Island of the Blue Dolphins
Created by:
Jennifer Hoffman
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Rationale Resources
Objectives Materials
Activities Vocabulary Lesson
Rationale
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.
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Objectives
• 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
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Activities
Language Arts Social Studies
Science Art
Math Health/Fitness
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Language Arts
Reader Response Journals Character Analysis
The students will be responsible for The student will be able to analyze the
keeping a readers response journal to main character of the selection by
record their personal thoughts, reactions recording the character’s actions and
to events, and connections to the thoughts, and using them to determine
characters. These can be shared during character traits and explain the reasons
group discussions. for the character’s actions.
Activities Standards Main Menu
Social Studies
California Missions Map Skills
At the conclusion of the story, the After reading chapter 2, the students will
students will research California use the author’s descriptions to make a
missions. The students will then make a map of what the island possibly looked
poster to share with the class about the like, including bodies of water and
information that they found. landforms. She/he will also be able to
Chumash Indians add to the map throughout the story as
The main character and her people were more details and information are
inhabitants of the Channel Islands. One presented.
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.
Activities Standards Main Menu
Science
Indigenous Animals Earthquakes/Tsunamis
Karana, the main character, encountered Karana experiences these two natural
many animals on the island. These disasters. The students will use various
animals not only provided food, but resources to research these deadly
other parts of the animals were used for forces. One group will research
shelter, clothing, and weapons. The tsunamis, while the other group will
students will be researching one animal research earthquakes. The two groups
that is indigenous to the California will then teach each other about the
Channel Islands. They will focus on facts that they learned with either
finding the animal’s size, diet, weight, handouts or visual aides.
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….
Activities Standards Main Menu
Math
Perimeter/Area Word Problems
The author gives several clues about the The author presents several word
size of Karana’s shelter. The students problems in the story. The author does
will use these clues to determine the not give all the information, so the
approximate perimeter and area of students need supply the rest. Examples
Karana’s home. 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
Art
Picture This Cave Art
The author gives a vivid description by Karana finds a cave on her island that
using figurative language of a fight scene showcases several examples of cave art.
between Karana and a devilfish Many paintings were usually of animals
(octopus). The students will illustrate and were sometimes sprayed on using a
two pictures that depict the action of hollow reed. After the students view
this fight scene. The students will write several pictures of cave art, have them
a few sentences under each picture using create their own cave art using butcher
as many describing words as they can paper, a straw and tempera paint so that
about their scene. 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/Fitness
Chumash Indian Games Creative Games
The early inhabitants of the Channel After reading about the games the
Islands were the Chumash Indians. Chumash Indians played, the students
They participated in many games and will devise their own game in a group of
activities. The students will read about 3-4 students. The students will devise a
these different types of activities and game using only resources that were
participate in playing a “modified” game available to the Chumash Indians. The
of walnut dice and shinny. students will explain the rules so that the
other students can participate.
Activities Standards Main Menu
Resources (1)
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. Stevens
May, J. (1972). Sea Otter. Mankato, MN: Creative Education
Knapp, B. J. (1990). Earthquake. Austin, TX: Steck Vaughn Library
O’Dell, S. (1987). Island of the blue dolphins. New York: Yearling Books
Scott, J. D. (1980) The submarine bird. New York: Putnam Books
Resources: Page 2 Main Menu
Resources (2)
Books:
The World Book Encyclopedia (2007 ed., Vols. 1-22). (2006). Chicago: World Book
Inc.
Voices from our nation. (1991). Austin, TX: Steck Vaughn Library
Zuza, V. (1990). Volcanoes and earthquakes. Mahwah, NJ: Troll Communications
Photos:
Background: National Geographic 2009
Resources: Page 1 Resources: Page 3 Main Menu
Resources (3)
Websites
missions.bgmm.com
www.alifetimeofcolor.com/play/caveart
www.californiamissions.com
www.chumashindian.com
www.endangeredspecie.com
www.sbnature.org/research/anthro/chumash/intro.htm
www.wikipedia.com
Resources: Page 1 Resources: Page 2 Main Menu
Materials
• Student response journal • Straws • Microsoft Word
• Poster board • Tempera paint • Excel
• Markers • Trade books on various topics • Powerpoint
• Colored pencils • Examples of cave paintings • Computer
• Cardstock • Kickball
• Drawing paper • Set of blank die
• Butcher paper • Internet
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Lesson: Chumash Indians
We 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.
Begin
Standards Main Menu
Lesson: Chumash Indians
View 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
Back Next
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Lesson: Chumash Indians
Now 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.
Back
Standards Main Menu
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 Language Arts Main Menu
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
Activities Social Studies Main 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
Activities Health/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 ▪Quarrelsome ▪Teetering
▪ Barred ▪ Quivering ▪ Trembled
▪ Brackish ▪ Ravine ▪ Trotted
▪ Burden ▪ Reproachfully ▪ Urged
▪ Ceased ▪ Roosted ▪ Vow
▪ Clamor ▪ Rites ▪ Voyage
▪ Cove ▪ Scarce ▪ Warily
▪ Fledging ▪ Scarlet ▪ Whirring
▪ Forlorn ▪ Sinew ▪ Yucca
▪ Gestures ▪ Smelt
▪ Omen ▪ Sprawled
▪ Parley ▪ Stout
▪ Pelt ▪ Strewn
▪ Prow ▪ Stunted
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