Introduction
Your DHHR worker just arrived at Cammack. You were handcuffed and flown across the country. As you step off the plane you are escorted to a small library. It finally registers in your mind; the Circle Justice group has made a decision. You are being banished to the Alaskan wilderness. Your DHHR worker stated that you will be given two weeks to research and study to learn everything that you will need to survive the next year alone in the Alaskan wilderness.
Task
You and your team will have three tasks to accomplish during your banishment:
The first task that you will need to complete is to create a Wilderness Survival Pamphlet detailing how to survive the Alaskan wilderness. You will need a survival pamphlet that details first aid techniques, information about the Alaskan Wilderness, and plants that are safe/dangerous to eat/touch.
The second task that will need to occur during your banishment is to prove that you have changed. You will need to display the changes made in your behavior and your development of coping skills. One way to showcase some of your new thought processes and skills is by creating a plan of action for Cole. This will be presented to the class at the end of the unit.
Process
Upon arrival in Alaska, your DHHR worker and a Tlinglet elder will meet with you. You will be assigned into groups of three. Each of you will play a vital role in your survival over the next year.
The Roles:
The Scientist: Scientist is responsible for researching the Alaskan Rainforest. They will provide information on the climate, terrain, and the flora and fauna of the region. This information will be vital for the survivalist.
The Survivalist: The role of the Survivalist will be to research means of survival in the Alaskan Rainforest. This information will be used to create a survival guide to be used during their year long banishment.
The Counselor: When taking on the role of Counselor students will be responsible for researching different coping strategies. This information will be used to develop a plan of action to help Cole return to High School.
The Process:
Step 1: Divide into your assigned groups. Review the responsibilities for each role. Clearly delineate each persons role in completing the WebQuest.
Step 2: Use the websites listed in the "Website" section under each of the roles to gather information about your topic.
Step 3: After gathering information, decide how you are going to create your task's product.
Step 4: Conference with your Elder (your teacher) to get approval for your product before beginning.
Step 5: When finished with your project you will write a one page summary of your findings; include what you have learned from Cole's journey, what skills you have learned that you can apply to your own future, etc
Step 6: Present your projects to the class as a group.
WEBSITES
The Scientist: Scientist is responsible for researching the Alaskan Rainforest. They will provide information on the climate, terrain, and the flora and fauna of the region. This information will be vital for the survivalist.
- http://www.alaskakids.org/index.cfm/know-alaska/Alaska-Geography/Forests
- http://www.cotf.edu/ete/modules/temprain/trtemprain5.html
- http://www.glacierbayalaska.com/rainforest-of-southeast-alaska/
- https://en.wikipedia.org/wiki/Climate_of_Alaska
- http://www.alaskawild.org/places-we-protect/tongass-national-forest/
- https://en.wikipedia.org/wiki/Kermode_bear
- https://www.nwf.org/Kids/Ranger-Rick/Animals/Mammals/Spirit-Bears.aspx
- http://ngm.nationalgeographic.com/2011/08/kermode-bear/barcott-text
The Survivalist: The role of the Survivalist will be to research means of survival in the Alaskan Rainforest. This information will be used to create a survival guide to be used during their year long banishment.
- http://www.wilderness-survival.net/
- http://www.wilderness-survival.net/chp10.php
- http://www.wilderness-survival.net/chp15.php
- http://www.wilderness-survival.net/chp2.php
- http://blog.theclymb.com/tips/10-tips-for-wilderness-survival/
- https://www.youtube.com/watch?v=2cPdoqjgwfk
- http://wildwoodsurvival.com/survival/
- http://wildwoodsurvival.com/survival/traps/index.html
- http://wildwoodsurvival.com/survival/food/index.html
- http://wildwoodsurvival.com/survival/food/poisonousplants/index.html
- https://www.backpacker.com/survival/survival-skills/first-aid-survival-skills
The Counselor: When taking on the role of Counselor students will be responsible for researching different coping strategies. This information will be used to develop a plan of action to help Cole return to High School.
- http://www.yourlifeyourvoice.org/pages/tip-99-coping-skills.asp
- http://www.thehelpfulcounselor.com/18-coping-skills-strategies-for-children-and-teens/
- https://www.psychologytoday.com/blog/the-race-good-health/201501/teens-and-stress-practical-coping-skills
- http://www.humanstress.ca/stress/trick-your-stress/steps-to-instant-stress-management.html
- http://www.humanstress.ca/stress-and-you/youth-and-stress/stress-at-12-or-14-years-old.html
- https://www.helpguide.org/articles/stress/stress-management.htm
- http://www.goodtherapy.org/blog/12-surefire-strategies-for-coping-with-anxiety-and-stress-0513155
Evaluation
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Satisfactory- Meets Expectations |
Unsatisfactory—Does Not Meet Expectation |
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Student
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Student notes/answers to questions evidence student learning.
Student provided a comprehensive list of websites where information was found and is included on a works cited.
Student provided a comprehensive and informative survival guide
Product is informative and functional.
Use of different fonts, layout, charts, and pictures are added to the product.
Writing is clear and coherent with appropriate development and organization for task, purpose, and audience.
Used appropriate facts and relevant, descriptive details to support the overall theme of the project. |
One or more of the Meets Expectations items are missing or not addressed. |
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Student Demonstrated WV Standards Associated with the Task Assignment
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Student constructed a well thought out explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. Student showed analysis of the characteristics of cultural contributions of Native Americans, African Americans, Hispanics and all immigrants.
Student demonstrated analysis of the impact of the environment, including the location of natural resources, on immigration and settlement patterns throughout U. S. history.
Student demonstrated the ability to analyze and defend various accounts of a subject told in different mediums of informational texts (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. |
One or more of the Meets Expectations items are missing or not addressed. |
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Student
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Student produced thoughtful and thorough research notes.
Student produced a survival guide based on research. Product is informative and functional. Product includes information on the geography and climate of the Alaskan Rainforest. Product includes relevant information for survival. |
One or more of the Meets Expectations items are missing or not addressed. |
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Student Demonstrated an Understanding of Copyright and Intellectual Property Right
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Student refrained from plagiarism. Student provided verification from Paperrater.com
Work cited page is included with project. |
One or more of the Meets Expectations items are missing or not addressed. |
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Student Demonstrated a Self-Assessment for Their Response to the Assigned Task
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Student completed a tasks completed checklist throughout the webquest.
Student will write a one page summary/reflection. |
One or more of the Meets Expectations items are missing or not addressed. |
Conclusion
Your year is up…. Have you found peace? Have you discovered forgiveness? You should be proud of your hard work, surviving the Alaskan wilderness is difficult, finding peace and forgiveness are even harder.
You have come to the end of a very trying journey. It is time to rest and reflect. Think of the wilderness, what it took to survive, and what you learned about yourself and how you cope. If you want to continue to learn about coping skills, you should visit the following sites:
https://www.thehelpfulcounselor.com/18-coping-skills-strategies-for-children-and-teens/
https://parents.au.reachout.com/skills-to-build/wellbeing/coping-skills-resilience-and-teenagers
http://www.copingskills4kids.net/For_Pre-Teens.html
Credits
AlaskaKids is a program of LitSite Alaska
University of Anchorage Alaska
http://www.alaskakids.org/index.cfm/know-alaska/Alaska-Geography/Forests
Exploring the Environment – Temperate Forests
Chris Kreger
http://www.cotf.edu/ete/modules/temprain/trtemprain5.html
Glacier Bay Country Inn
http://www.glacierbayalaska.com/rainforest-of-southeast-alaska/
Climate of Alaska
Wikipedia
https://en.wikipedia.org/wiki/Climate_of_Alaska
Tongass National Forest
Alaska Wilderness League
http://www.alaskawild.org/places-we-protect/tongass-national-forest/
Kermode Bear
Wikipedia
https://en.wikipedia.org/wiki/Kermode_bear
Spirit Bears
National Wildlife Foundation – Ranger Rick
https://www.nwf.org/Kids/Ranger-Rick/Animals/Mammals/Spirit-Bears.aspx
Kermode Bear
National Geographic
http://ngm.nationalgeographic.com/2011/08/kermode-bear/barcott-text
Wilderness Survival
Jalic Inc.
http://www.wilderness-survival.net/
Wilderness Survival
Jalic Inc.
http://www.wilderness-survival.net/chp10.php
Wilderness Survival
Jalic Inc.
http://www.wilderness-survival.net/chp15.php
Wilderness Survival
Jalic Inc.
http://www.wilderness-survival.net/chp2.php
10 Tips for Wilderness Survival
The Clymb
http://blog.theclymb.com/tips/10-tips-for-wilderness-survival/
Solo Survival: How to Survive Alone in the Wilderness for 1 week --Eastern Woodlands
Tom McElroy-Wild Survival
https://www.youtube.com/watch?v=2cPdoqjgwfk
Wildwood Survival
Survival – Walter Muma
http://wildwoodsurvival.com/survival/
Wildwood Survival
Traps – Walter Muma
http://wildwoodsurvival.com/survival/traps/index.html
Wildwood Survival
Food – Walter Muma
http://wildwoodsurvival.com/survival/food/index.html
Wildwood Survival
Poisonous Plants – Walter Muma
http://wildwoodsurvival.com/survival/food/poisonousplants/index.html
Backpacker
First Aid
https://www.backpacker.com/survival/survival-skills/first-aid-survival-skills
99 Coping Skills
Your Life Your Choice – Boys Town
http://www.yourlifeyourvoice.org/pages/tip-99-coping-skills.aspx
Title: Touching Spirit Bear
Published: 2001
Publisher: Harper Collins
Teacher Page
By Peggyann Pratt
This WebQuest is designed to accompany the reading of the book Touching Spirit Bear. This WebQuest is designed to take approximately three weeks to complete. Students in the 9th-10th grades will learn about themselves and how to cope with the stresses of life, while learning about the Alaskan Rainforest and how to survive it. Students work individually to research their topic using the given links and their book, they will also work in groups to create their finished products and plan for their presentation.
Teacher Introduction
In this WebQuest, students will be researching the Alaskan Rainforest, learning how to survive in and out of the forest. Students will work independently and in small groups (3). They will need to collaborate to gather all of the necessary information and complete the tasks assigned to them. This activity meets standards in Science and English, as well as reinforces social skills and coping skills.
WVDE College and Career Readiness Standards
Content Area: English Language Arts
Number and Complete Text:
ELA. 9.3; ELA. 10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a literary text, interact with other characters, and affect the plot or develop the theme.
ELA.9.15; ELA. 10.15 Analyze and defend various accounts of a subject told in different mediums of informational texts (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Content Area: Social Studies
Number and Complete Text:
SS.US.15 Analyze the characteristics of cultural contributions of Native Americans, African Americans, Hispanics and all immigrants (e.g., Germans, Italians, Irish, etc.) to the new nation.
SS.US.16 Analyze the impact of the environment, including the location of natural resources, on immigration and settlement patterns throughout U. S. history.
Content Area: Science
Number and Complete Text:
HS-ESS3-1 Earth and Human Activity Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-2)
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ESS3-2)