publication: 2015
Genre: Non-fiction
Theme category: Investigate the growth and development of plants
Comments on book: Real photography of many different types of flowers.
37. Title: Bulrush Helps the pond
Author: Ken Carriere
Illustrator: Same as author
Year of publication: 2012
Genre: Picture Book
Theme category: Appreciating our natural environment
Comments on book: Reader is exposed to prairie wetland ecosystem.
38. Title: Dancing in My Bones
Author: Wilfred Burton & Anne Patton
Illustrator: Sherry Racette
Year of publication: 2009
Genre: Picture Bok
Theme category: Who we are in nature
Comments on book: A Metis boy finds his heritage. Book is engaging and comes with a
cd that could be used as a during or post activity during a read aloud.
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39. Title: Diamond Willow Walking Stick
Author: Leah Marie Dorion
Illustrator: Same as author
Year of publication: 2012
Genre: Picture Book
Theme category: Who we are in nature
Comments on book: Book shows traditional way of passing knowledge that helps
Aboriginal people learn their traditional value and themselves in the world.
40. Title: Canadian Shield Alphabet
Author: Myrna Guymer
Illustrator: Same as author
Year of publication: 2008
Genre: Picture Book
Theme category: Who we are in nature
Comments on book: Readers are taken on a journey through various natural environment.
41. Title: Black Bear Pastry & Other Delights
Author: Kathleen Coleclough
Illustrator: David Benjoe
Year of publication: 2008
Genre: Picture Book
Theme category: Who we are I nature
Comments on book: Hunting trip results in a development for a young boy.
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Reading Activities
1. Title: Goose Girl
Author: Joe McLellan & Matrine McLellan
Before
The learning experience would start with a discussion about what visualization is and relating to
too making a picture in your head with the author’s words. Children should understand that each
person has a different collection of memories and a unique way of thinking. The teacher will use
four sticky notes to split the story up into four chunks. The four chunks will be used for the four
learning experiences and sections students will reflect on during the read aloud.
During
Each student will begin by folding one paper into four equal sided squares. The teacher will read
chunk one without showing any of the illustrations or telling the students the title of the story.
After the first chunk is read, the students will draw an image of their interruption of the first
chunk. Give kids ten minutes to plan and draw their picture. Have kids share their drawing
briefly and then repeat the process in till the end of the story. After the story is read, have all
children find a partner to compare their similarities and differences among their drawings. In the
same partners, the students will predict the title of the book with their partner. Students should
record their prediction at the top of their page. Show the kids book and read the title to the class.
After
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The after experience will involve re-reading the book to the class. This time, stop to look at all of
the pictures and discuss the details to the class. This will allow children chances to compare their
illustrations to the book, discuss details, and share their thoughts.
2. Title: The Balloon Tree
Author: Phoebe Gilman
Before
The purpose of this activity is to help children verify information they know and to get them
thinking beyond the box about a particular subject. Before reading the book, ask the children
what they know about the subject. As a group, children will brainstorm answers to various pre-
reading questions. Teacher should also encourage children to have additional questions of
interest to add onto the whiteboard. See table below for table format details:
Before reading Student answers Correct answer Look for correct answer
Do balloons grow on trees?
What is this book about?
Where does rubber come from?
How do balloons get to the store for us to buy?
How are balloons made?
Where does rubber come from?
During
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During the experience, the book will be read with illustrations shown to enhance the reading
experience. Students will be given a piece of paper to draw a picture or write down the answers
they may have to the pre-reading questions.
After
After the book is read, go back to the questions and answers. Determine whether the children’s
answers were correct or not. If the answer was correct, put a check mark under the correct
answer column. If the answer was incorrect, go back to the book to find the correct answer. If the
child have more questions that were not answered, they should take note and go through the
process at home of looking up the answer to their question.
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3. Title: Out of School and into nature: The Anna Comstock Story
Author: Suzanne Slade
Before
Students will be put into groups of two for a pre-reading word sort. Students will work in groups
sorting words and sharing their knowledge. The teacher will select the words to sort based on the
vocabulary used throughout the story. Once the children have completed their word sort, they
will make predictions of what the story will be about based off their word sort categories.
During
Children will be given a word cluster sheet before reading the story. The children are to choose a
topic based off the read aloud and write details about their topic in each of the proceeding circles.
See below for picture of the cluster.
After
After the book, the children will
gather in a circle and share their
cluster with the class. Children
will reflect on how their topic
and cluster relates to the story
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and illustrations in the read
aloud.
4. Title: Jungle Land
Author: Eric Walters
Before
The children will use the K-W-L strategy to determine their own purposes for this reading. The
teacher will introduce the story by reading a book talk and previewing some illustrations within
the text. Children will use their chart to identify what they know, what they want to learn, and
what they learned. They will be given sticky notes to write questions they have and knowledge
they have on the book based off the book talk and the illustrations. Below is an example.
What I KNOW What I WANT to learn What I LEARNED
During
Students will listen to the story being read by the teacher. If a question is answered within the
story, they will place their sticky note under the “what I learned” column. If the information
received from the read aloud is something they know already, they will place their sticky note
under the “What I Know” column. This will repeat till the end of the story.
After
After the book has been read, students will move any remaining questions written on the sticky
note under the “what I want to learn” column. The laptops or Ipads will be prearranged for this
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part of the reading activity. Students will then be given 10 minutes to research the questions
under the “what I want to learn” column.
5. Title: The Very Cranky Bear
Author: Nick Bland
Before
Teacher will choose eight to fifteen words from the story and the students will write a sentence
describing what they think the story will be about. The teacher will then allow children to share
their story predictions and then record these predictions on the board.
During
Children will be given a summary strategy sheet to complete during the read aloud, where they
will use the SWBS strategy. The strategy provides a way to help children be more concise in
writing and avoid writing too much and too little when summarizing a story. Students will have
to think about what each characters did in the story and where the story took place. Students will
also examine the conflict in the story and conclude on it. Below is the worksheet
Reference: http://smoran.ednet.ns.ca/Reader%27sworkshop/before_during_after_reading.htm
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After
After
Teacher will ask students to share their SWBS strategy sheet. Students will compare similarities
and differences among their SWBS summary sheet. The teacher will direct the focus towards the
student’s predictions they recorded at the beginning of the reading. Students will evaluate how
accurate their prediction was to their SWBS strategy sheet and the summary of the story.
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