Ducky

=Ducky - Lesson Plans=
 * ==Social Studies== || ==ELA/R== ||

__History__
K.3, 1.3, 2.2, 3.3 - The student understands the concept of time and chronology.

@http://tinyurl.com/duckytime
 * Additional Resources:**

Create a time line to the RIGOR stated in the TEKS. [|ducky timeline.docx]
 * Activities:**

__Virtual Time Line Tools__ Read Write Think: @http://www.readwritethink.org/files/resources/interactives/timeline/ Class Tools: @http://www.classtools.net/education-games-php/timeline Capzules: @http://www.capzles.com/ --example: @http://www.capzles.com/2dedab41-1134-4f64-b25b-402da1bde1fd Tiki-Toki: @http://www.tiki-toki.com/ --example:@http://www.tiki-toki.com/timeline/entry/22462/Ducky/ VuVox: @http://www.vuvox.com/ --example: @http://www.vuvox.com/collage/detail/04fb6a5128

__Geography__
K.5, 1.6, 2.6 - The student understands physical and human characteristics of place. 3.4 - The student understands how humans adapt to variations in the physical environment.

This standard is about understanding bodies of water, landforms, weather and their physical characteristics. As students read and track the ducks, use the following tools to provide a visual context for the different locations and start discussions about the topics covered in this standard. 360 Explore: http://www.360cities.net/map#lat=45&lng=19&zoom=2 Arounder: @http://www.arounder.com/ ViewAt: @http://viewat.org/ Google Earth View: @http://www.google.com/earth/explore/products/earthview.html Tutorial: @http://support.google.com/earth/bin/answer.py?hl=en&topic=2376018&answer=148176&parent=2376017&rd=1
 * Activities:**

1.4 - The student understands the relative location of places 3.5 - The student understands the concepts of location, distance and direction on maps and globes. 4.6, 5.6 - The students uses geographic tools, including gird systems, legends, symbols, scales, and compass roses, to construct and interpret maps.

@http://tinyurl.com/duckyfirstyears @http://tinyurl.com/duckymapping @http://tinyurl.com/duckytruth @http://tinyurl.com/duckyahoy @http://tinyurl.com/duckymap
 * Additional Resources:**

Using longitude and latitude coordinates from the articles above, visualize ocean currents using OSCAR: @http://oceanmotion.org/html/resources/oscar.htm
 * Activities:**

As you read the book and the articles above, create your own virtual Ducky map: @http://www.google.com/educators/start_maps.html --example: http://g.co/maps/9ajj3

__Science, Technology and Society__
K.13, 1.16, 2.17 - The student understands how technology affects people's lives, past, present and future. 5.24 - The student applies critical thinking skills to organize and use information; identify the historical context of an event.

Technology Timeline: @http://www.history-timelines.org.uk/events-timelines/12-technology-timeline.htm History of Computers: @http://www.computerhistory.org/timeline/?category=cmptr
 * Additional Resources:**

Discussion - how do people communicate today? How would this event have been different if the technology available to them had been different? After a discussion, research technologies past and create a timeline representing different technologies in daily life using Vuvox:. (K-2: students find images, teacher creates timeline)
 * Activities:**

__Social Studies Skills__
The student applies critical thinking skills to organize and use information acquired for a variety of valid sources, including electronic technology The student communicates in oral and visual forms. The student uses problem solving and decision making skills, working independently and with others, in a variety of settings.

__**Generic Report Alternatives:**__ Museum Box: @http://museumbox.e2bn.org/index.php Newspaper Generator: @http://www.fodey.com/generators/newspaper/snippet.asp Glogster: http://edu.glogster.com Animoto: @http://animoto.com/ Scrapblog: @http://www.scrapblog.com/

__Fig. 19 C__
Monitor and adjust comprehension (e.g. using background knowledge, creating **sensory images**, re-reading a portion aloud, generating questions. 1.11a, 3.10a, 4.8a, 5.8a (sensory language)

This entire story has the duck on an adventure with many of the five senses being addressed. This is a great story to model visualization with the students. Discuss what you feel, see, hear, etc. Use one of the following tools to draw a representation: Odo Sketch: @http://sketch.odopod.com/ DoInk: @http://www.doink.com/
 * Activities:**

media type="custom" key="12246534"

It has personification, onomatopoeia, the sense of movement, and more.

__Fig. 19 F__
Make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.

Students can read the many articles that discuss the actual events and make connections. They can make connections with similar books:
 * __Brave Charlotte__ by Anu Stohner can be used to have students connect the idea of fulfilling your ambitions or dreams.
 * __10 Little Rubber Ducks__ by Eric Carle is also about this story of the plastic toys being lost at sea.
 * __The Miraculous Journey of Edward Tulane__ by Kate DiCamillo is the story of a china rabbit that makes an amazing journey home.[]
 * "Unwritten" song by Natasha Bedingfield

Back to Top