Title: Hatchet
Authors:
Annie Miers
Library Media Specialist
Riser Middle School
West Monroe, LA 71292
In collaboration with:
Peggy Wheelis
Library Media Specialist
West Monroe High School
West Monroe, LA 71291
Curriculum Area: Life Sciences
Curriculum Connections:
Science/Social Studies
Standards/Benchmarks:
L-SM-A5 Functions of the human body
G-1C-M3 Describe the characteristics and
patterns of human settlement in different regions of the world
and analyzing the impact of urbanization
SI-M-A1 Identify questions that can be used to design a
scientific investigation
SI-M-A2.1 Describe some problem solving strategies
ESS-M-A12 Predict weather patterns through use of a weather map
(Louisiana) Information Literacy Model
for Lifelong Learning: All 7 steps
Big6 Information Literacy Model: All
6 steps
Information Literacy Standards for
Student Learning
Purpose: Students will learn about
basic survival skills and supplies needed to survive in one of
three environments.
Overview: Students will work in
cooperative learning groups.
Materials:
Print sources and electronic reference sources
Computer with Internet access
Prerequisite:
1. Knowledge of the book Hatchet by Gary Paulsen
2. Knowledge of basic survival supplies needed to exist on your
own.
3. Knowledge of basic survival skills needed to survive in an
unpopulated area.
Time Required: 4 days
Learning Expectations/Outcomes: (include
IP2 Standards)
(Louisiana) Information Literacy Model
for Lifelong Learning:
1. Defining/Focusing
Recognize that an information need exists
Make preliminary decisions about the type of information needed
2. Selecting Tools and Resources
Develop search strategies for locating and accessing
appropriate, relevant sources in the school library media center,
community libraries and agencies, resource people, and others as
appropriate
3. Extracting and Recording
Examine resources for readability, currency, usefulness, and
bias
Skimming or listening for key words, "chunking"
reading, finding main ideas and taking notes.
4. Processing Information
Examine and evaluate the data in order to utilize the
information retrieved
Interact with the information by categorizing, analyzing,
evaluating, and comparing for bias, inadequacies, omissions,
errors, and value judgments.
Either move on to the next step or do additional research
5. Organizing Information
Sort, manipulate, and organize the information
Make decisions on how to use and communicate their findings.
6. Presenting Findings
Apply and communicate what they have learned (e.g., research
report, project, illustration, dramatization, portfolio, book,
book report, map, oral/audio/visual presentation, game,
bibliography, hyper stack)
7. Evaluating Efforts
Students evaluate their efforts
Big6 Information Literacy Model:
1. Task Definition
Define the problem
Identify the information needed
2. Information Seeking Strategies
Brainstorm all possible sources
Select the best source
3. Location & Access
Locate sources
Find information within sources
4. Use of Information
Engage (e.g., read, hear, view)
Extract relevant information
5. Synthesis
Organize information from multiple sources
Present the result
6. Evaluation
Judge the result (effectiveness)
Judge the process (efficiency)
Information Literacy Standards for
Student Learning:
Standard 1: The student who is
information literate accesses information efficiently and
effectively.
Indicator 1: Recognizes the need for information
Indicator 2: Recognizes that accurate and comprehensive
information is the basis for intelligent decision making
Indicator 3: Formulates questions based on information needs
Indicator 4: Identifies a variety of potential sources of
information
Indicator 5: Develops and uses successful strategies for locating
information
Suggested Activities:
Students research Internet, Bell & Howell (online reference
materials), and the on-line card catalog for information about
basic survival skills. The class will be divided into cooperative
learning groups. Each group will research one specific location
– African desert, tropical island, or Anarctica
Standard 2: The student who is
information literate evaluates information critically and
competently.
Indicator 1: Determines accuracy, relevance, and
comprehensiveness
Indicator 2: Distinguishes among fact, point of view, and opinion
Indicator 3: Identifies inaccurate and misleading information
Indicator 4: Selects information appropriate to the problem or
question at hand
Suggested Activities:
Students will record information on their specific location that
would be detrimental to their survival and why. Teacher and
students will evaluate the project.
Standard 3: The student who is
information literate uses information accurately and creatively.
Indicator 1: Organizes information for practical application
Indicator 2: Integrates new information into one's own knowledge
Indicator 3: Applies information in critical thinking and problem
solving
Indicator 4: Produces and communicates information and ideas in
appropriate formats
Suggested Activities:
Students will make notes of their readings and prepare an oral
presentation (5-10 min) about the survival skills and supplies
needed for their location. Each group will present a list of
supplies needed to survive. All written work, notes, and
bibliography information will be turned in to the teacher.
Standard 4: The student who is an
independent learner is information literate and pursues
information related to personal interests.
Indicator 1 Seeks information related to various dimensions
of personal well-being, such as career interests, community
involvement, health matters, and recreational pursuits
Indicator 2 Designs, develops, and evaluates information products
and solutions related to personal interests
Suggested Activities:
Each group will research a specific topic:
1. African Desert
2. Tropical Island
3. Antarctica
Standard 5: The student who is an
independent learner is information literate and appreciates
literature and other creative expressions of information.
Indicator 1: Is a competent and self-motivated reader
Indicator 2: Derives meaning from information presented
creatively in a variety of formats
Indicator 3: Develops creative products in a variety of formats
Suggested Activities:
Students will orally present their findings using charts, graphs,
pictures they have drawn, pictures from books, magazines,
Internet, or other visual aids.
Standard 6: The student who is an
independent learner is information literate and strives for
excellence in information seeking and knowledge generation.
Indicator 1: Assesses the quality of the process and products
of personal information seeking
Indicator 2: Devises strategies for revising, improving, and
updating self-generated knowledge
Suggested Activities:
Students will recognize discrepancies in the articles and state
which article is more reliable and why.
Standard 7: The student who contributes
positively to the learning community and to society is
information literate and recognizes the importance of information
to a democratic society.
Indicator 1: Seeks information from diverse sources,
contexts, disciplines, and cultures
Indicator 2: Respects the principle of equitable access to
information
Suggested Activities:
Each group will brainstorm to make a list of psychological
qualities and characteristics needed to enable them to survive
their particular environment.
Standard 8: The student who contributes
positively to the learning community and to society is
information literate and practices ethical behavior in regard to
information and information technology.
Indicator 1: Respects the principles of intellectual freedom
Indicator 2: Respects intellectual property rights
Indicator 3: Uses information technology responsibly
Suggested Activities:
All print and nonprint sources will be cited using proper MLA
form. All information from various materials will be summarized.
Standard 9: The student who contributes
positively to the learning community and to society is
information literate and participates effectively in groups to
pursue and generate information.
Indicator 1: Shares knowledge and information with others
Indicator 2: Respects others' ideas and backgrounds and
acknowledges their contribution
Indicator 3: Collaborates with others, both in person and through
technologies, to identify information problems and to seek their
solutions
Indicator 4: Collaborates with others, both in person and through
technologies, to design, develop, and evaluate information
products and solutions
Suggested Activities:
Students will work in cooperative learning groups and establish a
list of basic survival supplies and strategies for their
designated location. Each group will orally present their
findings. Students will seek participation of members of their
group with other groups and expect a high level of performance
form each member.
Strategies:
This lesson was developed through
collaborative planning between the LMS and the science teacher.
Prior to class visitation to the LMC,
the LMS will:
Compile a webliography and bookmark required Internet sites;
Acquire nonfiction books and nonprint materials related to an
African desert, tropical island, and Antarctica;
Identify and inform both the teacher and students of appropriate
subjects headings for effective searching of the online catalog
and magazine databases.
On the first library day, the LMS
will introduce the LM resources. The LMS will review the lesson
with the class and develop the Task Definition and Information
Seeking Strategies.
Model questions for survival:
What types of clothing are required for survival in your
specific area?
What types of food, if any, will be available?
List basic supplies that will be needed for food preparation and
storage.
What temperatures will you expect during the day and at night?
Describe the geographic area.
What maps might you need?
What possible obstacles might you encounter on the journey?
What are psychological attributes of a survivor?
Career Research:
Research occupations that would increase
your chances of survival.
Related topics/searches:
Read the biographies of world explorers through the ages.
Read nonfiction or fiction books on different geographic
areas.
Evaluation/Critique:
The teacher and the school LMS will determine:
criteria and standards were met;
information process model was followed;
accuracy of information;
use of high level critical thinking;
appropriate writing techniques;
all sources cited in proper format;
all questions answered;
finished product present in creative manner
Suggested Reading List:
Brian’s Winter - Gary Paulsen
Call It Courage – Armstrong Sperry
Caught in the Moving Mountains – Gloria Skurzynski
A Girl Names Disaster – Nancy Farmer
Island of the Blue Dolphin – Scott O’Dell
Julie of the Wolves – Jean Craighead George
My Side of the Mountain – Jean Craighead George
On the Far Side of the Mountain – Jean Craighead George
The River – Gary Paulsen
Robinson Crusoe – Daniel Defoe
Sign of the Beaver – Elizabeth George Speare
Swiss Family Robinson – Johann David Wyss
Complete Wilderness Training Book – Dorling Kindersley
Woodsong – Paulsen
Complete Outdoors Encyclopedia – Sparano
Backpackers Field Manual: A Comprehensive Guide to Mastering
– Curtis
Walking Softly in the Wilderness: The Sierra Club Guide to
Backpacking – Hart
Into Thin Air: --a Personal Account of the Mount Everest Disaster
– Krakauer
Camping and Survival – Evans
Facing the Extreme: One Woman’s Story of True Courage –
Kocour
Running the Amazon – Joe Kane
Racing the Iditarod Trail - Crisman |