Introduction
As we go through life, we discover a part of ourselves that has been
left by those who have gone before us. The Earth is an excellent means
of recording the changes that occur over time. To learn how people have
helped to influence some of these changes, all one needs to do is take a
close look at the world around her/him. Touching the past by examining
the present can be a very enlightening experience for those who decide
to probe the world in which they live. The world grew naturally before
people arrived. People have changed the Earth to better meet their
needs.
Shared Book Literature Source
Island Boy, Barbara Cooney.
Through simple text and captive illustrations, two-time Caldecott
winner Barbara Cooney recalls a forgotten way of life - a life that is
dedicated to family and community, rooted in the land called Earth.
Through a little boy named Matthias the reader shares life, as this
character found it, growing up on a small island out in the bay.
Other Materials Needed
- United States Discovery Map
- World Discovery Map
- Map Markers
Suggested Lesson
As part of a pre-reading activity, open the book to inside cover.
Explain to the children that the story they are about to read is based
on the experiences of a small boy on Tibbetts Island. Ask them to survey
the map and see if they can locate this island on the map provided. Ask
the children to define what an island is. Looking at other areas on the
map, have the children locate other islands found on the map. Ask the
children to list these islands on the chalkboard.
Ask the children to locate the compass rose found on the map. Discuss
with the children the purpose for this and ask them to describe the
location of some of the various islands listed on the chalkboard, using
directions indicated by a compass rose. Discuss further with the
children the terms bay, channel, and harbor. Ask the children to compare
the different features of each.
Ask the children to think about life on an island and how one would
go about setting up a home there. Encourage the children to consider all
facets of life - survival, shelter, travel, pleasure/recreation,
industry, etc. and predict what life might be like for someone living on
an island.
In a shared book experience, read the story with the children. Remind
the children of their predictions about life on an island. As you read
the book, list the various activities. Place these activities into
categories. For example, when Pa dug the well for water it was for the
purpose of survival. When Pa cut the stone and the wood to make a house,
it was for the purpose of providing shelter. Discuss with the children
Pa's ability to take natural features of the island and turn them into
people-made features. Compare the list of things Pa did to the list of
student predictions.
Divide the class into three groups. Ask the children to draw a map
depicting the island with all of its natural features, prior to the
Tibbett family coming to live there. Ask a second group of children to
draw a map depicting the island with all of its people-made features,
noting the changes resulting from the Tibbett family moving to the
island. Ask the remaining group of children to create a map key for the
island map with the people-made features. ON the map key, ask the
children to identify the natural resources from which the people-made
features were derived. For example, in the map key a people-made feature
such as a house would be correlated with a tree and stone.
As Pa prepared the land for his family, changes resulted in the way
the island appeared. Divide the class into smaller groups. Ask the
children to draw pictures that will represent some of the changes that
resulted and then to sequence them accordingly.
Ask the children to refer to the Discovery U.S./World Map. Using the
map marker, ask the children to locate various islands found on the map.
As the children identify different islands, ask them to identify the
direction it is from the last island circled. |
