Author Feature-Victoria Scott

 


Spirit of Texas Reading Program

Middle School

Featured Author

Victoria Scott

Victoria Scott

Fire & Flood 
Salt & Stone

Victoria Scott is the author of the Fire & Flood series.

She lives in Texas with her husband and child.

Victoria loves candy floss, red lipstick and getting to know her readers.


 

 

Find her on the web:

Twitter

Website

 


If you have questions or comments for the Young Adult Round Table, contact the YART webmaster.

Follow Us:

facebook icon twitter icon youtube icon



Book Trailer

 


If you have questions or comments for the Young Adult Round Table, contact the YART webmaster.

Follow Us:

facebook icon twitter icon YouTube icon



Book Quiz

Salt & Stone

Printable Copy

  1. 1. Tella is competing in
    1. The Brimstone Bleed
    2. The Olympics
    3. UIL Academics Tournament
    4. Volleyball playoffs

    2. Monster is actually
    1. A Grizzly Bear Pandora
    2. A Sasquatch Pandora
    3. A beverage Pandora
    4. A huge competitor

    3. The third leg of the race takes place
    1. In the ocean
    2. In the mountains
    3. In the desert
    4. In the jungle

    4. Cotton said he is in the race to save
    1. His father
    2. His brother
    3. His mother
    4. His sister

    5. Harper almost died from
    1. The sting of a box jellyfish
    2. Falling off the boat in a storm
    3. Another contender stabbing her
    4. A sting from a poisonous Pandora

    6. To earn a 24-hour head start in the final leg of the race, the contender’s must
    1. Let their Pandora’s fight to the death
    2. Eat a plate full of fried scorpions
    3. Pick one contender to beat in an obstacle course
    4. Be the last one standing in a balancing competition

    7. When Tella tried to protect the alligator and the man pointed his gun at Tella instead, the Pandora’s all protectively surround her because
    1. She had treated them all with kindness
    2. Her Pandora asked them to protect her
    3. Her friends asked their Pandora’s to protect Tella
    4. Tella promised to release them all

    8. The fourth and last leg of the race takes place in
    1. The mountains
    2. The oceans
    3. The jungle
    4. The desert

    9. How did Tella discover Cotton did not compete in the first half of the race?
    1. He agreed with her lie about the flag colors
    2. He told Harper and Tella overheard
    3. Tella read his journal
    4. He let it slip when talking about the sabotaged backpacks

    10. Who was the first to finish the race?
    1. Harper
    2. Tella
    3. Guy
    4. Braun
     

     

Fire & Flood

Printable Copy

  1. 1. Tella was notified about the Brimstone Bleed when she:
    1. Found a blue box on her bed
    2. Found an old letter from her grandmother
    3. Was told about it by her mother
    4. Found an egg in her tree

    2. The Brimstone Bleed takes place across
    1. Four ecosystems
    2. Four countries
    3. Four years
    4. Four continents

    3. The prize for winning the Brimstone Bleed is:
    1. A cure for a loved one’s illness
    2. A million dollars
    3. A lifetime supply of food
    4. A new home anywhere in the world

    4. When the Pandora’s hatch, they take the shapes of:
    1. Animals
    2. Transportation vehicles
    3. Plants
    4. Cartoon characters

    5. Each Pandora has a unique characteristic that:
    1. Helps their contender win the Brimstone Bleed.
    2. Helps their contender tell them apart
    3. Helps their contender find food
    4. Helps to heal their contender when injured

    6. The feather Tella wears in her hair
    1. Matches the feathers on the spears used by the men in brown clothing
    2. Was found by her mother when she competed in the Brimstone Bleed
    3. Matches the feathers on her Pandora
    4. Was given to her buy Guy for good luck

    7. At the beginning of the second leg of the race, the contenders were all offered
    1. The opportunity to forfeit the race and return home
    2. Enough money to pay for the best doctors in the world for their loved ones
    3. A clue that will give them an advantage in the game
    4. A new Pandora to replace any lost in the first leg

    8. Guy suggests leaving the packs behind because
    1. The color was too bright
    2. They weighed too much
    3. They did not need books in the race
    4. They did not contain anything useful

    9. Caroline takes care of Dink because
    1. He is her Pandora
    2. He reminds her of her son
    3. He is sick
    4. He is threatening her

    10. Santiago created the Brimstone Bleed
    1. as punishment for his daughter’s death
    2. to give his employees and their families a fun time
    3. as the first adventure race around the world
    4. as a model for a video game

 

 If you have questions or comments for the Young Adult Round Table, contact the YART webmaster.

Follow Us:

facebook icon twitter icon youtube icon



Academic Programs 


Printable Copy

BB Ecosystem

Is It Alive?

Pandoras

Survival Kit

General Academic Program Introduction

Would you be able to survive the Brimstone Bleed? The competitors in this race began the race with little to no knowledge about where they were going or what they would have to do. They were not able to bring anything with them; they were given supplies as the race progressed. One of the supply items each competitor is given is a Pandora. These creatures are uniquely designed to look like an animal, and each has been given at least one special Ability. They are a combination of Biotic and Abiotic features. Will you be able to identify the Abiotic factors they use, and then make choices to help you survive one of the Brimstone Bleed biomes?

Program Title: Living and Surviving

Introduction: In the books, the competitors each had a Pandora to help them survive their race. When first hatched, each Pandora was in the shape of an animal. It was only as the race progressed the competitors discovered that their Pandora’s were not animals as defined by science. They had abiotic features as well. After reviewing Biotic and Abiotic characteristics, students will select one Pandora, draw it using its abilities, and label and describe some of the biotic and abiotic features of the Pandora’s.

Activity 1: Is it Alive?

Introduction: In the books, the competitors each had a Pandora to help them survive their race. When first hatched, each Pandora was in the shape of an animal. It was only as the race progressed the competitors discovered that their Pandora’s were not animals as defined by science. They had abiotic features as well. After reviewing Biotic and Abiotic characteristics, students will select one Pandora, draw it using its abilities, and label and describe some of the biotic and abiotic features of the Pandora’s.

Detailed Description of Activity 1

1. Set up links to any or all of the games listed below to review the defining characteristics of Biotic and Abiotic features:

http://www.kubbu.com/student/?i=1&a=45900_abiotic_vs_biotic

http://www.purposegames.com/game/biotic-vs-abiotic-game

https://www.quia.com/quiz/244317.html

2.  Either assign or let students select a Pandora from the provided list. On the “Is it Alive” worksheet, students will draw the Pandora using its abilities.  Students will label and describe at least 2 biotic and one abiotic characteristics of this Pandora. Answer the following: Would your Pandora be alive-a living creature, as defined by science? What evidence would support your answer?

 

 

Activity 2: How to survive?

Activity 2 Introduction

In each leg of the race, competitors were given a pack of supplies to help them make it through each of the ecosystems. The competitors had no knowledge of what lay ahead, and often did not know the components of the ecosystem they were about to encounter. Knowledge is power, and in this activity students will gain knowledge to help them survive through the ecosystems. 

Activity 2 Detailed Description of Activity

Part 1. Students will research and record data for the four ecosystems (jungle, ocean, mountain, desert) that made up the Brimstone Bleed competition.

Set up links to any or all of the sites listed below to review ecosystem characteristics:

http://www.thewildclassroom.com/biomes/#

http://kids.nceas.ucsb.edu/biomes/

Using the Brimstone Bleed Data Record worksheet (like the one linked here http://www.enchantedlearning.com/biomes/), have students record data for each of the ecosystems Tella and the other competitors race through in each leg of the race:

Brimstone Bleed

Ecosystem

(Biome)

Yearly Water

Amount

Average Yearly

Temperature

Soil

Composition

Plants

Types, Amounts

Animals

Types, Amounts

Leg 1

Jungle

 

 

 

 

 

 

Leg 2

Desert

 

 

 

 

 

 

Leg 3

Ocean

 

 

 

 

 

 

Leg 4

Mountain

 

 

 

 

 

 

 

 

 

 

Part 2: Students will develop a survival kit for one of the 4 biomes. Students will also choose one of the Pandora’s, and describe what feature/s (biotic and abiotic) of this Pandora were designed specifically for survival in this biome?

Use the comic below to introduce discussion for this part of the activity:

Survival

        

http://librarycomic.com/comic/47/ A comic strip about a library. By Chris Hallbeck and Gene Ambaum. 1/17/17

Have students select an ecosystem from the Brimstone Bleed Data Record, and design a survival kit for use as race contestant. Kits should have at least 10 items listed with support statements of how they will be of help. Students will also select a Pandora that will be of specific help through this ecosystem, and explain how it will help. Include the following:

An item to be of use in all 4 biomes

An item to be of specific use in this biome only

An item to be wearable

An item to be useful for hygiene

An item to be useful for shelter

One modification of the lesson might be to provide magazines, scissors and glue, and ask students to find pictures of the items they would use in their survival kits, cut them out and paste them onto the worksheet.

The link below may be used as a review station: 

https://www.ready.gov/kids/games/data/bak-english/index.html


Activity TEKS

§112.18. Science, Grade 6, (12) (E) (F) 

§112.19. Science, Grade 7, (12) (A)  

§112.20. Science, Grade 8, (11) (B)


Books to Display or Book Talk

Animal Books:

                DK Pocket Genius: Animals

                Grolier Nature’s Children Series

                Scholastic Amazing Animals of the World Series Volumes 1-10

Ecosystem Books:

                Gareth Stevens Vital Science: Biomes and Ecosystems

Power Kids Press World Habitats series: Discovering Rain Forests, Discovering the Tropical Savanna, Discovering Mountains, Discovering the Arctic Tundra

Seymour Simon books: Deserts, Oceans, Mountains, Extreme Oceans, Extreme Earth http://www.seymoursimon.com/index.php/books/digital_books/

Desert written by Miranda MacQuitty; photographed by Alan Hills and Frank Greenaway. (Series: Eyewitness books)

Biomes Atlases series

Survival Books:

                5th Wave series

                Adrift by Griffin, Paul

                Hatchet series by Gary Paulsen

Activity Supply List

Computers/laptops to set up links

Pandora’s and their Abilities list

“Is it Alive” worksheet

Writing utensils

Drawing utensils

Brimstone Bleed Data Record worksheet

Survival comic

Brimstone Bleed Survival Kit worksheet

Optional: magazines, scissors, glue

Optional: animal stickers for incentives

 

Incentives

Grades earned

Optional Incentives: animal stickers awarded for each completed activity

 

Activity Resources 

Pandora’s and their Abilities list

“Is it Alive” worksheet

Brimstone Bleed Data Record worksheet

Survival comic

Brimstone Bleed Survival Kit worksheet

 

Activity Resources for Teens, Teachers & Librarians

Characteristics of Biotic and Abiotic features:

http://www.kubbu.com/student/?i=1&a=45900_abiotic_vs_biotic

http://www.purposegames.com/game/biotic-vs-abiotic-game

https://www.quia.com/quiz/244317.html

Ecosystem characteristics:

http://www.thewildclassroom.com/biomes/#

http://kids.nceas.ucsb.edu/biomes/

http://www.enchantedlearning.com/biomes/

Survival Comic

Librarycomic.com/  A comic strip about a library. By Chris Hallbeck and Gene Ambaum. 1/17/17

Survival Kit review station: 

https://www.ready.gov/kids/games/data/bak-english/index.html

 

If you have questions or comments for the Young Adult Round Table, contact the YART webmaster.

Follow Us:

facebook icon twitter icon youtube icon



Active Program


Printable Copy

Dressing in Layers

Survival of the Fittest Flyer

 

VICTORIA SCOTT ACTIVE PROGRAM – “Survival of the Fittest”

 

Active Program General Introduction

Lost in a shadowy jungle. Stranded at sea. Crossing a blistering desert. Trudging through snowdrifts. As teens follow protagonist Tella Holloway through the perilous world created by Victoria Scott Fire & Flood and Salt & Stone, they can’t help but picture themselves in her place. Would they be able to survive the wilderness? In this program, teens will learn basic survival skills that would come in handy should they get lost in the wilderness without a Pandora companion.

 

Program Title

Survival of the Fittest

 

Activity 1 Introduction

Survival Training: Jungle Course

The first three activities of this program are survival-training sessions, followed by the final activity, a Survival Challenge competition. The activities can be run over the course of a single week, or could be spread out over several weeks.

For the Jungle Course activity, you will show participants why you should always purify water before drinking it and provide a hands-on demonstration of how to build a warm shelter.  

 

Activity 1 Detailed Description:

The set up for this even will require at least two tables, one for each station. If you have a large group of participants, you may need more space.

 

Water Station: At this table, you will need three gallons of distilled water, a stack of small disposable cups, scratch paper, and pencils. In one gallon of water, mix in just enough salt so that you can taste it, but not see it. Using sugar, do the same with the second gallon. Leave the third gallon as plain water. Label the gallons A, B, and C.

To begin this activity, pass out three cups to each participant. Remind them that normally they should never drink or eat something if they don’t know exactly what is in it. Pour a little water from each gallon into their cups. Ask them to inspect the water and try to figure out which one is plain water and guess what each will taste like. They can write their predictions on the scratch paper provided.

After they try each cup of water, they can discuss if they were right or wrong and how it relates to pollutants in water found in nature. Surface water from streams and ponds must be purified by boiling before drinking. You can pass out this guide from the Center for Disease Control as a guide: https://www.cdc.gov/healthywater/pdf/drinking/Backcountry_Water_Treatment.pdf

 

Shelter Station: At this table, you will need several small boxes (shoe boxes) filled with dirt and a variety of sticks, leaves, grass, and mulch. You may want to put a tarp under the table to make clean-up easier. Optionally, you can also provide dollar store dolls (“Barbie”-sized) for participants to build their shelters around.

 

Using the steps found in this guide http://www.instructables.com/id/Build-a-Survival-Shelter/?ALLSTEPS , demonstrate how to build a miniature debris hut inside their box. Stress the importance of the keeping the shelters small. If a shelter is too large, it won’t contain body heat as well. Depending on how many participants you have, you may want to have them team up. After their shelters are done, they can test the shelter’s durability by waving a sheet of paper over the top to simulate wind.

 

Activity 1 Books to Display

Wild Edible Plants of Texas: A Pocket Guide to the Identification, Collection, Preparation, and Use of 60 Wild Plants of the Lone Star State by Charles W. Kane 978-0977133390

Wilderness Survival Handbook by Michael Pewtherer

Hatchet by Gary Paulsen

 

Activity 1 Supply List

3 gallons distilled water

Salt

Sugar

Small disposable cups

Scratch paper

Pencils

Small boxes

Dirt (potting soil)

Sticks (collected from tree trimmings)

Leaves, grass, mulch, etc.

Cheap “Barbie” type dolls

 

Activity 1 Resources for Teens, Teachers & Librarians

Center for Disease Control Factsheet https://www.cdc.gov/healthywater/pdf/drinking/Backcountry_Water_Treatment.pdf

Instructables – Build a Survival Shelter http://www.instructables.com/id/Build-a-Survival-Shelter/?ALLSTEPS

National Park Service – Is The Water Safe? https://www.nps.gov/teachers/classrooms/is-the-water-safe.htm

National Park Service - Olympic National Park - Wilderness Sanitation & Water Treatment https://www.nps.gov/olym/planyourvisit/wilderness-sanitation.htm

Field and Stream - Seven Primitive Survival Shelters That Could Save Your Life http://www.fieldandstream.com/photos/gallery/survival/shelter/2006/10/seven-primitive-survival-shelters-could-save-your-life/?image=0

Foraging Texas http://www.foragingtexas.com/

 

 

Activity 2 Introduction

Survival Training: Water Course

For the Water Course activity, participants will learn how to tie three basic knots and how to navigate if they are lost. If you have an outdoor space available and a sunny day, you can do the program outside and give a practical demonstration of the shadow stick method for navigation.

Activity 2 Detailed Description of Activity

[Outdoor option: If you have an outdoor space available, you can give an actual demonstration of the shadow stick method for navigating. Drive a straight stick or stake vertically into the ground. Ask a participant to find the tip of the stick’s shadow on the ground and mark it. Continue on with the knot-tying activity and the rest of the navigation activity. At the end of the program, ask another participant to find the tip again and mark the new spot. The invisible line between the two marks is the east-west line, with the first mark indicating west.]

For the knot-tying activity, participants will learn to tie a square, clove hitch, and bowline knot. This website provides easy to understand color instructions: http://www.wildernesscollege.com/camping-knots.html.

Pair up participants and give each pair two pieces of paracord or similar rope. To make it easier to practice, the two pieces of rope should be different colors and about 2 feet in length. If you feel confident in your knot-tying skills, you can demonstrate each knot and give one-on-one assistance to each pair as needed. Otherwise, you can print pages 5 (square knot), 8 (bowline), and 10 (clove hitch) of the Army Mountain Warfare School Knot Guide PDF http://www.benning.army.mil/infantry/amws/content/pdf/knot%20guide.pdf for participants to follow. Encourage partners to help each other if they get stuck. Give the participants enough time for each to successfully master all three knots.

For the next part of the Water Course, participants will learn how to find true north if they are lost at sea without a compass. (Prior to the start of the program, put a star shape in the middle of the room. If possible, you can hang it from the ceiling, but otherwise, just placing it on the ground will work.) Ask the participants to spread out around the room. Then ask them to walk to the star. Once they have all met at the star, you can explain that that is how navigating by the North Star (Polaris) works. Unlike the other stars in the sky, the North Star does not appear to move, so it can always be used to find true north. If people all over the northern hemisphere (this doesn’t work in the southern) all traveled toward the North Star, they would eventually meet in the same location. You can pass out copies of this PDF to explain to participants how they can find the North Star http://folwell.mpls.k12.mn.us/uploads/steering_by_the_stars.pdf.

The next navigation strategy, the Shadow Stick Method, unfortunately won’t work if you are adrift at sea, but it’s effective in almost every other situation, as long as there is sunlight. If you are running this program outside, follow the above “Outdoor Option” instructions. Otherwise, you can use a straight stick and a flashlight to demonstrate. Ask a participant to hold the stick vertically on the ground. Shine the flashlight overhead and ask someone to mark the tip of the stick’s shadow with a piece of scrap paper. Move the flashlight overhead to a new position, and ask someone else to mark the new spot. The invisible line between the two marks is the east-west line, with the first mark indicating west.

 

Activity 2 Books to Display

Knots: The Complete Visual Guide by Des Pawson

Paracord! by Todd Mikkelsen

The Field Guide to Knots: How to Identify, Tie, and Untie Over 80 Essential Knots for Outdoor Pursuits by Bob Holtzman

Paracord Outdoor Gear Projects by Joel Hooks

The Unofficial Hunger Games Wilderness Survival Guide by Creek Stewart

The Raft by S.A. Bodeen

The River by Gary Paulsen

 

Activity 2 Supply List

Paracord or similar rope (2 colors - 2 feet of each color per 2 participants)
Straight stick (ex. dowel rod, wooden stake)

Flashlight

Star shape

Printed copies – Army Mountain Warfare School Knot Guide PDF  (pg. 5, 8, 10) http://www.benning.army.mil/infantry/amws/content/pdf/knot%20guide.pdf

Printed copies – Folwell Performing Arts Magnet: Steering by the Stars http://folwell.mpls.k12.mn.us/uploads/steering_by_the_stars.pdf

 

Activity 2 Resources for Teens, Teachers & Librarians

Army Mountain Warfare School Knot Guide PDF http://www.benning.army.mil/infantry/amws/content/pdf/knot%20guide.pdf

Folwell Performing Arts Magnet: Steering by the Stars http://folwell.mpls.k12.mn.us/uploads/steering_by_the_stars.pdf

Alderleaf Wilderness College - Camping Knots http://www.wildernesscollege.com/camping-knots.html

Natural Navigator - How to Navigate Using the Stars http://www.naturalnavigator.com/find-your-way-using/stars

 


Activity 3 Introduction

Survival Training: Snow & Desert Course

For the Snow & Desert Course activity, participants will learn about the different types of clothing needed for hiking in hot and cold temperatures, as well as some simple first aid information.

 

 Activity 3 Detailed Description

At the beginning of the event, dip part of a cotton shirt and a polyester shirt each in water and wring them out. Ask the participants which shirt they think will dry faster. Lay the shirts out flat on a table and continue on with the rest of the activities.

For the next activity, you will need to print and cut out the clothes on page one of the provided Dressing in Layers handout. You can make a copy for each participant or have them work in teams. Ask participants to decide which clothes should be work for hiking in cold and warm weather. After they have finished sorting the clothes, they can discuss their results. If you were able to find examples of the various types of clothes, bring them out and pass them around for everyone to see as you discuss them.

The next activity will demonstrate how some fabrics “wick” moisture away from the body. Fill cups with a small amount of water. Ask participants to add drops of food coloring and stir. Then, they will dip the tip of the candle wick into the water and watch as the water travels up the candle wick. Explain that fabric like cotton absorbs water into the individual fibers and stays wet longer, while fabrics like merino wool and polyester wick away the moisture. It is better to wear inner layers that will dry quickly.

Next, participants will learn about the symptoms and treatment for hypothermia, frostbite, and dehydration. Print copies of infographic at https://www.cdc.gov/disasters/winter/staysafe/hypothermia.html and the PDF at https://americanhiking.org/resources/dehydration/ for each participant. Read and discuss the information as a group.

Last, return to the shirts that you dipped in water at the beginning of the event. Pass the shirts around and let everyone feel them. Talk about which one is more dry and why they think that is.

 

Activity 3 Books to Display

Brian’s Winter by Gary Paulsen

Survivor Kid: A Practical Guide to Wilderness Survival by Denise Long

The Worst-Case Scenario Survival Handbook: Extreme Junior Edition by David Borgenicht

 

Activity 3 Supply List

Copies of the Dressing in Layers handout

Cotton t-shirt

Polyester t-shirt (ex. Under Armor)

Small cups or glasses

Food coloring

Spoons or stirring sticks

Candle wicks (cut into 4 inch pieces)

Samples warm and cold weather hiking clothes (optional)

 

 

Activity 3 Activity Resources

Dressing in Layers handout PDF

 

Activity 3 Resources for Teens, Teachers & Librarians

National Park Service – Dress for Winter https://www.nps.gov/teachers/classrooms/drewin.htm

REI – Layering Basics https://www.rei.com/learn/expert-advice/layering-basics.html

Center for Disease Control – Hypothermia https://www.cdc.gov/disasters/winter/staysafe/hypothermia.html

Center for Disease Control –  Frostbite https://www.cdc.gov/disasters/winter/staysafe/frostbite.html

American Hiking Society – Dehydration https://americanhiking.org/resources/dehydration/

 

Activity 4 Introduction

Survival Challenge

Now that teens have learned some basic survival skills, they are ready to put that information to the test with a friendly competition.

Detailed Description of Activity 4:

The Survival Challenge is divided up into three portions: Layer Up, Speed Knots, and Debris Hut Build. Teens will participate in pairs.

Layer Up: For this part of the challenge, one member of each team will race to pile on and remove layers of clothes. Each pair should be given a pile of clothes (in size XL if possible) including: t-shirt, pants, socks, fleece jacket, water-resistant jacket, hat, sunglasses, and gloves. It’s not important that you provide these exact items. Just make sure you have similar selection of clothes for each team. Participants will need to remove their shoes before you start.

Once you say, “Go!” one member of each pair will race to put on all of the articles of clothing. Once they have everything on at least partially (ex. pants don’t need to be pulled all the way up, jackets don’t need to be buttoned), they’ll race to remove the clothes and pass them to their partners to put on. The partners will put on all articles of clothing, and then race to remove them. The first team to finish will receive 5 points, the next team 3 points.

Speed Knots: For the next part of the challenge, teams must race to correctly tie three knots:  a square knot, clove hitch knot, and bowline knot. Give each team three pieces of rope and instructions (pages 5, 8, & 10 www.benning.army.mil/infantry/amws/content/pdf/knot%20guide.pdf). The first team to correctly tie all three knots will receive 5 points, the next team 3 points.

Debris Hut Build: For the last challenge, teams will compete to build the most durable survival shelter. Provide each team with the same debris hut supplies from Activity 1. Give each team 10-15 minutes to build their mini shelters. Once time is up, you will test the strength of each by dropping rocks on top. Starting with small rocks, drop them one at a time from a distance of about 5 inches. Progressively drop larger and larger rocks until each shelter breaks. Count the number of rocks it took to break each shelter. The team with the shelter that took the largest number of rocks to be destroyed will receive 10 points. The next team will receive 7.

 

Add up all of the points. The team with the most points wins! If there is a tie, you will choose a winner based on your impression of their overall performance. The winning team will receive copies of Victoria Scott’s Fire & Flood and Salt & Stone.

 

Activity 4 Books to Display

Hunger Games by Suzanne Collins

Maze Runner by James Dashner

Scorched by Mari Mancusi

The Testing by Joelle Charbonneau

 

Activity 4 Supply List

Clothes: t-shirt, pants, socks, fleece jacket, water-resistant jacket, hat, sunglasses, and gloves

Paracord or similar rope (2 colors - 2 feet of each color per 2 participants)

Printed copies – Army Mountain Warfare School Knot Guide PDF  (pg. 5, 8, 10) http://www.benning.army.mil/infantry/amws/content/pdf/knot%20guide.pdf
Small boxes

Dirt (potting soil)

Sticks (collected from tree trimmings)

Leaves, grass, mulch, etc.

Rocks

 

Activity 4 Incentives

Fire & Flood by Victoria Scott (2 copies)

Salt & Stone by Victoria Scott (2 copies)

 

Activity 4 Activity Resources

Survival of the Fittest flyer PDF

 

Activity 4 Resources for Teens, Teachers & Librarians

Army Mountain Warfare School Knot Guide http://www.benning.army.mil/infantry/amws/content/pdf/knot%20guide.pdf

If you have questions or comments for the Young Adult Round Table, contact the YART webmaster.

Follow Us:

facebook icon twitter icon youtube icon



Passive Programs 


Printable Copy

Pandora Trading Cards

Design a Pandora



Program Title

 

Design a Pandora

 

Introduction/Purpose of Program

According to author Victoria Scott, “Pandoras are what give FIRE & FLOOD a magical element.” This self-directed activity allows participants to immerse themselves into Victoria Scott’s fictional world by designing their own Pandora companion. They are encouraged to stretch their imaginations by taking an ordinary animal and turning it into something extraordinary.

 

Detailed Description of the Program

Design a Pandora Trading Cards: Set up a table for the activity with the Design a Pandora flyer displayed, printed Pandora Trading Cards, and pencils, pens, markers, and/or color pencils. The trading card pdf file includes a color and a black & white version of the cards. The cards can be printed in color or black & white, depending on the library’s preference. The cards can be cut in advance, or scissors can also be provided to allow participants to cut their own. Participants will draw their Pandora, based on a real animal, give it a physical description, and describe their special abilities.

 

Book Display: If space allows, set up a book display with a variety of animal encyclopedias and guides. Books with plenty of photographs or illustrations are best. Students/Patrons can flip through the books to get inspiration for their Pandoras and use them as guides when sketching their Pandoras. Optionally, include a few superhero books to give them ideas for the special abilities.

 

Program Related Books to Display or Book Talk

Doodling for Cat People by Gemma Correll

Doodling for Dog People by Gemma Correll

Ed Emberly's Drawing Book of Faces by Ed Emberly

Cartooning for Kids: Spectacular Superheroes by Dave Garbot

Cartooning for Kids: Mashup Mania  by Dave Garbot

The Gruesome Guide to World Monsters by Judy Sierra

A Field Guide to Monsters: Googly-Eyed Wart Floppers, Shadow-Casters, Toe-Eaters, and Other Creatures by Johan Olander

Fantastic Beasts and Where to Find them by J.K. Rowling

 

 List of Supplies

Pandora Trading Cards

Design a Pandora flyer

Pencils, pens, markers, and/or color pencils

Scissors (optional)

Book display

 

Resources (print and electronic)

 

Professional Resources (for librarian and teacher use)

http://www.victoriascott.com/introducing-pandoras/
Victoria Scott: Introducing Pandoras

 

Program Flyers, Posters, Advertisements, Bulletin Board Ideas, Templates, Rubrics, etc.

Pandora Trading Card pdf

Design a Pandora flyer pdf


If you have questions or comments for the Young Adult Round Table, contact the YART webmaster

Follow Us:

facebook icon twitter icon youtube icon



Resources

Academic Programs

Academic Program

BB Ecosystems

Is It Alive

Pandoras

Survival Kit

 

Active Programs

Active Program

Dressing in Layers

Surival of the Fittest


Annotated Bibliography


Book Quizes

Salt & Stone

Fire & Flood


Passive Programs

Passive Program

Design a Pandora

Trading Cards


Read-A-Likes

 


If you have questions or comments for the Young Adult Round Table, contact the YART webmaster.

Follow Us:

facebook icon twitter icon youtube icon
Printer-friendly versionPrinter-friendly version Share this
Created on Mar 7, 2017 | Last updated April 17, 2017