Sunday, April 24, 2022

LESSON PLAN / FINDING SCIENCE IN STORIES. Deputy Dan and the Bank Robbers

 

LESSON PLAN / FINDING SCIENCE IN STORIES

STORY:            Deputy Dan and the Bank Robbers by Joseph Rosenbloom,

Random House, New York, 1985

SUMMARY:     Deputy Dan listens to the orders of Sheriff Digbee who likes to use popular expressions (figures of speech), which Dan follows literally rather than by the figurative meaning.  This leads to some funny situations, which frustrate his boss.  Despite this, will Deputy Dan end up being successful in capturing some bank robbers?

LEAD-IN:         Ask:    If I tell you to answer the door, would you go and talk to the door?  Deputy Dan does.  Let’s read and find out why.                    

READ STORY:  Invite participation, such as having a student reading “No, no!” or Deputy Dan hopping to it, as his boss orders.  Various scenes can be acted out.

PREDICTION:  As the story proceeds, what do you predict will happen when Sheriff Digbee gives a new order to Deputy Dan?   Keep in mind his common expressions such as hop over, step on it, keep an eye on something, check it out, keep it covered, etc.  And keep in mind that Dan takes these instructions word for word (not as intended in the figurative sense). 

EVALUATION:

Comprehension:

·       Re Prediction in story:  Does the child begin to anticipate Dan’s actions? 

·       Did Dan use common sense to figure out who the robbers were?                       

 (no – dirty crooks / and yes – Scrambled Eggs Gang)   Did luck play a role?

·       For discussion:   Dan follows orders blindly -- without questioning if they make sense.  Does this waste time?  What can both Dan and Sheriff Digbee learn from this to prevent future confusion?

Other:

·       Art.  Draw a picture of your favorite scene.

 Participate in the story, as suggested above.

 Does the child ask questions or make comments?

TRANSITION:  As the story comes to an end, remind them of the jumping that takes place in the story by frustrated Sheriff Digbee.  Jumping takes a lot of energy, because where you want to go up, gravity pulls us down.  You can remain indoors or go outdoors for these activities.

 

BRINGING IN SCIENCE:

·       In the video we do jumping jacks, cartwheels,  jump rope, long jump:                                

      Other games you can do:   hopscotch / jump up stairs / leapfrog, too.

·       Jumping takes a lot of energy – where you want to go up, gravity pulls us down.

·       Activities like jumping use a lot of oxygen.  Remember to deep breathe.

·       You will hear Bella point out   (in the video)   that it’s harder to jumprope on grass than on a smooth surface.  This is due to more friction when the rope passes over the grass.

·       Potential Energy (PE) and Kinetic Energy (KE) in Cartwheels or Long jump: 

As someone is in position to jump, you can easily notice that the person is in the right position and place to use their energy –  Potential energy. 

As the person moves through the jump, this energy changes to the energy of motion –       Kinetic energy.

·       The long jump is a great way to bring in math.  Measure the distances each child jumps, seeing if they do more than or less than before.  Using a yardstick or tape measure, keep a record and calculate how they did.  See if there is any difference between a standing start and a running start.