Hudson River – Planning - O’Connor, PhD. ILS – copyright 2003 Know Your Neighbor The Hudson River Treasure Hunt Group Name: _____________________ Members: ______________________ _______________________________

Hudson River – Planning - O’Connor, PhD. ILS – copyright 2003 Gathering Evidence Assemble a team of four – include two bridge grade-level teachers, a special ed & a special program teacher; give the group a name; write the name & members on the front Using the attached sheets as cues, observe and note theme related possibilities for instruction under at least four of the categories Teams should ask, what can you: –Observe, smell, journal, or draw about this aspect of the Hudson –Measure, test, quantify Why or how would this be interesting to TOAST students? Your notes will be used for group activities / discussion back at school directly after the boat ride -- think outside the box – “prizes” coming

Hudson River – Planning - O’Connor, PhD. ILS – copyright 2003 Shoreline ________________

Hudson River – Planning - O’Connor, PhD. ILS – copyright 2003 River Plants ________________

Hudson River – Planning - O’Connor, PhD. ILS – copyright 2003 River Animals ________________

Hudson River – Planning - O’Connor, PhD. ILS – copyright 2003 River Bridges ________________

Hudson River – Planning - O’Connor, PhD. ILS – copyright 2003 River as Recreation ________________

Hudson River – Planning - O’Connor, PhD. ILS – copyright 2003 River Commerce / Transportation ________________

Hudson River – Planning - O’Connor, PhD. ILS – copyright 2003 River as “Inspiration” ________________

Hudson River – Planning - O’Connor, PhD. ILS – copyright 2003 River Locks ________________

Hudson River – Planning - O’Connor, PhD. ILS – copyright 2003 River Testing ________________

Hudson River – Planning - O’Connor, PhD. ILS – copyright 2003 Creating a Hudson River Instructional Lesson Name for the Lesson: ______________________________ Grade Level: _________________ Instructional objective: ________________________________________________________ Briefly describe the unit, the way you would include the Hudson River, and how you would involve the students with the Hudson? (field trip / research / etc.) ____________________________ ________________________________________________________________________ How would you tie-in this lesson with the theme curriculum, with other class activities, with computer, camera or web technologies, or with school-support programs? _____________________ ________________________________________________________________________ How could you bring your bridge class into this lesson? _______________________________ ________________________________________________________________________ Group name: ____________ Members: ____________________________________________

Hudson River – Planning - O’Connor, PhD. ILS – copyright 2003 Expanding the Instructional Ideas Teacher / staff name: ____________ Group Name CommentsSuggestions / ExpansionsTop 3* * Place a 1 next to your first choice, 2 next to second, 3 next to third

Hudson River – Planning - O’Connor, PhD. ILS – copyright 2003 Special Panel of Judges Judge name: ____________ CATEGORY Group Name The “No, You Can’t Bring the Hudson to TOAST” Award; (Most unrealistic field trip ideas) The “Blind Leading the Blind” Award, or “Whose My Partner Again?” Award or “You Want the 4 th Graders To Do What?” Award; (Most innovative use of the bridge class) The “I Love the Unstructured Environment,” or, “You Can’t Go on This Field Trip Unless Your Father Comes” Award; (Greatest use of outside classroom activities) The “Popsicle Lifetime Achievement Award”; (Most artistic use of the Hudson River) The “Glutton for Punishment” Award or, the “I’m a Professional; Overtime is Part of the Deal” Award; (Most pre-planning needed) The “Fernie, I’m Really, Really Sorry” Award; (Most likely to create a huge mess) The “Building Castles in the Sky” Award or “Remind Me, What’s Origami?” Award; (Most innovative use of construction paper) The “Beg, Borrow, Steal” Award; (Most new equipment/supplies needed) The “Barb/Brenda, You’re Going to Hate Me for This” Award; (Most likely to drive the secretaries crazy) The “Oops, I Only Count 19” Award; (Most likely to have a student overboard)

Hudson River – Planning - O’Connor, PhD. ILS – copyright 2003 Notes to Planners Make a fun treasure hunt; let groups take notes using the handout as prompts – have one person take notes for the group; encourage original thinking – circulate around the boat and be sure folks are taking notes; take pictures that include ALL staff Upon return to the school, have the groups re-form, taking their “reminders” and generating an instructional unit – give groups about minutes to assemble some lesson ideas (see attached sheet); have them choose a task leader (for ensuring that all parties are participating and for leading the discussion about the unit), a recorder (for assembling the group’s ideas onto the sheet), and a reporter (for summarizing ideas to the school staff) – give at least two copies to the group Have the reporter for each group read the ideas to the assembly; set a time limit for this “report back” ( minutes) – use a stop watch to track time / flag when 1 minute remains – the teachers/staff make notes and comments about the ideas proposed (see the attached sheet); move to the next group quickly; should time permit, guide a discussion about the learning ideas During the reporting have teachers and staff complete the “Expanding the Instructional Ideas” grid – to keep them engaged and to gather their ideas and their votes; tell them that summaries of this information and the tally of their votes will be posted on the internal web site Secure several immediate judges either by: appointing (tape something to the bottom of selected chairs) or having volunteers– have these judges sit in a separate section (to keep their judgments anonymous) / generate serious to silly categories – have these judgments compiled during the closing comments (Salerno / Savino ) / announce the findings – give prizes Follow up: Chipman begins to compile lessons; O’Connor creates web documentation of the boat ride, the ideas and units generated, and the contest winners