Grade Level: 6-8 grade
Content Area: Language Arts
Social StudiesScience
** Dependent upon students' presentationsMusicArt
Math
Concepts: Tropical storms
Baja CaliforniaThe Black Pearl
Goals: Students will better understand what tropical storms are and what causes them.
Materials: drawing compass
tissue paperscissors
transparent tape
12-inch piece of thread
Styrofoam cup
1 cup hot tap water
pencil
Lab report sheet (see lab report sheet)
Time: 1 hour
Procedure:
1. The words monsoon, cyclone, hurricane, and typhoon will all be written on the chalkboard. Discuss with the students what each storm is and show them on a map where these storms take place.
2. Explain to the students they will be doing an experiment to show the effects warm water has on the air movement. Students will work with a partner. Each group will be given a shoe box of the materials listed above.
3. The students will draw a 3-inch circle with the compass on the tissue paper and cut it out. With a pencil the students will need to draw a spiral. Once the spiral is finished cut it out. Tape one end of the thread to the center of the spiral.
4. Next the teacher will come around and pour hot tap water into the student's Styrofoam cups. Students will predict what will happen when they hold the spiral over the hot water. Once they have done this, the students will hold the thread so the spiral is approximately 2 inches above the hot water. Result: The spiral will begin to spin
5. The students will document their findings. Assign for day 3, the students to explain based on the experiment, why tropical storms form.
Assessment: Success will be determined by the lab report--each completed item will be worth one point. The students will need to have at least 5/6 to have a successful lab report.
Source:
VanCleave, Janice. Oceans for Every Kid. New York: John Wiley & Sons, Inc. 1996.
ISBN#: 0-471-12453-2
Phase Two: Research Baja Peninsula in Mexico
Goals:
1. Students will discover Mexico's Baja Peninsula in aspects of culture, government, environment, and economy through Internet access and other library resources.
2. Students will teach their findings to the class through an oral presentation.
3. From their findings students will use the information to create a museum representing Baja California during day 8 and 9.
Materials: Guide Sheets dealing with culture, government, environment, and economy
(see Guide sheets)Computers with Internet access
List of Internet addresses for Baja research (see Baja Internet addresses)
School library or local library with a variety of books, magazines, journals, etc.
Rubric for the oral presentation (see Oral presentation Rubric)
Time: 3-3.5 hours
Procedure:
1. The students will be divided into five groups to do research on Baja California. Each group will be given a topic--group 1 will research the environment in Baja, group 2 will research government, group 3 will research economy, groups 4 and 5 will both research culture. The topic of culture will be broken into sub groups--group 4 will research the culture in aspects of people and beliefs and group 5 will research aspects of customs and the arts.
2. Once the students are divided they will be given a guide sheet dealing with their topic. This sheet should be used to help the students complete their research. The students will also be given a rubric and explanation of what is expected in their presentation.
**At this time students should also be aware that they will be creating a museum that will represent their findings during the next week--they will need to keep an eye open for various artifacts that could be used in this future museum.
3. After the students have had a few minutes to organize themselves they will begin their research. Half of the students research time should be in the library. The other half of the research time should be devoted to using the Internet.
4. Upon returning to the classroom the students should spend 30 minutes organizing their findings and discuss what other things they will need to find the following day to give a presentation on their topic. Students also need to let the teacher know what materials they will need for their presentation.
Assessment: Students success will be determined by their appropriate use of time, and teamwork/cooperation within the group (See Observation Rubric)
Extension: A video on Baja could be shown--a travel video on the area can be ordered from the Internet addresses below.
http://www.travelvideo.com/Baja%20California%20Sur.htm
http://www.travelvideo.com/La%20Paz%20Mexico.htm
Phase Three: Introduction of The Black Pearl by Scott O'Dell
Goals: Students will be introduced to the book The Black Pearl and become familiar with the book's author--Scott O'Dell.
Materials: A copy of the book: The Black Pearl for each student
Information about the author: Scott O'Dell (See Scott O'Dell Internet addresses)
Time: 1 hour
Procedure:
1. The students after doing some research on Baja will have some background as to where this story takes place. Explain to the students they will be reading a book The Black Pearl and that the story takes place in Baja. To give background for the setting of the book have students share some of their findings about Baja such as where is it located and who are the people that make up Baja.
2. Once the students are acquainted with the book, they will be given some background knowledge of the author, Scott O'Dell. Students will be assigned chapters 1-4 for day 3.
3. Students will be given whatever time is left to start reading the story The Black Pearl.
Assessment: Success will be determined the following day with a group discussion of the first thirty pages.
