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Lesson Plans: Elementary School
The Thrill of Big-Wave Surfing
Subject: Language Arts
Grade Level: 4-6

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In this lesson students will learn about big-wave surfing from a variety of perspectives. After watching the NATURE production CONDITION BLACK students will participate in activities that focus on the ways that human beings respond to nature and challenge.


Overview Procedures for Teachers
Learning Objectives

1. Students will learn to read for information and evaluate a variety of sources.

2. Students will learn how to summarize content knowledge from varied resources in creating a presentation.

3. Students will learn about the relationships between human beings and their environment as they reflect upon the challenges of big-wave surfing.

4. Students will critically analyze factual information and prepare a written essay that incorporates this knowledge into a descriptive paragraph.

Bookmark the following sites:

http://www.legendarysurfers.com/
http://pao.cnmoc.navy.mil/educate/neptune/quest/wavetide/wavetide.htm
http://www.onr.navy.mil/focus/ocean/motion/waves1.htm
http://www.onr.navy.mil/focus/ocean/motion/waves2.htm
http://www.surfingforlife.com/history.html
http://www.educationcentral.org/stormy/main.htm
http://holoholo.org/quikeddy/q990101.html
http://starbulletin.com/1999/01/02/sports/story2.html
http://www.cabinessence.com/brian/lyrics/surfin_usa.html#1
http://www.magicsurfbus.com/surfspeak.htm


Standards

Language Arts

http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID=9
Understands different messages conveyed through visual media (e.g., main ideas and supporting details; facts and opinions; main characters, setting, and sequence of events in visual narratives)
Understands a variety of messages conveyed by visual media (e.g., main concept, details, themes or lessons, viewpoints)

http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID=1
Uses strategies (e.g., adapts focus, organization, point of view; determines knowledge and interests of audience) to write for different audiences (e.g., self, peers, teachers, adults)

http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID=2
Uses descriptive language that clarifies and enhances ideas (e.g., establishes tone and mood, uses figurative language, uses sensory images and comparisons, uses a thesaurus to choose effective wording)

http://www.mcrel.org/compendium/Standard.asp?SubjectID=7
Gathers and uses information for research purposes
Uses viewing skills and strategies to understand

http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID=7
Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines)

Life Skills

http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=22&StandardID=1
Contributes to the overall effort of a group




 


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