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Read
Connect with prior knowledge by asking students to imagine the school
and its grounds as their “range.” Have
them map or describe their route of travel on a typical school day.
Encourage them to include the indoor and outdoor spaces they visit
throughout the day. Have students include the reasons that they travel
to each space, timelines of their “trips,” and
the conditions they encounter in each place.
To introduce the selection, have students imagine herds of caribou roaming
on their range and making migratory journeys. Have them list questions
and predictions about the landscapes explored by caribou, conditions
that may impact its migratory journey, and timelines of their trips.
Examples:
- What are the landmarks and landscapes of the caribou range?
- What are the possible dangers that make the journey treacherous
for caribou?
- How do you think caribou adapt to potential risks?
- Encourage students to brainstorm anticipatory questions using
Who? What? Where? When? Why? and How?
Read the nonfiction selection "Caribou
Range Cookie Map: An Edible Lesson in Geography"aloud
to the class.
Revisit
Revisit the selection to collect facts that answer these questions: “What
determines the range of the caribou?” “How do caribou decide
where to migrate?”
Use details from the selection to identify cause and effect
relationships. “How
would caribou migration change if.....?” Possible ideas to generate
discussion: “...the landscape of the caribou range changed?” or “....weather
patterns altered the conditions along the caribou’s route?”
Invite students to illustrate caribou landscapes and landmarks using
details revealed in the text and visual presentations in the selection.
Reflect
Journaling Questions:
1. Caribou migration groups can include thousands of animals. Why do
the caribou choose these pathways for migration?
2. Most years the caribou migrate right through the area that includes
the town of Old Crow. What would it be like to live in Old Crow or Arctic
Village?
3. What came first, the migration path or the town? What makes this route
good for caribou? What makes this route good for a town?
Making Connections: Construction
Detours
How does construction impact the “migratory routes” of
drivers? What possible dangers do drivers and pedestrians
prepare for in construction
zones? When humans create construction zones in caribou country, what
detour options do caribou have? What possible dangers would detours have
for caribou herds?
Evaluate: (Readers
examine author’s strategies.)
What kind of lead did the author use to introduce the selection? (a question)
What other leads would be effective for this selection? Give examples.
How would you categorize this selection: descriptive? persuasive? expository?
narrative? expressive? or a combination? State your opinion and use examples
from the text to support your reasoning.
How effective was this piece? Did you as a reader connect with the author’s
message? Use samples from the text to support your opinion.
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