Titanic - Fourth Grade Common Planning

Transcription

Titanic
Bundle Pack
Thank you for your purchase!
I am always sure to tell people that I have had a fascination with the Titanic long before
“The Movie” came out. My fascination was further fed when I had the opportunity to design
my own summer school enrichment class centered on the Titanic. The materials in this bundle
are all a result of that class and have all been tried and tested with great success. I posted
the Titanic tickets on a whim, and I would have never imagined the success I had selling
them! If you have any questions about using these materials, please do not hesitate to
contact me at [email protected] . I am always happy to talk Titanic!
Contents:
Titanic Web Resources
Titanic Tickets
Titanic Novel Choice Boards
Titanic People to Know Posters
Titanic Buoyancy Worksheet
Titanic Watertight Bulkheads Worksheet
Conservation or Restoration Worksheets
Titanic Quiz
Titanic Nametags
Titanic PowerPoint
*Your purchase entitles you to use these materials in ONE classroom.
Please do not redistribute or post anywhere else on the Internet.*
©2012 Teaching With a Mountain View Titanic Web Resources
These are FANTASTIC resources for teaching the Titanic!
History.com Titanic Interac1ve h#p://www.history.com/interac4ves/4tanic-‐interac4ve Explore the Titanic like you never have before, with interac4ve features about its construc4on, its ill-‐fated maiden voyage and the survivors who lived to tell the tale. Encyclopedia Titanica h8p://www.encyclopedia-‐1tanica.org/1tanic-‐biographies/ This has extensive biographies of the vast majority of people who were on the Titanic, both vic4ms and survivors. I use this site with my students and their Titanic Passenger Tickets! Titanic in the Classroom h8p://connec1ons.smsd.org/1tanic/ I love this website and what this teacher has done with teaching the Titanic! When I ﬁrst began teaching about the Titanic, a lot of my ideas originated from ac4vi4es she did with students. Make sure you check out the “Science Connec4ons” and “Curriculum” tabs on the leL. Titanic Poem h#p://www.4tanicgiLs.com/Picture-‐Framed-‐Poem.html I consider this to be a very original, perhaps “epic” poem about the Titanic. Be sure to turn your volume up—the author reads the poem with vigor and expression! My students are always intrigued by this. Titanic Web Resources 2
Scholas1c Titanic Newspaper Assignment h#p://www.scholas4c.com/teachers/lesson-‐plan/extra-‐extra-‐4tanic-‐sinks My students always enjoy this assignment to write a newspaper ar4cle about the Titanic. At the beginning of this, I always have students research original Titanic ar4cles to get some background. Titanic Mock Trial h8p://www.andersonkill.com/1tanic/home.htm This usually takes some adjus4ng, but it’s a great mock trial that discusses the aLermath of the sinking of the Titanic! Weak Rivets Ar1cle h8p://www.ny1mes.com/2008/04/15/science/151tanic.html?_r=1 Something that is so oLen overlooked when discussing the sinking of the Titanic is the weak rivets and how they may have contributed to its sinking. Use this ar4cle with the Weak Rivets experiment on the next website. **Titanic Learning Center h#p://www.rms4tanic.net/learning-‐center/4tanic-‐in-‐the-‐classroom.html By far my favorite website. The lessons are innumerable. Go to “Lesson Plans” and be prepared to spend hours! White Star Line
Ticket #17757
White Star Line
Ticket # 17757
Passenger Ticket for Steamship R.M.S. Titanic
Sailing from: Cherbourg Date: 10 April 1912
Passenger Name: Colonel John Jacob Astor
Passenger Name: Mrs. Madeleine Talmage Astor
Age: 47
From: Rhinebeck, NY
Age: 18
3rd
Class: 1st
Class: 1st
2nd
White Star Line
Ticket # 110152
From: Brooklyn, NY
2nd
3rd
White Star Line
Sailing from: Southampton
Date: 10 April 1912
Ticket # 113794
Date: 10 April 1912
Passenger Name: Miss Gladys Cherry
Passenger Name: Mr. Frederic Kimber Seward
Age: 30
From: London, England
Age: 34
3rd
Class: 1st
Class: 1st
2nd
White Star Line
Ticket # 17483
From: Wilmington, Delaware
2nd
3rd
White Star Line
Date: 10 April 1912
Ticket # 17483
Date: 10 April 1912
Passenger Name: Mr. Isidor Straus
Passenger Name: Mrs. Rosalie Ida Straus
Age: 67
From: Bavaria
Age: 63
3rd
Class: 1st
Class: 1st
2nd
From: New York, NY
2nd
3rd
White Star Line
Ticket #250643
White Star Line
Sailing from: Cherbourg
Date: 10 April 1912
Ticket # 2123
Date: 10 April 1912
Passenger Name: Mr. Henry Prince Hodges
Passenger Name: Mr. Joseph Philippe Laroche
Age: 50
From: Southampton, London
Age: 25
3rd
Class: 1st
Class: 1st
2nd
White Star Line
Ticket # 17248
From: Haiti
2nd
3rd
White Star Line
Date: 10 April 1912
Ticket # 11668
Date: 10 April 1912
Passenger Name: Mr. David Reeves
Passenger Name: Mrs. Dorothy Ann Turpin
Age: 36
From: Brighton, Sussex
Age: 27
3rd
Class: 1st
Class: 1st
2nd
White Star Line
Ticket # 220844
From: Plymouth
2nd
3rd
White Star Line
Date: 10 April 1912
Date: 10 April 1912
Passenger Name: Mr. John Wesley Woodward
Passenger Name: Mr. August Meyer
Age: 32
Age: 31
Class: 1st
From: West Bromwich, Staffordshire
2nd
3rd
Class: 1st
From: Germany
2nd
3rd
Ticket # 248723
White Star Line
Ticket #2673
White Star Line
Date: 10 April 1912
Ticket # 4001
Date: 10 April 1912
Passenger Name: Mrs. Stanton Abbott
Passenger Name: Mr. Albert Karvin Andersen
Age: 35
Age: 32
Class: 1st
From: Providence, Rhode Island
2nd
3rd
Class: 1st
White Star Line
Ticket # 347081
From: Bergen, Norway
2nd
3rd
White Star Line
Sailing from: Queenstown
Date: 10 April 1912
Ticket # 371060
Date: 11 April 1912
Passenger Name: Miss Anna Sofia Nysten
Passenger Name: Mr. Maurice O’Connor
Age: 22
From: Sweden
Age: 21
3rd
Class: 1st
Class: 1st
2nd
White Star Line
Ticket # 315154
From: Boherbue
2nd
3rd
White Star Line
Sailing from: Queenstown
Date: 10 April 1912
Ticket # 330919
Date: 11 April 1912
Passenger Name: Mr. Albert Werz
Passenger Name: Miss Hanora O’Leary
Age: 27
From: Switzerland
Age: 16
3rd
Class: 1st
Class: 1st
2nd
From: Cork
2nd
3rd
White Star Line
Ticket #2144
White Star Line
Ticket # 2123
Date: 10 April 1912
Passenger Name: Harold V. Goodwin
Passenger Name: Ms. Louise Laroche
Age: 9
Age: 1
Class: 1st
From: Unknown
2nd
3rd
Class: 1st
White Star Line
Ticket # 2343
From: Paris
2nd
3rd
White Star Line
Date: 10 April 1912
Ticket # 371060
Date: 10 April 1912
Passenger Name: Anthony William Sage
Passenger Name: Miss Constance Mirium West
Age: 12
From: Unknown
Age: 4
3rd
Class: 1st
Class: 1st
2nd
White Star Line
Ticket # CREW
From: Bristol, Somerset
2nd
3rd
White Star Line
Ticket # 2666
Date: 10 April 1912
Passenger Name: Mr. W.A. Watson
Passenger Name: Miss Eugenie Baclini
Age: 14
From: Unknown
Age: 3
3rd
Class: 1st
Class: 1st
2nd
CREW MEMBER (BELL BOY)
From: Brooklyn, NY
2nd
3rd
White Star Line
Ticket #2315
White Star Line
Date: 10 April 1912
Ticket # 112059
Date: 10 April 1912
Passenger Name: Miss Elizabeth Gladys Dean
Passenger Name: Mr. William Henry Harrison
Age: 9 weeks old
Age: 40
Class: 1st
2nd
From: Unknown
3rd
Class: 1st
White Star Line
Ticket # 248744
From: Unknown
2nd
3rd
White Star Line
Ticket # 17755
Date: 10 April 1912
Passenger Name: Mr. Charles Augustus Aldworth
Passenger Name: Miss Annie Moore Ward
Age: 30
From: Pennsylvania
Age: 35
3rd
Class: 1st
Class: 1st
2nd
White Star Line
Ticket # 2131
From: Scotland
2nd
3rd
White Star Line
Ticket # 17755
Passenger Name: Mr. Rene Pernot
Passenger Name: Mr. Gustave J. Lesuer
Age: 14
From: Paris
Age: 35
3rd
Class: 1st
Class: 1st
2nd
From: Unknown
2nd
3rd
Write a poem about
two main events in
the story.
Pick five vocabulary
words you found
interesting and write
them down.
Write at least 4
predictions about
what you think will
happen later in the
story.
Write an interview
for the main
character of the
book. Ask at least 5
questions. Write the
answers to the
questions.
Draw a picture of
the main character,
and then write ten
words that describe
the character.
Write a paragraph
describing the
setting.
Write a comic strip
that shows the
sequence of events in
the story.
Pick 5 events. Write
cause and effect
statements for those
events.
Make connections to
the story. Make a
connection to your
life, to another book
you have read, and
to the real world.
Pick a scene that is
described in detail in
the story. Draw a
detailed picture and
write your own
description of what
happened underneath.
Draw a picture that
illustrates the setting
in the story. Write
two sentences that
describe the setting.
Write a test for the
book. Include 10
questions. Create an
answer key for your
questions.
Suggest a solution to
a problem from the
text.
If a person from the
book lived today,
what types of things
do you think you
would find in his or
her suitcase?
Create a graphic
organizer comparing
and contrasting two
characters in the
story.
Compare two
characters from the
text.
Knowledge
Application
Analysis
Evaluation
Synthesis
Record at least 5
vocabulary words
that you found
interesting.
Write a summary of
the book or chapter
that you read.
Write a
conversation
between two
characters from
your book. (One
that YOU create).
Draw a diagram of
something that was
described in the book
and label the parts.
Summarize events
from the text by
creating a comic
strip.
Research a person
or event from the
text and make a
storyboard to
explain your
findings.
Use a graphic
organizer to
compare
characters or
events from the
text.
Develop a visual
presentation to
justify the
actions of a
character.
Create a chart
with symbols that
represent a person
from the text.
Give the meaning
of each symbol.
Demonstrate
understanding of
Explain in a flowchart
the information in
the events from the
the text in a way
text.
that makes sense
to you.
Explain how the
text represents
information that
all students
should know.
Critique the
motives of the
people in the
text.
Determine how the
author’s life may
have influenced the
slant of the text.
Make a list.
If a person from
the text lived
today, what types
of things would
be found in her
suitcase?
Rate the
motives of a
person from the
text. Explain
the rating
scale.
Hypothesize what
might have changed
if a character
were in a different
environment.
Place events from
the text on a
timeline.
List things from the
text that appeal to
each of the five
senses.
Comprehension
Suggest a solution to
a problem from the
text.
Demonstrate how
nature played a
role in events
from the text.
Compare two
characters from
the text.
Justify the
actions of a
character in the
book.
Write a letter to
the author of the
book describing
your point of view
and opinion of the
book.
People
to Know
Captain Edward John Smith
Captain Smith was the
Captain of the Titanic. It is
said that this was to be his
last voyage before retiring.
Thomas Andrews
Thomas Andrews was
the builder of the
Titanic.
Bruce Ismay
President of White
Star Line.
Name____________________________________________________________ Date____________________ #____ Buoyancy and The Titanic: Record your Findings
**Use with Titanic Science “Buoyancy” Experiment** Download Titanic Science HERE
Record your observations and answer the following questions:
1. Drop a piece of Play Doh into the water in the shape of a round ball. What
happens? Why do you think this happens?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Design a ship out of Play Doh that will float in the water. Draw it on the back
of this page, and explain what you have done.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Find one or two ways to sink your ship. Describe it here, and explain why
your boat sank as a result of your actions.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Add salt to your water. Does this affect your experiment at all?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. Describe how this concept, Buoyancy, affected the Titanic, both in terms of
the floating and the sinking of the ship.
**Use with Titanic Science “Watertight Bulkheads” Experiment** Download Titanic Science HERE
Watertight Bulkheads:
Buoyancy and Water Displacement
Test Variable
Time
(What did you change?)
(How long did it take to sink?)
Include distribution of weight and placement of
bulkheads
No Bulkheads
What did you have to change about
your boat to make it float?
Why didn’t the Titanic sink
immediately?
**Use with Titanic Science “Watertight Bulkheads” Experiment** Download Titanic Science HERE
Discovering the Titanic
Conser
Restoration and Conservation:
The Controversy
After you have completed your perspectives worksheet and written your considerations for
conservations and restoration, write a paragraph describing your point of view on the topic. Do you
believe that artifacts should be recovered from the Titanic? Why or why not? What about conservation
and restoration? Which do you think is a more appropriate way to salvage the artifacts from the ship?
Please explain your answers and reasoning in detail. Remember your elements of persuasive writing!
Name ____________________________
Date _______________________
Conservation and Restoration:
Perspectives on the Titanic
Take notes to support BOTH perspectives about taking artifacts from the Titanic.
Conserve and Restore?
Leave it Alone
Titanic
Quiz
Titanic
Quiz
1.
The president of the White Star Line was on Titanic’s first and only voyage. What was his name, and what happened
to him when the ship sank?
2. What does R..M.S. stand for? What does this tell you about the Titanic?
3. Who was the captain of the ship? What happened to him when the ship sank?
4. Why did some people believe the Titanic was unsinkable?
5. Who was Margaret Brown, also known as “the unsinkable Molly Brown,” and why did she become famous?
6. Who discovered the wreck site and when?
7. What ocean did the Titanic sink in?
8. Why did the Titanic hit the iceberg sideways instead of head-on?
9. How would the fate of the Titanic be different if it would have hit the iceberg head-on?
10. Why didn’t the lookout officers see the iceberg until it was very close to the ship?
11. How long did it take the Titanic to sink between the time it hit the iceberg and the time it disappeared from view?
12. What was the name of the ship that picked up survivors in lifeboats?
13. How deep is the ocean at the site of Titanic’s wreckage?
14. What was the name of the ship that tried to warn the Titanic of the icebergs, and later ignored their distress calls?
Titanic
Quiz ANSWER KEY
1.
The president of the White Star Line was on Titanic’s first and only voyage. What was his name, and what happened
to him when the ship sank?
Bruce Ismay was the president of White Star Line. Ismay got on one of the last lifeboats, and
he was shunned by many for almost the rest of his life for saving himself.
2. What does R..M.S. stand for? What does this tell you about the Titanic?
Royal Mail Ship/Steamer. The Titanic was primarily a mail ship and it was an added luxury to
make it a passenger liner.
3. Who was the captain of the ship? What happened to him when the ship sank?
Edward J. Smith was the captain of the ship. He died when she ship sank. It was to be his final voyage.
4. Why did some people believe the Titanic was unsinkable?
Some people decided to believe the Titanic was unsinkable because it had watertight
compartments that would prevent it from sinking. It was also made with a double steel hull. It
was never advertised by the White Star Line as unsinkable.
5. Who was Margaret Brown, also known as “the unsinkable Molly Brown,” and why did she become famous?
Molly Brown was on Lifeboat Number 6 and survived the sinking. She became famous because
she convinced the people on the lifeboat to go back and look for survivors.
6. Who discovered the wreck site and when?
Robert Ballard discovered the wreck of the Titanic in 1985. It is approximately 1,250 miles away from its destination,
New York City.
7. What ocean did the Titanic sink in?
The Titanic sunk in the north Atlantic Ocean.
8. Why did the Titanic hit the iceberg sideways instead of head-on?
The engines were ordered to be reversed, slowing down the speed, while it was ordered to be turned away from the
iceberg. The combination of slow speed and turning caused it to hit sideways. (Some believe that if the engines weren’t
reversed, it may have cleared the iceberg).
9. How would the fate of the Titanic be different if it would have hit the iceberg head-on?
Many speculate that if it had hit head on, only a few of the watertight compartments would have been filled, and the
Titanic would have stayed afloat long enough to either make it to New York or have another ship rescue its passengers.
10. Why didn’t the lookout officers see the iceberg until it was very close to the ship?
It was a very clear night with no moon and they had not been able to find their binoculars.
11. How long did it take the Titanic to sink between the time it hit the iceberg and the time it disappeared from view?
The Titanic hit the iceberg at 11:40, and it sank by 2:20.
12. What was the name of the ship that picked up survivors in lifeboats?
The Carpathia.
13. How deep is the ocean at the site of Titanic’s wreckage?
Approximately 2.5 miles.
14. What was the name of the ship that tried to warn the Titanic of the icebergs, and later ignored their distress calls?
The Californian.

Titanic - Fourth Grade Common Planning

Transcription

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