Before reading or discussing the book, have all children (K-5) make ecologically sound journals from reused materials. For each journal you'll need: 1) a pencil 2) a small piece (4"x6" works well) cardboard or tagboard 3) several pieces of scrap paper 4) a hole punch and 5) a rubberband. Punch two holes at the top of the cardboard and the scrap paper. Place the pencil at the top, between the two holes and then weave the rubberband through the holes so it keeps the pencil in place.

K-2: Read JOHN MUIR AND STICKEEN to the class. Encourage students to think of "Text to Self" connections (a la Mosaic of Thought) about an adventure that they've had with a pet or on a hike. You can have them do a "think, pair, share" first. The journal can then be used to either a) write about their nature adventure or b) take nature walks and write down observations like John Muir did. Children can sketch the trees and plants around them and then write about each one in the journal. Often, your own school campus or surrounding streets will suffice to record a variety of flora and fauna. Students can write down adjectives next to their sketches such as tall, green, pointy, etc.

3-5: Upper grade students should be able to have a more in depth discussion about "Text to Text" Connections. What other books have they read that tell the account of an adventure against the elements? Have they read other biographies about John Muir or others? In their journal, they should be able to write a either a biography (after interviewing a parent or grandparent) or an autobiographical account of a nature adventure. Like Koehler-Pentacoff does so eloquently, have children be sure to incorporate "active-adjectives" (razor thin, stable, inviting) and "vivid verbs" (wind wails, snow crusts). Brainstorm lists beforehand of these kinds of words.

K-2: Mapping skills are very important at this age. Bring out a world map, globe or atlas, depending on the grade level. Help students locate Alaska. Discuss what continent it is on then teach them the following song (*Note: The capital words or letters are emphasized so that you'll be able to read the rhythm of the chant): TELL me the CONtinents, TELL me the CONtinents, TELL me the CONtinents IF YOU CAN. NORTH America, SOUTH America, EUROPE, Asia, AFRICA, DON'T forget AustrALIA, DON'T forget AntARctica. TELL me the CONtinents, TELL me the CONtients, TELL me the CONtinents, IF YOU CAN. Next, have a student come point to the various continents on the map as the class chants the song.

3-5: John Muir was a very important and historical figure. He was one of the key environmentalists who helped establish Yosemite and Muir Woods as National Parks. Have students research Muir himself more or other environmentalists such as James Audubon (mentioned in Koehler-Pentacoff's "About John Muir"). Teach students how to summarize and categorize notes for a research report. They can use the internet or library books to complete the project. An in class presentation, where the students dress up as their biographical character, is a fabulous culminating activity.

K-2: So much of JOHN MUIR AND STICKEEN is about weather, water and states of matter. Their hike was a treacherous one, involving lots of icicles. Discuss the water cycle and how icicles form (solid, liquid, gas). There are several experiments you can do to make this more "hands on, minds-on." First, you can have students put some water in ice trays and store it overnight in the freezer. The next day, have them make observations about the changes (they could even use their journals). Then, use a pot and a hot plate to change the ice cubes back into vapor and then into liquid in front of the class.

3-5: Habitats are an interesting topic to investigate. John Muir often admired "riparian" communities, ones where trees grow right along a river. In this book; however, Muir and Stickeen need to fight the stormy, icy conditions. You can have students research the ice age, global warming or Alaska's current glacial situation. In this case, internet research might be the best resource. In addition, keeping track of local weather conditions (temperature, forecast, humidity, etc.) is an excellent compliment to the unit.

K-2: Either in their journals or on separate paper, students can do crayon leaf rubbings. Have them collect a variety of leaves. They then place them with the vein part up, underneath a piece of paper. Next, they rub a crayon on top of the piece of paper and watch what happens. Another project is to make snowflakes. Children take a square piece of paper and fold it into a triangle several times. They then cut different shapes out-- square, circle, rectangle, triangle. Review the basic shapes as they do this. Last, have them open their snowflake and hang them on the windows or on a bulletin board. Talk about the fact that no two snowflakes are alike.

3-5: The illustrator, Karl Swanson, used fine details in his paintings. Have students try and replicate this level of detail by doing a portrait of a classmate in a winter scene. They should first sketch it out, then use watercolors to paint it. Since snow is hard to paint, students can mix media and use chalk pastel or oil pastel for the snow. Make sure that students study perspective with you or the art teacher before attempting this.

K-2: John Muir walked over 1,000 miles one time from Indiana to Florida. Have children do maps of their community and learn about keys and scales to figure out how far their house is from their school.

3-5: Staying with the mileage theme, older students can try out story problems that incorporate this long journey that John Muir took. How many days at how many miles per day did John travel? Although the exact data is not known, students can guest various solutions to this real life math problem.