1. Island of the Blue Dolphins Created by: Jennifer Hoffman

2. Main Menu Rationale Objectives Activities Resources Materials LessonVocabulary

3. Rationale Main Menu Thematic approaches are great ways in which teachers can cover a variety of topics that are related to a single, yet, engaging unit. This unit, which focuses on the book “Island of the Blue Dolphins” by Scott O’Dell will integrate language, content, and culture. This unit will be used with a small group of no more than 10 students and will take approximately 10 weeks to complete. During this 10 week time period, the students will be expanding their background knowledge on topics such as Indian life, map skills, geography, earth science, and biology.

4. Objectives Main Menu Students will be able to read and understand works of literature Students will be able to read and respond to fiction /nonfiction Students will be able to participate in small group discussions Students will be able to use media for learning purposes Students will be able to use a variety of media for research

5. Activities Language ArtsSocial Studies Science Math Art Health/Fitness Main Menu

6. Language Arts Reader Response Journals The students will be responsible for keeping a readers response journal to record their personal thoughts, reactions to events, and connections to the characters. These can be shared during group discussions. Character Analysis The student will be able to analyze the main character of the selection by recording the character’s actions and thoughts, and using them to determine character traits and explain the reasons for the character’s actions. Main MenuStandardsActivities

7. Social Studies California Missions At the conclusion of the story, the students will research California missions. The students will then make a poster to share with the class about the information that they found. Chumash Indians The main character and her people were inhabitants of the Channel Islands. One group of Native Americans that inhabited here were the Chumash Indians. The students will be researching one aspect of this group’s culture (food, tools, recreation, location, etc…) by using various resources. They will give a short presentation to their classmates and provide a visual/graphic aide. Map Skills After reading chapter 2, the students will use the author’s descriptions to make a map of what the island possibly looked like, including bodies of water and landforms. She/he will also be able to add to the map throughout the story as more details and information are presented. ActivitiesStandardsMain Menu

8. Science Indigenous Animals Karana, the main character, encountered many animals on the island. These animals not only provided food, but other parts of the animals were used for shelter, clothing, and weapons. The students will be researching one animal that is indigenous to the California Channel Islands. They will focus on finding the animal’s size, diet, weight, habitat, and whether or not it is an endangered species. This information will be recorded and then entered into a spreadsheet so students can compare their animals based on size, weight, habitat, diet, etc…. Earthquakes/Tsunamis Karana experiences these two natural disasters. The students will use various resources to research these deadly forces. One group will research tsunamis, while the other group will research earthquakes. The two groups will then teach each other about the facts that they learned with either handouts or visual aides. ActivitiesStandardsMain Menu

9. Math Perimeter/Area The author gives several clues about the size of Karana’s shelter. The students will use these clues to determine the approximate perimeter and area of Karana’s home. Word Problems The author presents several word problems in the story. The author does not give all the information, so the students need supply the rest. Examples of this include Karana's age, how many med died in battle, how many women were left, what percentage of the tribe were remaining, etc… The students will also be responsible for coming up with one of their own word problems from information provided in the story. ActivitiesStandardsMain Menu

10. Art Picture This The author gives a vivid description by using figurative language of a fight scene between Karana and a devilfish (octopus). The students will illustrate two pictures that depict the action of this fight scene. The students will write a few sentences under each picture using as many describing words as they can about their scene. Cave Art Karana finds a cave on her island that showcases several examples of cave art. Many paintings were usually of animals and were sometimes sprayed on using a hollow reed. After the students view several pictures of cave art, have them create their own cave art using butcher paper, a straw and tempera paint so that they can “spray” their drawings on the paper. The students will attach an index card telling what the painting represents. ActivitiesStandardsMain Menu

11. Health/Fitness Chumash Indian Games The early inhabitants of the Channel Islands were the Chumash Indians. They participated in many games and activities. The students will read about these different types of activities and participate in playing a “modified” game of walnut dice and shinny. Creative Games After reading about the games the Chumash Indians played, the students will devise their own game in a group of 3-4 students. The students will devise a game using only resources that were available to the Chumash Indians. The students will explain the rules so that the other students can participate. ActivitiesStandardsMain Menu

12. Resources (1) Main Menu Books: Denny, P. (1992). A literature unit: Island of the Blue Dolphins. Huntington Beach, CA: Teacher Created Materials, Inc. Gentle, V. & Perry, J. (2001). Earthquakes. Milwaukee, WS: G. Stevens May, J. (1972). Sea Otter. Mankato, MN: Creative Education Knapp, B. J. (1990). Earthquake. Austin, TX: Steck Vaughn Library O’Dell, S. (1987). Island of the blue dolphins. New York: Yearling Books Scott, J. D. (1980) The submarine bird. New York: Putnam Books Resources: Page 2

13. Resources (2) Main Menu Books: The World Book Encyclopedia (2007 ed., Vols. 1-22). (2006). Chicago: World Book Inc. Voices from our nation. (1991). Austin, TX: Steck Vaughn Library Zuza, V. (1990). Volcanoes and earthquakes. Mahwah, NJ: Troll Communications Photos: Background: National Geographic 2009 Resources: Page 3Resources: Page 1

14. Resources (3) Main Menu Websites missions.bgmm.com www.alifetimeofcolor.com/play/caveart www.californiamissions.com www.chumashindian.com www.endangeredspecie.com www.sbnature.org/research/anthro/chumash/intro.htm www.wikipedia.com Resources: Page 2Resources: Page 1

15. Materials Main Menu Student response journal Poster board Markers Colored pencils Cardstock Drawing paper Butcher paper Straws Tempera paint Trade books on various topics Examples of cave paintings Kickball Set of blank die Internet Microsoft Word Excel Powerpoint Computer

16. Lesson: Chumash Indians We know that Karana and her people were natives of the California Channel Islands. One Native American group that inhabited here were the Chumash Indians. Pick one aspect of their lifestyle (history, tools, nature, food, music, games, language, art, or medicine). Now that you have picked one, let’s begin. Main Menu Begin Standards

17. Lesson: Chumash Indians View these websites, keeping in mind the aspect that you decided to search for: www.chumashindian.com www.sbnature.org/research/anthro/chumash/intro.htm View the classroom books about Native Americans and any Encyclopedia entries Next Main Menu Back Standards

18. Lesson: Chumash Indians Now it is time to share your information with your classmates. You may…. Make a poster listing and detailing interesting facts and pictures that you want to share with your classmates. Create a brochure using a Microsoft Word template highlighting the interesting facts and pictures that you would like to share. Main Menu Back Standards

19. Standards: Language Arts Read and understand works of literature 1.3.5A Read and respond to nonfiction/fiction 1.3.5F Contribute to discussions 1.6.5D Participate in large/small group discussions 1.6.5E Analyze the use of literary elements by an author including characterization, setting, plot, theme, point of view, tone and style. 1.3.8B ActivitiesMain MenuLanguage Arts

20. Standards: Science Apply skills in utilizing database and spreadsheet software 3.7.7D Know basic landforms and earth history 3.5.4A Identify differences in living things 4.7.4A Know similarities and differences of living things 3.3.4A Explain how human activities may change the environment 4.8.4C Students will be able to use a variety of media for research 1.2.5B ActivitiesScienceMain Menu

21. Standards: Math Create and solve word problems involving addition, subtraction, multiplication and division of whole numbers 2.2.5A Use appropriate problem-solving strategies (e.g., solving a simpler problem, drawing a picture or diagram).2.2.5F Select and use appropriate instruments and units for measuring quantities (e.g., perimeter, volume, area, weight, time, temperature) 2.3.5A ActivitiesMathMain Menu

22. Standards: Social Studies Identify and explain the political and cultural contributions of individuals and groups to United States history 8.3.6A Describe and locate places and regions 7.1.6B Identify the physical characteristics of places and regions 7.2.3A Use a variety of media for research 1.2.5B Speak using skills appropriate to formal speech situations 1.6.5C ActivitiesSocial StudiesMain Menu

23. Standards: Art Know and use the elements and principles of each art form to create works in the arts and humanities 9.1.5A Explain the historical, cultural and social context of an individual work in the arts 9.2.5G Explain the historical, cultural and social context of an individual work in the arts 9.2.5A ActivitiesArtMain Menu

24. Standards: Health/Fitness Identify and engage in moderate to vigorous physical activities that contribute to physical fitness and health 10.4.6A Identify and apply game strategies to basic games and physical activities 10.5.6F ActivitiesHealth/FitnessMain Menu

25. Standards: Technology Use basic computer software 3.7.4D Identify basic computer communication systems 3.7.4E Use a variety of media for research 1.2.5B Speak using skills appropriate to formal speech situations 1.6.5C ActivitiesTechnologyMain Menu

26. Vocabulary ▪Awl ▪ Barred ▪ Brackish ▪ Burden ▪ Ceased ▪ Clamor ▪ Cove ▪ Fledging ▪ Forlorn ▪ Gestures ▪ Omen ▪ Parley ▪ Pelt ▪ Prow ▪Quarrelsome ▪ Quivering ▪ Ravine ▪ Reproachfully ▪ Roosted ▪ Rites ▪ Scarce ▪ Scarlet ▪ Sinew ▪ Smelt ▪ Sprawled ▪ Stout ▪ Strewn ▪ Stunted ▪Teetering ▪ Trembled ▪ Trotted ▪ Urged ▪ Vow ▪ Voyage ▪ Warily ▪ Whirring ▪ Yucca Main Menu