Over the 6 months leading up to the Iceland expedition Michaela worked with fellow teachers to pick curriculum that would align with what they were learning in school. They picked material that would be about the environment, sustainability, and culture of the North. Michaela than wrote lesson plans to align with material in Iceland regions around those topics. While in Iceland the team taught those lessons through a Video Blog style. 

 

4th Grade: The Legends of Norse Mythology

Fourth graders become more self-confident as their perceptions of the world sharpen, broadening the child’s perspective and showing a world of endless, exciting possibilities. The fourth grader has an adventurous spirit, is full of curiosity, and is eager to explore new capacities for learning and creativity.

We have asked the captain of the ship to bring a story from Iceland about sailing, in specific, a story about his ancestors


5th Grade: Botany

Fifth grade is referred to as the “golden year” because students at this age are enthusiastic about learning, eager for new challenges and capable of hard work and creativity.

We will be comparing the marine ecosystems of the west coast of Oregon and how it is similar and different to the west coast of Iceland. Our fifth-grade class went to the coast this fall to go tide pooling and explore what grows near and in the water along the coast. The students are curious to see if there are similar things living in similar, Icelandic environments.


6th Grade: Geography

During this expedition, the Sixth Grade will track our expedition in relationship to the waterways and currents surrounding Iceland. They will also study the role the Mid-Atlantic Ridge Plate Boundary plays in the creations of volcanoes and other geological phenomena of Iceland. 

Lesson plan examples are: Creating a topographical model of the North Western Fjords of Iceland, writing a creative story in relationship to the latitude and longitude plots of our journey using an interactive map for presentation, exploring the different climate zones throughout Iceland, Sea to Mountain, and the attire needed to stay safe in each of these environments. 


7th Grade - Astronomy

The student on the cusp of adolescence, as they begin to experience a new feeling of weight and gravity in their bodies. It is crucial for them to feel themselves standing firmly on the earth. Now is their time to think beyond themselves with a fearless need to question authority and explore innovative thinkers. They begin teaching each other, counter-balancing the natural tendency of this age group to isolate and individuate. 

  • Wants to know what is the length of day and night?
  • What is the maximum height of the sun midday?
  • The altitude of North Star, Polaris? What latitude are we at on the boat? How accurate is our home made astrolabe?
  • Is it possible to navigate by the stars that far north?
  • What constellations can you see in the Northern skies?

Lesson plan examples:

  • Making a homemade astrolabe
  • Making a comparison picture of night sky based on the latitudes

8th Grade:  100 Mile Diet and Expeditionary Behvavior

The purpose of the seminal eighth grade class trip is to come face to face with the world in which we live. At the Waldorf School of Bend our class trip is comprised of three fundamental elements; personal challenge, service, and trip planning.  This year the eighth grade is going to Costa Rica. While in town they are fundraising money for their trip. As a class they decided that sourcing local meant a great deal to them and so they are partnering with local businesses to raise the money for their trip. When they are in Costa Rica they will be living in the culture eating local food, seeing how the local culture thrives and coming face to face with the real world. In the month of April, Michaela Precourt and the Junior high teacher Moe Anderson will be bringing the 100 mile diet to them as a challenge to make a hot snack for the entire school. These 8th grade students will and are going through similar steps for their trip to Costa Rica.

They are curious about:

  • What fears (emotional/social/physical) does the team face on a daily on the boat? How are they dealt with?
  • What service are you providing for our planet by being aboard your ship?
  • What valuable information are you providing for future generations so that we can help promote the well-being for our world?
  • How did you get sponsors?
  • How did you raise money?
  • How do you decide how to divide the money up that is donated?
  • Why are you documenting it through film?

Continued...