Lesson+Plans--Hatchet+and+Teacher+Observations


 * Sample Lesson Plans**

**__ Lesson Plan #1 Hatchet __** I will have two compasses ready for their use. All students will sit in a common circle. I will divide the group into two separate groups of ten for the experiment. Each group will be instructed to find several points on the compass and stand facing that direction. Once I see that they can find a simple direction (44 degrees North/East) and stand facing that direction, I will go into my next questioning phase.
 * Introduction: Meet with the students in the classroom to discuss the project in general. Without revealing the contents of the novel, we will tell the students why they were chosen and how this project will be part of a new method of novel study. **
 * Students will be told that they will be expected to be prepared for all types of outdoor weather and that we will be reproducing many of the challenges faced by the main character Brian. **
 * Main Body: Hand out the ‘Hatchet’ novels and have the students begin reading. The students will read to the end of chapter four. We will conduct a question/answer session for several minutes to get the students thinking about the challenges facing the main character, Brian. Their first task is to find Brian’s start point for his flight on a map. **
 * We will proceed to the gym to try an experiment. //It is important to note here that most of these students have experienced orienteering with me as a unit in their regular Physical Education class. If your students are not familiar with compass usage, it will be pertinent for the project to conduct a mini unit on compass usage. Check Wiki for resource.//

Demonstration: I will have one group take a reading of 210 degrees SW, and the other group will take a reading of twenty degrees difference; 230 degrees SW. I will have them take a visual point at the end of the gym and began to walk in that direction. **
 * ·  I want the students to discover the spread of distance between the two groups at end of 40-50 meters. **
 * ·  Now, use the speed of 160miles per hour over four hours. Think of where the search party would be looking as compared to where Brian would actually be situated.

Conclusion: Take a map of North America and find Hampton, New York. Now find where Brian was flying to, i.e. most likely northern British Columbia. Look at the degrees and put him 20 degrees off course. Find out approximately where Brian crashed. Mark this point on a map. **

__ Lesson #2 Hatchet __ //Introduction//: Students were to have read to the end of chapter 8 in Hatchet. This is a major turning point in the novel. Brian discovers that fire will now be within his grasp. The students were told that they would be discussing this point in the novel and that they would be going outdoors today. It is my intention to make this experience as authentic as possible, so I did not tell the students to bring anything special with them for that day. I had previously explained to them that they must be prepared for the outdoors as the weather gets quite crisp and down right cold during the fall of the year. Students were directed to go outside and wait near the water until I gave them instructions.

//Main Body//: It will be cold today and when I meet the students outside, they will undoubtedly be showing signs of the effects of the cold: some will be shaking; others may huddle together for warmth. The first thing they may ask is whether or not we will be going in the school for shelter. I will tell them that Brian (main character) would not have had an opportunity to ‘go back’ for anything at home. He had only the things in his pockets and the torn jacket on his back. I will them that they will have to do an inventory of what they have on their person and proceed from there. The goal is for the students to try and make fire. They will pool their resources and find what they can, then attempt to get warm. The anticipation is that they will immediately begin to search for wood. It is my guess that they will try ‘friction’ as their best method of producing fire. (Stick rubbing) This will be attempted in groups and then as a large group so they will have a broader selection of devices.

//Conclusion//: The next day of the project the students will be asked to write about their experiences and compare to Brian’s situation. The teacher will also make notes from his perspective. Copies of their work can be found on the wiki space “River of Fire”. Also, the teacher’s experiences’ will also be added to either support the students’ observations and to give perspective from perhaps a differing point of view.

Resources will be found on the River of Fire wiki site.

__ Lesson 3 Hatchet __ //Introduction//: Today we will create five new groups. The students will again be permitted to team with whomever they want. ** ** I will observe to see if there is a different dynamic to the new groups. In earlier lessons, groups were formed with friends and it will be interesting to observe if each group has at least one student that demonstrated discernable strengths in the outdoor elements from the previous lessons. Logic might dictate that it would enhance the group’s chances of being successful at the new challenge (Survivor…) The challenge today will be to make fire using a flint and magnesium pieces as a catalyst for fire starting. Discuss safety protocol: the do’s and don’t of using fire safely, using common sense, and most importantly reading the resource books listed on the Wiki Space.

//Main Body//: The groups will be given the new challenge. After a brief description and demonstration of how the activity ‘could’ proceed, the students will choose groups. The students will commence following directions and scraping magnesium pieces off the block into a pile about the size of a quarter. They will then be required to strike their flint and make sparks to ignite the magnesium catalyst. This activity has potential to be difficult to accomplish. Students will usually have to experiment to find the correct measure of magnesium and force. They may put too small of an amount of catalyst and be unable to have a spark ignite the pile. They may strike the flint too hard in essence putting out their own fire. They must find a balance. Students may become discouraged as they may have a difficult time scraping the magnesium off of the block. They may discovered that when a strike is taken with the hatchet, the weight of the hatchet may prove to be too much pressure causing the magnesium pile to spread, making it nearly impossible for it to ignite. The students should discover that using a smaller implement (knife), sparks will be readily available and fire will soon follow. Students will be directed to make sure that all members of each group get a chance to ignite a fire. This is not a race. (Looking at human nature, it will most likely become just that). Make sure that if this happens, the teacher must redirect the students to proceed with the safety protocol discussed in the introduction. ** //Conclusion//: In the debriefing the students will be allowed to voice any concerns. ** ** Also, the students will be questioned on whether they followed safety protocol, and the rule of making sure that everyone was offered a chance to actively participate in the attempt to make fire. Also, the students will be asked what they thought could potentially happen in a large group of people when the focus of the activity is neglected. Have the students discuss if, as a class, they observed any potential hazards or safety violations that actually happened or could have happened. Have them discuss what could be the result of any such violations or mistakes made by Brian in the wilderness. **
 * **Students will write about their experiences during the next class and perhaps record a vocal response to the experience.**