Rose's Walk

Objectives:

  1. To design and build a structure that will trap the fox.
  2. To use everyday materials to discover a solution to a problem.
  3. To increase eye/hand and motor coordination by working with simple materials.

Materials:

  • Shoeboxes, glue, tape, markers, crayons, strings, sticks, and scissors (one each per team)

    Procedures:

    1. Read the Hutchins' book, Rosie's Walk. Stop reading before the ending ("and got back in time for dinner"). Discuss the "pitfalls" that happened to the fox, but did not happen to Rosie.
    2. Present the problem-solving situation: " Rosie needs your help to feel safe from the fox. You can help Rosie by thinking of a way to catch the fox. Your teacher will give you a lot of things with which to build." (Avoid using the words "fox trap," because it may give students a preset solution.)
    3. Students first design their fox catcher in their folios (record-keeping logs). Then students work in teams of two-to-four to decide which folio design to build.
    4. Place all materials on a table. Let students choose from these objects.
    5. Each team builds a fox catcher from materials provided by the teachers. Teacher may designate jobs to team members. For example, one may act as a "gofer" to gather materials, another act as artist, another as assembler, and still another as presenter. (Option: Make color-coded badges for each team member.)
    6. Provide each team with ample opportunity to solve the problem--make a fox catcher without telling them the solution.
    7. Each team presents their design solution to the fox catcher problem. Discuss other ways of catching foxes (eg, hole in the ground and other types of traps).
    8. Investigate traps made by other cultures (e.g., American Natives, African, Indian...) Read the Walt Disney versions of Ruyard Kipling's books that demonstrate tiger traps.
    Evaluation

    1. Check student folios for completion of their initial fox-catcher design.
    2. Assess student participation in cooperative learning groups by their job contribution to the team.
    3. Evaluate student input to discussions.

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