Island of the Blue Dolphins

Created by:Jennifer Hoffman

Main Menu

Rationale

Objectives

Activities

Resources

Materials

LessonVocabulary

Rationale

Main Menu

Thematic approaches are great ways in which teachers can cover a variety of topics that are related to a single, yet, engaging unit. This unit, which focuses on the book “Island of the Blue Dolphins” by Scott O’Dell will integrate language, content, and culture. This unit will be used with a small group of no more than 10 students and will take approximately 10 weeks to complete. During this 10 week time period, the students will be expanding their background knowledge on topics such as Indian life, map skills, geography, earth science, and biology.

Objectives

Main Menu

• Students will be able to read and understand works of literature

• Students will be able to read and respond to fiction /nonfiction

• Students will be able to participate in small group discussions

• Students will be able to use media for learning purposes

• Students will be able to use a variety of media for research

Activities

Language Arts Social Studies

Science

Math

Art

Health/Fitness

Main Menu

Language ArtsReader Response JournalsThe students will be responsible for keeping a readers response journal to record their personal thoughts, reactions to events, and connections to the characters. These can be shared during group discussions.

Character AnalysisThe student will be able to analyze the main character of the selection by recording the character’s actions and thoughts, and using them to determine character traits and explain the reasons for the character’s actions.

Main MenuStandardsActivities

Social StudiesCalifornia MissionsAt the conclusion of the story, the students will research California missions. The students will then make a poster to share with the class about the information that they found.

Chumash IndiansThe main character and her people were inhabitants of the Channel Islands. One group of Native Americans that inhabited here were the Chumash Indians. The students will be researching one aspect of this group’s culture (food, tools, recreation, location, etc…) by using various resources. They will give a short presentation to their classmates and provide a visual/graphic aide.

Map SkillsAfter reading chapter 2, the students will use the author’s descriptions to make a map of what the island possibly looked like, including bodies of water and landforms. She/he will also be able to add to the map throughout the story as more details and information are presented.

Activities Standards Main Menu

ScienceIndigenous AnimalsKarana, the main character, encountered many animals on the island. These animals not only provided food, but other parts of the animals were used for shelter, clothing, and weapons. The students will be researching one animal that is indigenous to the California Channel Islands. They will focus on finding the animal’s size, diet, weight, habitat, and whether or not it is an endangered species. This information will be recorded and then entered into a spreadsheet so students can compare their animals based on size, weight, habitat, diet, etc….

Earthquakes/TsunamisKarana experiences these two natural disasters. The students will use various resources to research these deadly forces. One group will research tsunamis, while the other group will research earthquakes. The two groups will then teach each other about the facts that they learned with either handouts or visual aides.

Activities Standards Main Menu

MathPerimeter/AreaThe author gives several clues about the size of Karana’s shelter. The students will use these clues to determine the approximate perimeter and area of Karana’s home.

Word ProblemsThe author presents several word problems in the story. The author does not give all the information, so the students need supply the rest. Examples of this include Karana's age, how many med died in battle, how many women were left, what percentage of the tribe were remaining, etc… The students will also be responsible for coming up with one of their own word problems from information provided in the story.

Activities Standards Main Menu

ArtPicture ThisThe author gives a vivid description by using figurative language of a fight scene between Karana and a devilfish (octopus). The students will illustrate two pictures that depict the action of this fight scene. The students will write a few sentences under each picture using as many describing words as they can about their scene.

Cave ArtKarana finds a cave on her island that showcases several examples of cave art. Many paintings were usually of animals and were sometimes sprayed on using a hollow reed. After the students view several pictures of cave art, have them create their own cave art using butcher paper, a straw and tempera paint so that they can “spray” their drawings on the paper. The students will attach an index card telling what the painting represents.

Activities Standards Main Menu

Health/FitnessChumash Indian GamesThe early inhabitants of the Channel Islands were the Chumash Indians. They participated in many games and activities. The students will read about these different types of activities and participate in playing a “modified” game of walnut dice and shinny.

Creative GamesAfter reading about the games the Chumash Indians played, the students will devise their own game in a group of 3-4 students. The students will devise a game using only resources that were available to the Chumash Indians. The students will explain the rules so that the other students can participate.

Activities Standards Main Menu

Resources (1)

Main Menu

Books:Denny, P. (1992). A literature unit: Island of the Blue Dolphins. Huntington Beach, CA: Teacher Created Materials, Inc.Gentle, V. & Perry, J. (2001). Earthquakes. Milwaukee, WS: G. StevensMay, J. (1972). Sea Otter. Mankato, MN: Creative Education Knapp, B. J. (1990). Earthquake. Austin, TX: Steck Vaughn LibraryO’Dell, S. (1987). Island of the blue dolphins. New York: Yearling BooksScott, J. D. (1980) The submarine bird. New York: Putnam Books

Resources: Page 2

Resources (2)

Main Menu

Books:The World Book Encyclopedia (2007 ed., Vols. 1-22). (2006). Chicago: World Book Inc.Voices from our nation. (1991). Austin, TX: Steck Vaughn LibraryZuza, V. (1990). Volcanoes and earthquakes. Mahwah, NJ: Troll Communications

Photos:Background: National Geographic 2009

Resources: Page 3

Resources: Page 1

Resources (3)

Main Menu

Websitesmissions.bgmm.comwww.alifetimeofcolor.com/play/caveartwww.californiamissions.comwww.chumashindian.comwww.endangeredspecie.comwww.sbnature.org/research/anthro/chumash/intro.htmwww.wikipedia.com

Resources: Page 2

Resources: Page 1

Materials

Main Menu

• Student response journal

• Poster board• Markers• Colored pencils• Cardstock• Drawing paper• Butcher paper

• Straws• Tempera paint• Trade books on various

topics• Examples of cave

paintings• Kickball• Set of blank die• Internet

• Microsoft Word

• Excel• Powerpoint• Computer

Lesson: Chumash IndiansWe know that Karana and her people were natives of the California Channel Islands. One Native American group that inhabited here were the Chumash Indians. Pick one aspect of their lifestyle (history, tools, nature, food, music, games, language, art, or medicine). Now that you have picked one, let’s begin.

Main Menu

Begin

Standards

Lesson: Chumash IndiansView these websites, keeping in mind the aspect that you decided to search for:

• www.chumashindian.com • www.sbnature.org/research/anthro/chumash/intro.

htm• View the classroom books about Native Americans

and any Encyclopedia entries Next

Main Menu

Back

Standards

Lesson: Chumash IndiansNow it is time to share your information with your

classmates.You may…. • Make a poster listing and detailing interesting facts and

pictures that you want to share with your classmates. • Create a brochure using a Microsoft Word template

highlighting the interesting facts and pictures that you would like to share.

Main Menu

Back

Standards

Standards: Language Arts• Read and understand works of literature 1.3.5A• Read and respond to nonfiction/fiction 1.3.5F• Contribute to discussions 1.6.5D• Participate in large/small group discussions 1.6.5E• Analyze the use of literary elements by an author including

characterization, setting, plot, theme, point of view, tone and style. 1.3.8B

Activities Main MenuLanguage

Arts

Standards: Science• Apply skills in utilizing database and spreadsheet software

3.7.7D• Know basic landforms and earth history 3.5.4A• Identify differences in living things 4.7.4A• Know similarities and differences of living things 3.3.4A• Explain how human activities may change the environment

4.8.4C• Students will be able to use a variety of media for research

1.2.5B

Activities Science Main Menu

Standards: Math• Create and solve word problems involving addition,

subtraction, multiplication and division of whole numbers 2.2.5A

• Use appropriate problem-solving strategies (e.g., solving a simpler problem, drawing a picture or diagram).2.2.5F

• Select and use appropriate instruments and units for measuring quantities (e.g., perimeter, volume, area, weight, time, temperature) 2.3.5A

Activities Math Main Menu

Standards: Social Studies• Identify and explain the political and cultural contributions

of individuals and groups to United States history 8.3.6A• Describe and locate places and regions 7.1.6B• Identify the physical characteristics of places and regions

7.2.3A• Use a variety of media for research 1.2.5B• Speak using skills appropriate to formal speech situations

1.6.5C

ActivitiesSocial

StudiesMain Menu

Standards: Art• Know and use the elements and principles of each art form

to create works in the arts and humanities 9.1.5A• Explain the historical, cultural and social context of an

individual work in the arts 9.2.5G• Explain the historical, cultural and social context of an

individual work in the arts 9.2.5A

Activities Art Main Menu

Standards: Health/Fitness• Identify and engage in moderate to vigorous physical

activities that contribute to physical fitness and health 10.4.6A

• Identify and apply game strategies to basic games and physical activities 10.5.6F

ActivitiesHealth/Fitness

Main Menu

Standards: Technology• Use basic computer software 3.7.4D• Identify basic computer communication systems 3.7.4E• Use a variety of media for research 1.2.5B• Speak using skills appropriate to formal speech situations

1.6.5C

Activities Technology Main Menu

Vocabulary▪Awl▪ Barred▪ Brackish▪ Burden▪ Ceased▪ Clamor▪ Cove▪ Fledging▪ Forlorn▪ Gestures▪ Omen▪ Parley▪ Pelt▪ Prow

▪Quarrelsome▪ Quivering▪ Ravine▪ Reproachfully▪ Roosted▪ Rites▪ Scarce▪ Scarlet▪ Sinew▪ Smelt▪ Sprawled▪ Stout▪ Strewn▪ Stunted

▪Teetering▪ Trembled▪ Trotted▪ Urged▪ Vow▪ Voyage▪ Warily▪ Whirring▪ Yucca

Main Menu