Schooner Adventure Educational Programming www.schooner-adventure.org Beth Welin, Education Coordinator bwelin@schooner-adventure.org
Schooner Adventure Education Programming Overview Histories of the North Atlantic Fisheries Curriculum The Schooner Adventure offers an array of educational programs for school groups as well as for the public. These programs include walking tours, hands-on science programs, maritime heritage and culture presentations as well as educational resources available online. Some of our educational programming: 1. Traveling Dory Education Program Traveling to schools, parks, and maritime festivals, this program retells the exciting story of handlining and dory fishing utilizing historic photographs, film clips, charts, maps and artifacts. This presentation will bring to life the history, men and methods for over 100 years of dory fishing. Topics covered: 1. day in the life of a doryman - baiting with safe hooks and hauling fish 2. fishing equipment trawl bucket, nippers, fisherman s clothing 3. types of fish caught 4. where the fish were banks charts 5. overview of the history of fishing 2. Onboard Adventure Education Programs We will have 2 versions of onboard programs dockside and sailing. Both of these programs will involve stations with hands on activities presenting the story and science of dory fishing using a variety of materials on deck (compasses, timelines, charts and maps ) and in the fishhold classroom lab (digital microscopes, computers, graphs ). These programs will be developed and offered as the restoration permits. As soon as we have Coast Guard approved access, we can start our dockside education programs. The sailing program and fish hold laboratory activities will have to wait until restoration is complete. Topics to be covered: 1. parts of the schooner evolution of the schooner 2. life in the fo cs le 3. jobs of the various types of crew members 4. day in the life of a doryman 5. who s fishing ethnic groups 6. fishing equipment 7. methods of fishing 8. types of fish caught 9. dressing and storing the fish 10. where Gloucester is on the map 11. Gloucester fishing changes over time - timeline 12. who s fishing immigration map 13. men lost in fishing 14. navigation
3. Gloucester's History and Heritage Program Available as an afterschool or summer program, students will visit various sites learning about the history related to that spot with the assistance of maps, charts, pictures, paintings, journals and other primary resources. Visits would be followed up with an activity where the students would demonstrate/share what they have learned through creating computer projects, murals, posters, journals, newspaper articles etc. 4. Gloucester s Working Waterfront Walking Tour While walking along Gloucester's Working Waterfront, students will visit the sites of various companies that use to occupy the harbor. By retracing old maps and looking at historic photos, we will go back in time to the late 1800's, the heyday of Gloucester's fishing. 5. Teacher Professional Development Schooner Adventure has been part of the MITS Program (Museum Institute for Teaching Science) for over 10 years where we work with the Peabody Essex Museum, Mass Audubon Society, Gloucester Marine Heritage Center, HOBBES (Hands on Boat Based Education and Science) and Massachusetts Institute for Technology s Sea Grant Program to offer 10 days of inquiry based science instruction during the summer. These professional development workshops are offered in July. 6. School Collaborations We are willing to collaborate with schools on various projects. For the past few years we have had ongoing collaborations with local vocational school programs. Our partnership with the Merrimack Special Education Collaborative has resulted in the building of a pram using proper boatbuilding techniques and equipment by the high school students there. Our Landmark School project will provide the students there with the needed oversight and instruction as they build historically accurate Grand Banks dories. It is our hope that by exposing these vocational students to boat building skills that they will gain the needed expertise to help keep the boatbuilding and restoration industry in this area supplied with well trained and skilled craftsmen. 7. Scout Oceanography Program Girl and Boy Scouts can work on their Oceanography badge and learn about waves, breakwaters, flotsam vs. jetsam, endangered fish, charts vs. maps and compasses. Programs end with fish printing and a sea chantey sing. 8. Customized Education programs We will create programs to meet group needs. Recently, we participated in the Marblehead s Village School s Colonial Days where we offered Sailor Valentines, Fish Printing and Sea Chanties to over 260 5 th grade students. 9. Teacher and Student Online Resources On our new website, we are posting lesson plan packets, coloring books, glossary sheets as well as historical timelines of the New England fishing industry. Additional resources are in the works, including a picture galley of fishing equipment and the Evolution of Fishing Boats and Equipment.
Massachusetts Curriculum Frameworks to be Covered by Schooner Adventure s Programs (highlighted more in-depth coverage) Earth and Space Science, Grades 3 5 Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time. Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time. Describe how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation. Differentiate between weather and climate. Describe how water on earth cycles in different forms and in different locations, including underground and in the atmosphere. Give examples of how the cycling of water, both in and out of the atmosphere, has an effect on climate. Life Science (Biology), Grades 3 5 1. Classify plants and animals according to the physical characteristics that they share. 3. Recognize that plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death. 5. Differentiate between observed characteristics of plants and animals that are fully inherited (e.g., color of flower, shape of leaves, color of eyes, number of appendages) and characteristics that are affected by the climate or environment (e.g., browning of leaves due to too much sun, language spoken). 6. Give examples of how inherited characteristics may change over time as adaptations to changes in the environment that enable organisms to survive, e.g., shape of beak or feet, placement of eyes on head, length of neck, shape of teeth, color. 7. Give examples of how changes in the environment (drought, cold) have caused some plants and animals to die or move to new locations (migration). 8. Describe how organisms meet some of their needs in an environment by using behaviors (patterns of activities) in response to information (stimuli) received from the environment. Recognize that some animal behaviors are instinctive (e.g., turtles burying their eggs), and others are learned (e.g., humans building fires for warmth, chimpanzees learning how to use tools). 10. Give examples of how organisms can cause changes in their environment to ensure survival. Explain how some of these changes may affect the ecosystem. 11. Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers.
Physical Sciences (Chemistry and Physics), Grades 3 5 Compare and contrast solids, liquids, and gases based on the basic properties of each of these states of matter. Describe how water can be changed from one state to another by adding or taking away heat. Identify the basic forms of energy (light, sound, heat, electrical, and magnetic). Recognize that energy is the ability to cause motion or create change. Give examples of how energy can be transferred from one form to another. Technology/Engineering, Grades 3 5 1. Materials and Tools 1.1 Identify materials used to accomplish a design task based on a specific property, e.g., strength, hardness, and flexibility. 1.2 Identify and explain the appropriate materials and tools (e.g., hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to construct a given prototype safely. 1.3 Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge, gear, and lever. 2. Engineering Design 2.1 Identify a problem that reflects the need for shelter, storage, or convenience. 2.2 Describe different ways in which a problem can be represented, e.g., sketches, diagrams, graphic organizers, and lists. 2.3 Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem. 2.4 Compare natural systems with mechanical systems that are designed to serve similar purposes, e.g., a bird s wings as compared to an airplane s wings. Grade 3 Massachusetts and its Cities and Towns: Geography and History History and Geography 2. Observe visual sources such as historic paintings, photographs, or illustrations that accompany historical narratives, and describe details such as clothing, setting, or action. 3. Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction, and significance. 5. Describe the difference between a contemporary map of their city or town and the map of their city or town in the 18th, 19 th, or early 20 th century. 9. Define specialization in jobs and businesses and give examples of specialized businesses in the community. New England and Massachusetts 3.1 On a map of the United States, locate the New England states (Connecticut, Rhode Island, Massachusetts, Vermont, New Hampshire, Maine) and the Atlantic Ocean. On a map of Massachusetts, locate major cities and towns, Cape Ann, Cape Cod, the Connecticut River, the Merrimack River, the Charles River, and the Berkshire Hills
3.5 Explain important political, economic, and military developments leading to and during the American Revolution. (H, C) a. the growth of towns and cities in Massachusetts before the Revolution 3.7 After reading a biography of a person from Massachusetts in one of the following categories, summarize the person s life and achievements. (H, C) a. science and technology (e.g., Alexander Graham Bell, Nathaniel Bowditch, Robert Goddard, John Hayes Hammond, Edwin Land, Samuel Morse) Cities and Towns of Massachusetts 3.8 On a map of Massachusetts, locate the class s home town or city and its local geographic features and landmarks. 3.11 Identify when the students own town or city was founded, and describe the different groups of people who have settled in the community since its founding 3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historical society and local museums as needed. 3.13 Give examples of goods and services provided by their local businesses and industries. History and Geography Grade 4 North American Geography 1. Use map and globe skills to determine absolute locations (latitude and longitude) of places studied. 2. Interpret a map using information from its title, compass rose, scale, and legend. 3. Observe and describe national historic sites and describe their function and significance. Economics 6. Define and give examples of natural resources in the United States. 7. Give examples of limited and unlimited resources and explain how scarcity compels people and communities to make choices about goods and services, giving up some things to get other things. 8. Give examples of how the interaction of buyers and sellers influences the prices of goods and services in markets. Regions of the United States 4.11 Describe the climate, major physical features, and major natural resources in each region. 4.16 Identify major immigrant groups that live in Massachusetts and where they now live in large numbers (e.g., English, Irish, Italians, French Canadians, Armenians, Greeks, Portuguese, Haitians, and Vietnamese).
Grade 5 United States History, Geography, Economics, and Government: Early Exploration to Westward Movement History and Geography 1. Identify different ways of dating historical narratives (17 th century, seventeenth century, 1600s, colonial period). 2. Interpret timelines of events studied. 3. Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. 4. Use maps and globes to identify absolute locations (latitude and longitude). 7. Compare maps of the modern world with historical maps of the world before the Age of Exploration, and describe the changes in 16 th and 17 th century maps of the world. Economics 14. Give examples of how changes in supply and demand affected prices in colonial history (e.g., fur, lumber, fish, and meat). Pre-Columbian Civilizations of the New World and European Exploration, Colonization, and Settlement to 1700 5.3 Explain why trade routes to Asia had been closed in the 15 th century and trace the voyages of at least four of the explorers listed below. Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the image of the world, especially the maps used by explorers. A. Vasco Nuñez de Balboa B. John and Sebastian Cabot C. Jacques Cartier D. Samuel de Champlain The Political, Intellectual, and Economic Growth of the Colonies, 1700-1775 5.10 On a map of North America, identify the first 13 colonies and describe how regional differences in climate, types of farming, populations, and sources of labor shaped their economies and societies through the 18 th century. 5.11 Explain the importance of maritime commerce in the development of the economy of colonial Massachusetts, using the services of historical societies and museums as needed. A. the fishing and shipbuilding industries B. trans-atlantic trade C. the port cities of New Bedford, Newburyport, Gloucester, Salem, and Boston