Goals:

To familiarize students with the different types of ships, their uses at sea, and their evolution over time. The students will also be introduced to some vocabulary describing the different parts of a ship and will then have to use that vocabulary in a descriptive essay about a ship they would like to spend some time on.

Content Areas:

Language Arts - essay describing a ship

Language Arts - activities dealing with new vocabulary words

Language Arts - reading from RobinsonCrusoe

History - putting different ships in order by time periods and discussing the technology of the time

Materials:

A blank timeline, with labeled time periods and corresponding pictures of different types of ships during those time periods periods.

A vocabulary list describing different parts of a ship and types of ships. The list would be geared towards your students abilities and the important concepts you choose.

A young adult book centering around a type of ship that can be used throughout the week. (example: Defoe, Daniel. (1945). RobinsonCrusoe. New York: Heritage Press.)

Procedure (2-3 hours)

1) Pass out the pictures of different types of ships to each group.

2) Have each group decide which picture goes where on the timeline.

3) Once all of the pictures have been placed on the timeline, have each group discuss why they put each picture where they did.

4) Have the class go over the timeline and discuss what they might change and why.

5) Pass out the vocabulary list used when describing a ship and go over the vocabulary list using the diagrams for the different types of ships.

6) Next, demonstrate what is right and what is wrong on the timeline explaining the differences between the ships using the vocabulary list.

7) Each group should then refer to the timeline and put their ships in the proper place. Then ask the students to label next to their ships on the timeline: 1) the type of ship it is and 2) why and how it is different from its predecessor.

8) Post the corrected timeline on the wall for further reference.

9) Read a chapter from RobinsonCrusoe describing his ship and subsequent shipwreck.

10) Ask each student to write an essay describing a ship they might like to spend some time on using some of the new vocabulary terms. Provide a rubric for this essay (criteria for success: proper grammar, spelling, and the correct use of at least 4 vocabulary words).

Assessment:

The students knowledge of the different parts and types of ships as well as their evolution over time will be assessed in the first part of the lesson by participation during the activity and class discussions.

The essay and knowledge of vocabulary of the different types and parts of ships will be assessed through students' essays on a 1-5 scale.



5 A very well written essay with correct usage of more than 4 vocabulary terms along with a clear understanding of how ships evolved.

4 A good essay with correct usage of at least 4 vocabulary terms along with a clear understanding of how ships evolved.

3 A fair essay with usage of some vocabulary terms and a minimal understanding of how ships evolved.

2 A poor essay with incorrect usage of vocabulary terms and a minimal understanding of how ships evolved.

1 A poor essay with incorrect number and usage of vocabulary terms.

0 No effort

Extensions:

Depending on the ability level of the students, you can make the timeline, pictures, and vocabulary more detailed and difficult or made easier. The criteria for the book as well as the level of the reading can also be advanced or made easier.

Students could also individually do a timeline involving more detail and higher quality.

Making Waves - written by Jennifer Cannistra, Jamie Hanna, Michael LeRoy, & Kim Mongoven

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This page was submitted by St. Norbert College Ocean Voyagers Program