Goals:

To facilitate each student's understanding of the different jobs on a ship and the jobs' evolutions over time.

To compare and contrast certain jobs on a ship from history to today. What jobs change and what jobs stay the same?

To work together in cooperative groups to present their combined understanding.

To connect the specific duties to certain types of ships.

To continue to use the vocabulary describing types and parts of ships in their simulation.

Content Area:

Language Arts - reading Robinson Crusoe

Social Studies - learning about different jobs on a ship

Oral Communications - group simulations and inter-group communication

Math - figuring out the estimate number of people it would take to do each job.

Materials:

A speaker with literature about the wide array of jobs that are needed on a ship. (Through Adopt-a-Ship, we are hoping to get a sailor to come in and speak about the different jobs there are on a ship and have him/her bring in literature from the Navy about those different jobs.)

The young adult literature that is being used all week (Defoe, Daniel. (1945). Robinson Crusoe. New York: Heritage Press.)

1) Explain to the students that they will have to perform a skit (in their respective groups) about the variety of jobs on a specific ship from a certain time period that was discussed during their timeline lesson as compared to the jobs on a ship today.

2) Pass out a list of things to think about during the speaker's lecture/discussion.
 

For Example: What are some different jobs on a ship? Why have some jobs become obsolete while many different jobs are created everyday? What is the relationship between time period/technology and jobs on a ship?

3) Ask a speaker to come in and describe the different jobs there are on a ship and have him/her pass out literature for the students to read.

4) Read a chapter from Robinson Crusoe together and have students write in their journals about why the ships used in the book are appropriate for the time period and situations. (Example: compare the shipwrecked boat with the homemade boat, etc.)

5) Pass out a rubric for the skit and a peer evaluation form for each member of their group.

6) Ask the students to split up into groups and brainstorm for an hour in preparation for their skit.

7) Ask each group to perform their skits. While one group is performing, ask the other students to evaluate each group according to certain criteria set up in the rubric.

8) Ask each student to fill out his/her group work rubric.

Assessment:

The students' comprehension of the types of ships, the parts of ships, the jobs on a ship, the evolution of jobs on a ship over time, the relationship of the job to the specific type of ship, and their overall knowledge about ships will be expressed in their skits and evaluated by the teacher and the other groups by a rubric.

Students' ability to work in groups will be evaluated by their peers. Self evaluation will based on the attached Group Work Rubric.

Rubric for Simulation: (1-5 scale: 5=excellent, 4=good, 3=fair, 2=poor, 1=no effort)


Did students exhibit an understanding of the different jobs on a ship during their time period?
 
Did students work well together in cooperative groups to present their combined understanding?
 
Did the students connect the specific duties to certain types of ships?
 
Did students use the vocabulary describing types and parts of ships in their simulation?
 
Was the simulation interesting and creative?

Extensions:

Having the speaker go more in-depth with his/her discussion and making the skits longer to incorporate and express more knowledge.

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