Explore rain forests, coral reefs, tropical islands and volcanoes through role play.
Standards & Objectives
Fine Art Standards
I can explore various situations through participating in role-plays.
I can describe the interaction between the Earth’s Geo-sphere and Biosphere
Teaching and Timeline
Islands of Adventure:
- Like musical chairs but with pieces of paper on the floor that represent islands.
- Place sheets of newspaper around the playing area. They should not be touching and there should be enough space to walk around them. Put out one less sheet than you have students playing.
- Explain to the group that they are going for a swim in the ocean, and the newspapers are tiny islands. The only problem is, sometimes there are sharks in the ocean!
- Whenever you shout “Sharks!” each player must step onto the closest island. You are allowed more than one person per piece of paper. A person is on an “island” if no part of their body is touching the surrounding floor.
- After everyone is safely, completely on a sheet, ask the group to move around the room again. As they do this, remove one (or more) sheet(s) and repeat the process.
- End the game when the whole group has successfully placed themselves on the remaining pieces of newspaper . . . or when they have collapsed trying!
- Brainstorm with the class what SOUNDS you would HEAR in a tropical rainforest
- Make a list on the board (regardless of when particular answers are said you can write them on the board in the order you want them. I like to start out with quieter sounds like rain and birds and then get into louder sounds like monkeys and jaguars)
- Tell the students to pick one sound that they are going to make the whole time. They should not switch sounds. Tell them to begin their sound when you point to the word on the board. Tell them to stop their sound when the word gets erased.
- Once all students know what sound they are going to make and when to start and stop, begin recording (a cell phone works fine). Record the soundscape and play it back for the students to listen to.
- Remind students not to add any extra sounds to the soundscape that are not listed on the board.
- Brainstorm a list of things that you might SEE in the coral reef (living and nonliving)
- Discuss that an interesting tableau has different levels (Low, Middle and High)
- Also discuss that an interesting picture has depth (not just standing in a straight line)
- Make a list on the board of shapes the students could make using high shapes, middle shapes, and low shapes.
- Have the students create a Coral Reef Tableau. Take a picture!
- Have the students close their eyes and imagine.
- Ask them to imagine what their island looks like, what the air smells like, what the food tastes like, what sounds they hear, what kinds of things they could touch and feel.
- Have students open their eyes and have a discussion about what they saw and experienced.
*** Extension- Have the students write a sensory poem about their island
My Island Looks like ___________
It smells like _________________
It tastes like __________________
It sounds like _________________
My island feels like ____________
- Have students create a tableau for the part of the book where the volcano begins to erupt. Go around and touch a few students on the shoulder and have them say, in just a few words, what they are feeling in this part of the story. If they can’t think of anything to say, tell them you will come back to them.
To leave or not to leave:
- Have students think about what they would do if they were the characters in this story. Would they choose to stay on their island or leave and go to another island?
- Have students choose a side that they are on (To stay or to go) then have them stand in two lines facing each other. If you don’t have enough on one side, ask some students to switch sides.
- Choose one student to walk down the “decision alley”. Have the other students tell that person a reason they should make that choice when they pass them. Make sure to tell the students to wait until the person is in front of them to speak so that too many people aren’t speaking at the same time. Once the middle person gets to the end of the line, have them make a decision based on the reasons they heard. Have them tell you the reason they made that decision.
Interviewing a Volcano:
- Choose one student to be the Volcano (Or do teacher in role).
- Have the rest of the students act as reporters and interview the volcano. Remind them to think of open ended questions that are not just “yes” and “no” answers.
- Remind students that only one person should talk at a time. Have the volcano call on people if need be.
Compare and Contrast:
Divide the class into two groups. One group will be creating a tableau of the island BEFORE the eruption and one group will be creating a tableau of the volcano AFTER the eruption.