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


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



Genre: Picture Book with a blend of narrative, non-fiction, and poetry

Award: TD Canadian Children’s Literature Award


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



Genre: Non-fiction

Award: Keystone to Reading Book Award nominee for intermediate


Comments on book:

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6. Title: DK Eyewitness: Plant

Author: David Burnie



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


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


Genre: Picture book


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


Genre: Picture Book


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


Genre: Poetry


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


Genre: Picture Book


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


Genre: Informational book

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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


Genre: Novel


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


Genre: Novel


Comments on book:

15. Title: Goose Girl

Author: Joe McLellan & Matrine McLellan

Illustrator: Rhian Brynjolson


Genre: 2007


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


Genre:


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


Genre: Picture Books


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


Award: 2016 Governor General’s Literary Award for Young Peoples Literature

Genre: Picture Books


Comments on book: Beautiful illustrations that represent the natural environment.

19. Title: Jungle Land

Author: Eric Walters

Illustrator: N/A

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Genre: Novel


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


Genre: Picture Book


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



Genre: Graphic Novel


Comments on book: The book content and illustrations bring this susepenseful mystery to

life.

22. Title: Battle Bugs: The Chameleon Attack

Author: Jack Putton



Genre: Adventure and Science Fiction


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


Genre: Folktale


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


Genre: Non-fiction


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



Genre: Picture Book


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



Genre: Folktales


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


Illustrator: Jessica Lanan


Genre: Biography – Picture book


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


Genre: Novel


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



Genre: Folktales


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



Genre: Poetry


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



Genre: Picture Book


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


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Genre: Picture Book


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


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



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



Genre: Non-fiction


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



Genre: Non-fiction


Comments on book: Real photography of many different types of flowers.

37. Title: Bulrush Helps the pond

Author: Ken Carriere



Genre: Picture Book


Comments on book: Reader is exposed to prairie wetland ecosystem.

38. Title: Dancing in My Bones

Author: Wilfred Burton & Anne Patton

Illustrator: Sherry Racette


Genre: Picture Bok


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



Genre: Picture Book


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



Genre: Picture Book


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


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


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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http://smoran.ednet.ns.ca/Reader'sworkshop/before_during_after_reading.htm


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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experiencing the outdoors€¦ · web viewthe theme “experiencing the outdoors” was created...

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