A 22 RIFLE IN THE SHOPPING TROLLEY
HIGH SCHOOL
A 22 rifle in the shopping trolley is one out of nine podcasts produced by Katrine Nyland for The Icefjord Centre in Ilulissat.
Guide to the Book Creator book
A 22 rifle in the shopping trolley is a student’s book associated with the podcast of the same name. The duration of the podcast is 3:55 minutes.
The activities have been designed to focus on the investigative, experimental, and creative approach of the students to learning. The process consists of three steps:
- Preparation before listening to the podcast
- Listening to and working with the podcast
- Further work with topics and insights from the podcast
It is a good idea to hear the podcast before presenting it to the students.
Cross-curricular – science with focus on biology, and language
- The students acquire a fundamental knowledge of North Greenland as a hunting culture and the significance of hunting and fishing for everyday life there.
- They learn about a culture where it is normal to grow up to hunt and fish from childhood.
- They practise their skills in communication and collaboration.
We recommend that students work in small groups, pairs or individually. Depending on what suits each student best and the competences to be developed. Keep in mind that your best friend is not necessarily the one you collaborate best with. Working together is about working together and not just being together.
Guide to the Book Creator book
A 22 rifle in the shopping trolley is a student’s book associated with the podcast of the same name. The duration of the podcast is 3:55 minutes.
The activities have been designed to focus on the investigative, experimental, and creative approach of the students to learning. The process consists of three steps:
- Preparation before listening to the podcast
- Listening to and working with the podcast
- Further work with topics and insights from the podcast
It is a good idea to hear the podcast before presenting it to the students.
Cross-curricular – science with focus on biology, and language
- The students acquire a fundamental knowledge of North Greenland as a hunting culture and the significance of hunting and fishing for everyday life there.
- They learn about a culture where it is normal to grow up to hunt and fish from childhood.
- They practise their skills in communication and collaboration.
We recommend that students work in small groups, pairs or individually. Depending on what suits each student best and the competences to be developed. Keep in mind that your best friend is not necessarily the one you collaborate best with. Working together is about working together and not just being together.
En salonriffel i indkøbsvognen
A 22 rifle in the shopping trolley
Niuerniummi qoorortuuaraq
The students meet the Icefjord Centre in four pictures: summer and winter, the Kangia glacier front and the framework of the building. On page 6-7 there is a text and three videos (in Danish) showing the erection of the Icefjord Centre.
In class you can talk about:
- What the Icefjord Centre is.
- What the purpose of an institution like the Icefjord Centre is.
- What it looks like around the centre.
- The difference between summer and winter, where you live as well as in Greenland.
The students should clarify what they already know about Greenland before starting work on the podcast. In this podcast focus is on the hunting and fishing culture in Ilulissat but you may have worked with some of the other podcasts or in other ways acquired knowledge that can be activated in advance.
On page 8 there is a link to Google Maps. Here the students can try to locate the Icefjord Centre on the map.
You can also experiment with letting them find the places mentioned in the podcast, so that they get an idea of where they are situated. These are the places:
- Ilulissat
- The Sermeq Kujalleq glacier
- The Icefjord
Furthermore, on page 8 there are four questions to help the students get going. Here are suggestions for a few more:
- For how long have people been living in Greenland?
- What do you know about the inland ice?
- Which languages are spoken in Greenland?
Page 9 is intended for answers. The students are free to use whatever form of expression they prefer. Some possibilities in Book Creator:
- make a model/a drawing by hand, take a picture of it and insert
- find pictures in Book Creator about Greenland and insert them. The pictures can be complemented with explanations in words.
- record an audio file telling what you know about Greenland
- – or a combination of the above
On page 10-11 you find a map of Greenland, with six red markers. Let the students place the markers where they know towns or settlements in Greenland. They can write the name of the town or settlement in the field next to the marker.
Sound recording, insertion of pictures and text: see instructions 1, 2 and 3 here.
Now it is time for the students to listen to the podcast A saloon rifle in the trolley. On page 12 an introduction to the podcast is given, followed by a short instruction. Clicking the picture on page 13 will start the podcast.
It is recommended that the students listen in pairs or small groups. After listening to the podcast, the students could spend some minutes talking about what they just heard.
On page 14-15 the students are to make a summary of what they heard in the podcast. They may do this in various ways:
- write a text
- record an audio file
- make a model/drawing
- something completely different that they are used to with note taking methods and summaries
- – or a combination of the above
Sound recording, insertion of pictures and text: see instructions 1, 2 and 3 here.
Now it is time for a joint review in class where the students’ work on pages 14 and 15 is discussed. The aim is to prepare the students for making their own reference books that they can revisit during work with the podcast. In this reference book the students should explain the meaning of the concepts and keywords from your discussion – by means of text, sound, pictures, drawings or a combination of these.
You could begin by asking the students to name the concepts and keywords they heard in the podcast. Then you can add those mentioned below, central to the podcast and important for further work.
- Hunting culture – this keyword should not be confused with the historical concept, describing prehistoric societies.
When Malik talks about North Greenland being a hunting culture, he means that everything is about hunting and fishing. When good game turns up around Ilulissat, nothing else matters, and you go hunting.
The Greenlanders love to go hunting and fishing. The magnificent nature is always close. In season the important thing is to fill up the freezer with meat so that you have delicious food to eat all winter. The favourites for most are reindeer or musk ox.
The strong tradition for hunting also means that guns are far more common in Greenland than in Denmark. They are part of everyday life.
In Greenland hunting and fishing is traditional. Have any of you ever shot an animal?
What is traditional where you live?
- The harp seal – is one of the six species of seals living in Greenland where it can be seen all year round. In summer there are especially many when coming from their breeding fields at Newfoundland. During summer and autumn, they eat to become big and fat before returning to the breeding fields in February to give birth to their pups. The seals often are seen in the Greenlandic fiords in small flocks of 10-20 animals.
Characteristics:
The adult seals (black sides) have a dark head and a distinctive, horseshoe-shaped black marking on the back. The young ones (blue sides) have a grey speckled back and a light grey underside. The new-born pups have an all white fur (whitecoat).
Food:
Polar cod, supplemented with themisto (a kind of seaweed flea). An adult seal eats about 3 kg fish a day.
Do you know the names of some of the other seals living in Greenland?
- Saloon rifle – uses small calibre bullets, .22, and has an effective range of 50-100 m. It fires with a small powder charge, ignited at the rim. The bullet is made of lead and may have a rounded tip or a tip with a hole (hollow point) and can hit and kill an animal at a distance of up to 200 m.
Why is this gun called a “saloon rifle”?
Sound recording, insertion of pictures and text: see instructions 1, 2 and 3 here.
The subject is the seal and its many uses.
On page 18 there is a fictional letter from a school class to Malik, one of the storytellers in the podcast. The letter says that they are doing an exercise about the seal in Greenland, and they need help with some questions. These are their questions:
- what kind of seals live in Greenland?
- what can the meat, blubber and skin of the seal be used for?
- how do you catch a seal?
Malik has no time for answering as he is about to fly a group of tourists, so the students have to answer for him. The answer the place on page 19. There is also room for a picture.
The two links on page 20 can be used in the search for information. Page 21 shows pictures of seals from Greenland plus some pictures illustrating what the seal is used for.
Let the students present their answers in small groups, so that they can inspire each other for the update of their reference work.
Insertion of pictures and text: see instructions 2 and 3 here.
The students are to imagine that they have to go shopping for a camping trip with some of their friends where they will catch and prepare their own food.
The task is introduced on page 22. A shopping list with the necessary items is given, and the students are told that they can spend kr. 5.000 at the shop.
Further details of the task are added on page 23. In the table the students are to insert the prices of the expensive and the cheap variants of the articles in the offer leaflet found on page 24-25. They are informed of a special offer: If you buy two boxes of the expensive ammunition, you get a discount of 85% on a sleeping bag or a sleeping pad. The students have to decide if they want to make use of this offer.
In the column ‘CHOICE’ they write the prices of the articles they choose.
Hold a joint review where you talk about:
- the students’ reasons for their choices
- did anyone make use of the special offer? Why/why not?
- advantages and disadvantages to discounts and offers in general
Insertion of text: see instruction 3 here.
In small groups the students are to write a fairy tale. A child from Ilulissat has gone for a walk all alone and suddenly faces a game animal. What does he/she do?
The fairy tale should be an original creation by the students, not a reproduction of an existing one. If you wish, this could be used as an opportunity to refresh the students’ knowledge of the literary genre of fairy tales. You might find suitable reading for the students on the subject on the Internet.
They place the story on page 27, and room for an illustration is allocated on page 26.
The students could use the information on hunting in Greenland on page 28-29 as inspiration for their story.
When the students have finished their task, you could arrange a fairy tale hour and have them read their stories aloud to the rest of the class. Candles are recommended.
Insertion of pictures and text: see instructions 2 and 3 here.
Make sure that the settings for feedback are positive criticism. The students should be supported in assessing; what is good – and what might be done better. Find more inspiration in Austin’s Butterfly. The idea with this is not necessarily to make new products but rather for the students to discover and work with this positive criticism. You could, though, choose to allocate time for further work with the products, so that the students might use the feedback for changes and improvements.
If you intend to work with some of the other podcasts from the Icefjord Centre, it would make sense to save the students’ Book Creator books so that they may be reused.
The podcast A 22 rifle in the shopping trolley was made for the Icefjord Centre in Ilulissat by Katrine Nyland.
Graphics by Oncotype.
Teaching material for the podcast has been produced by Lotte Brinkmann and Daniella Maria Manuel, Anholt Læringsværksted.
The teaching material A 22 rifle in the shopping trolley is published under a Creative Commons crediting licence CC:BY. The texts, assignments and pictures can be shared, reproduced and adapted, with the proviso that “A 22 rifle in the shopping trolley by the Icefjord Centre Ilulissat” is credited as the source.
The students meet the Icefjord Centre in four pictures: summer and winter, the Kangia glacier front and the framework of the building. On page 6-7 there is a text and three videos (in Danish) showing the erection of the Icefjord Centre.
In class you can talk about:
- What the Icefjord Centre is.
- What the purpose of an institution like the Icefjord Centre is.
- What it looks like around the centre.
- The difference between summer and winter, where you live as well as in Greenland.
The students should clarify what they already know about Greenland before starting work on the podcast. In this podcast focus is on the hunting and fishing culture in Ilulissat but you may have worked with some of the other podcasts or in other ways acquired knowledge that can be activated in advance.
On page 8 there is a link to Google Maps. Here the students can try to locate the Icefjord Centre on the map.
You can also experiment with letting them find the places mentioned in the podcast, so that they get an idea of where they are situated. These are the places:
- Ilulissat
- The Sermeq Kujalleq glacier
- The Icefjord
Furthermore, on page 8 there are four questions to help the students get going. Here are suggestions for a few more:
- For how long have people been living in Greenland?
- What do you know about the inland ice?
- Which languages are spoken in Greenland?
Page 9 is intended for answers. The students are free to use whatever form of expression they prefer. Some possibilities in Book Creator:
- make a model/a drawing by hand, take a picture of it and insert
- find pictures in Book Creator about Greenland and insert them. The pictures can be complemented with explanations in words.
- record an audio file telling what you know about Greenland
- – or a combination of the above
On page 10-11 you find a map of Greenland, with six red markers. Let the students place the markers where they know towns or settlements in Greenland. They can write the name of the town or settlement in the field next to the marker.
Sound recording, insertion of pictures and text: see instructions 1, 2 and 3 here.
Now it is time for the students to listen to the podcast A saloon rifle in the trolley. On page 12 an introduction to the podcast is given, followed by a short instruction. Clicking the picture on page 13 will start the podcast.
It is recommended that the students listen in pairs or small groups. After listening to the podcast, the students could spend some minutes talking about what they just heard.
On page 14-15 the students are to make a summary of what they heard in the podcast. They may do this in various ways:
- write a text
- record an audio file
- make a model/drawing
- something completely different that they are used to with note taking methods and summaries
- – or a combination of the above
Sound recording, insertion of pictures and text: see instructions 1, 2 and 3 here.
Now it is time for a joint review in class where the students’ work on pages 14 and 15 is discussed. The aim is to prepare the students for making their own reference books that they can revisit during work with the podcast. In this reference book the students should explain the meaning of the concepts and keywords from your discussion – by means of text, sound, pictures, drawings or a combination of these.
You could begin by asking the students to name the concepts and keywords they heard in the podcast. Then you can add those mentioned below, central to the podcast and important for further work.
- Hunting culture – this keyword should not be confused with the historical concept, describing prehistoric societies.
When Malik talks about North Greenland being a hunting culture, he means that everything is about hunting and fishing. When good game turns up around Ilulissat, nothing else matters, and you go hunting.
The Greenlanders love to go hunting and fishing. The magnificent nature is always close. In season the important thing is to fill up the freezer with meat so that you have delicious food to eat all winter. The favourites for most are reindeer or musk ox.
The strong tradition for hunting also means that guns are far more common in Greenland than in Denmark. They are part of everyday life.
In Greenland hunting and fishing is traditional. Have any of you ever shot an animal?
What is traditional where you live?
- The harp seal – is one of the six species of seals living in Greenland where it can be seen all year round. In summer there are especially many when coming from their breeding fields at Newfoundland. During summer and autumn, they eat to become big and fat before returning to the breeding fields in February to give birth to their pups. The seals often are seen in the Greenlandic fiords in small flocks of 10-20 animals.
Characteristics:
The adult seals (black sides) have a dark head and a distinctive, horseshoe-shaped black marking on the back. The young ones (blue sides) have a grey speckled back and a light grey underside. The new-born pups have an all white fur (whitecoat).
Food:
Polar cod, supplemented with themisto (a kind of seaweed flea). An adult seal eats about 3 kg fish a day.
Do you know the names of some of the other seals living in Greenland?
- Saloon rifle – uses small calibre bullets, .22, and has an effective range of 50-100 m. It fires with a small powder charge, ignited at the rim. The bullet is made of lead and may have a rounded tip or a tip with a hole (hollow point) and can hit and kill an animal at a distance of up to 200 m.
Why is this gun called a “saloon rifle”?
Sound recording, insertion of pictures and text: see instructions 1, 2 and 3 here.
The subject is the seal and its many uses.
On page 18 there is a fictional letter from a school class to Malik, one of the storytellers in the podcast. The letter says that they are doing an exercise about the seal in Greenland, and they need help with some questions. These are their questions:
- what kind of seals live in Greenland?
- what can the meat, blubber and skin of the seal be used for?
- how do you catch a seal?
Malik has no time for answering as he is about to fly a group of tourists, so the students have to answer for him. The answer the place on page 19. There is also room for a picture.
The two links on page 20 can be used in the search for information. Page 21 shows pictures of seals from Greenland plus some pictures illustrating what the seal is used for.
Let the students present their answers in small groups, so that they can inspire each other for the update of their reference work.
Insertion of pictures and text: see instructions 2 and 3 here.
The students are to imagine that they have to go shopping for a camping trip with some of their friends where they will catch and prepare their own food.
The task is introduced on page 22. A shopping list with the necessary items is given, and the students are told that they can spend kr. 5.000 at the shop.
Further details of the task are added on page 23. In the table the students are to insert the prices of the expensive and the cheap variants of the articles in the offer leaflet found on page 24-25. They are informed of a special offer: If you buy two boxes of the expensive ammunition, you get a discount of 85% on a sleeping bag or a sleeping pad. The students have to decide if they want to make use of this offer.
In the column ‘CHOICE’ they write the prices of the articles they choose.
Hold a joint review where you talk about:
- the students’ reasons for their choices
- did anyone make use of the special offer? Why/why not?
- advantages and disadvantages to discounts and offers in general
Insertion of text: see instruction 3 here.
In small groups the students are to write a fairy tale. A child from Ilulissat has gone for a walk all alone and suddenly faces a game animal. What does he/she do?
The fairy tale should be an original creation by the students, not a reproduction of an existing one. If you wish, this could be used as an opportunity to refresh the students’ knowledge of the literary genre of fairy tales. You might find suitable reading for the students on the subject on the Internet.
They place the story on page 27, and room for an illustration is allocated on page 26.
The students could use the information on hunting in Greenland on page 28-29 as inspiration for their story.
When the students have finished their task, you could arrange a fairy tale hour and have them read their stories aloud to the rest of the class. Candles are recommended.
Insertion of pictures and text: see instructions 2 and 3 here.
Make sure that the settings for feedback are positive criticism. The students should be supported in assessing; what is good – and what might be done better. Find more inspiration in Austin’s Butterfly. The idea with this is not necessarily to make new products but rather for the students to discover and work with this positive criticism. You could, though, choose to allocate time for further work with the products, so that the students might use the feedback for changes and improvements.
If you intend to work with some of the other podcasts from the Icefjord Centre, it would make sense to save the students’ Book Creator books so that they may be reused.
The podcast A 22 rifle in the shopping trolley was made for the Icefjord Centre in Ilulissat by Katrine Nyland.
Graphics by Oncotype.
Teaching material for the podcast has been produced by Lotte Brinkmann and Daniella Maria Manuel, Anholt Læringsværksted.
The teaching material A 22 rifle in the shopping trolley is published under a Creative Commons crediting licence CC:BY. The texts, assignments and pictures can be shared, reproduced and adapted, with the proviso that “A 22 rifle in the shopping trolley by the Icefjord Centre Ilulissat” is credited as the source.
