1. Topic-
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| To explore the Pacific Ocean, specifically through the experiences
of Louis Zamperini as portrayed in the Summer Reading Program Book,
Unbroken by Laura Hillenbrand using Concept Maps and Online Research. |
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2. Content-
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| To learn about the Pacific Ocean, history of WW2, and surviving
at sea by exploring factors that influenced the travels of Louis Zamperini
in May of 1943. Key vocabulary could include but is not limited to:
B24 Bomber aircraft, Pacific Ocean, Survival Gear, Weather, Sharks,
Chocolate, Fishing Gear, Hydration, Sun Exposure. |
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3. Goals: Aims/Outcomes-
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1. Demonstrate concept mapping and diagramming for gathering and
organizing thoughts.
2. Create scenarios of how factors influence outcomes.
3. Presentation of the experiences of Louis Zamperini and how he survived
at sea. |
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4. Objectives-
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1. Effective map and diagrams of factors influencing Louis Zamperini's
survival.
2. Demonstration of organized thought processes to organize data.
3. Demonstrated research and appropriate citing of sources for one
or more other survival stories contrasted with Louis' experience. |
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5. Materials and Aids-
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| Concept Mapping Software, Diagramming and Organization Tools, (such
as Inspiration 9) Presentation Software (Word, PowerPoint), The Summer
Reading Program (Unbroken by Laura Hillenbrand), Access to the World
Wide Web for Research. |
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6. Procedures/Methods-
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A. Introduction-
1. Teacher presentation of assignment and grading rubric. Explanation
of what is group responsibility (brainstorming, mapping, diagramming
and outline) and what is individual responsibility (written paper,
summary) with review of tools to do such.
2. Class discussion of Louis Zamperini's airplane crash and his survival
at sea (only hitting highlights thus saving specific details for next
steps and group brainstorming.)
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B. Development-
1. Teacher explanation for group break out to explore in more depth
all factors that helped and hurt his challenge to survive the experience.
3. show map of the Pacific Ocean - how far from Hawaii/US and to Japan,
discuss what was US controlled vs. Japanese controlled territories. |
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C. Practice-
1. Group breakout to brainstorm factors pro and con.
2. Create concept maps and diagrams of factors and any linking or
related factors.
3. Research and compare other survival stories during WW2. Incorporate
into diagram or separate map, refer to in written summary.
4. Utilize the mapping software capabilities to generate an outline
for use by individual students to create a written summary of what
Louis experienced. |
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D. Independent Practice-
1. Create a game of WHAT IF scenarios.
2. Explore the development of what was in the provisions pack as the
war progressed.
3. BONUS POINTS (5 extra) - Give ideas of finding a map of the pacific
ocean, saving to a file and using graphical tools to track Louis'
travels from crash to where he washed ashore onto land. Allowable
to print on paper and use color markers or online with paint application
or to use any available graphical computer tool. |
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E. Accommodations (Differentiated Instruction)-
For any Special Education students who may be in class, depending
on abilities; Create map of the Pacific Ocean and have them draw either
by computer or on paper with markers, the path of the life raft. Create
list of factors that helped or threatened survival. Develop diagrams
per abilities, no written paper required.
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F. Checking for understanding-
1. Includes detailed descriptions of what happened to Louis Zamperini.
2. Demonstrated understanding that factors were positive or negative
on question of surviving or not.
3. Ability to use concept mapping through the outline step to a written
summary.
4. Worked to the rubric. |
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G. Closure-
1. Completed work should include concept maps of organized data,
outline, written summary, and BONUS map of Louis' travel on the ocean
(paper or computer generated.) 2. Explain that work was to be saved
in the appropriate folder and named as LASTNAME_SURVIVAL_Project.*
(per program extension), Name, class and date to be inside and at
top of documents.
3. Worked saved by due date. |
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7. Evaluation-
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| Per 100 point rubric of criteria to include in project. See attached. |
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8. Teacher Reflection-
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1. Did students utilize the brainstorming process and how to map
and diagram the information? Did they understand how mapping contributes
to exploration of ideas?
2. Did students demonstrate research skills and appropriate referencing/citing.
3. Did students consider a multitude of variables that could influence
survival? |
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