"Lost at Sea"

GOALS:

1. Research real-life survival situations through use of multi media.

2. Write two entries in journals.

3. Use problem solving and decision making skills to find a solution to the survival problem that is presented.

4. Work efficiently in cooperative learning groups.

RESOURCES:

1. Various resource materials: short stories, newspapers, magazines, periodicals, internet, etc.

LESSON ADAPTED FROM:

"Lost at Sea". Residence Life Carousel Interviews. Saint Norbert College, Spring 1996.

TIME:

This lesson will require between 3 1/2 and 4 hours. (Part 1 [1 1/2 to 2 hours]; Part 2 [15 minutes]; Part 3 [1 hour]; Part 4 [15 minutes])

PROCEDURE:

Introduction:

This lesson will provide students with real life experiences of survival. It will also guide students to think about what are the necessary objects for their own survival. In doing so, students will foster their problem-solving and decision making skills. Students will realize that much of what they own is not necessary for survival but simply enhances their enjoyment of life.

Part 1:

Step 1- Individually students will choose an event in history or a current event in which survival skills were/are evident. Using short stories, newspapers, magazines, periodicals, the internet, etc. students will research their topic and then create a list of survival techniques in the event they chose.

Step 2- The students' findings will be discussed with the class. A list of survival skills will be generated on the chalkboard based on each student's discovery.

Part 2:

Step 3- Students will journal about the items they believe are necessary for their own survival. Along with this list, students must describe why each item is necessary.

Part 3:

Step 6- Each student will individually create their survival list.

Step 7- Divide class into groups of four.

Step 8- Have each group member share his/her list with the other three members of the group.

Step 9- Instruct each group to work together in order to create a final list of survival items. Remind students that every group member must agree to discard an item else it stays. Reasoning must be given for why an item stays.

Step 10- Teacher will act as the Swami. The Swami knows all so a group may ask the Swami for a clue, but only one person from the group may approach at a time.

Step 11- Groups will share their lists and reasoning with the rest of the class.

Part 4:

Step 12- Have students journal about the survival activity. They should include whether or not their group was successful in surviving, the types of survival skills their team employed and whether or not they would be able to survive if placed in a similar situation. Students will also be asked to reevaluate the list of items they created that were pertinent for their own survival.

ASSESSMENT:

1. Each student must turn in their research on a real-life survival situation as well as the skills these people needed to survive. (Criteria for success = One real-life survival situation with X number of skills used. Reasonable criteria= varies among situations.)

3. Each group must turn in a completed list of items they chose in surviving at sea along with their reasoning for each item. (Criteria for success = X number of correct survival items with corresponding reasoning. Reasonable criteria %= 80% correct.)

CURRICULAR STRANDS AND MAJOR CONCEPTS:

1. Language Arts- Communicating with partners and class; writing in journals; using library resources.

2. Math- Calculating the weight of the survival items; prioritizing; logical thinking; problem-solving.

3. Social Studies- Findings of historical or current events of survivors

POSSIBLE EXTENSIONS:

1. Compare and contrast several different countries' methods of survival (i.e. United States vs. Mexico vs. Zimbabwe).

2. Write a survival narrative, dramatization, poem etc.