The Cat on the Chimney (Realization) by David Drew

The Cat on the Chimney (Grades 3-5)

by David Drew illustrated by Robert Roennfeldt

Your cat Jitters is on the chimney and is afraid to come down. How can you rescue him using a fishing line, a rope, a can of sardines, a picnic basket, and a magnet? Each activity in this book presents you with a new technological puzzle and the tools to solve it.

Grade level 3-5

Visual literacy

Scale diagrams: to set the scene for each problem and to show the size of the equipment for solving it.

Maps: to provide the context and to show where useful items are located:

Picture glossaries: to name and visualize each tool or implement.

Cross sections and cutaway diagrams: to see inside an item and find out how its parts are connected.

Subject areas

English/Language Arts

Interpreting instructions, diagrams, and maps

Drawing diagrams and storyboards to explain solutions

Writing explanations and arguments

Discussing alternate points of view

Science/Technology

Using everyday technology (ladders, rope, hand tools, kitchen utensils) to solve practical problems

Learning and applying knowledge about magnets and simple machines (pulleys, levers)

Mathematics

Estimating and measuring length and mass

Spatial concepts (size, area, volume)

Applying simple geometrical principles in a practical context

Social Studies

Social responsibilities and making choices

Caring for animals, other people's needs

Making choices when taking actions

Applying mapping to practical problems

Learning strategies

Problem solving

Brainstorming and evaluating solutions

Cooperative learning

Visualizing a problem in order to solve it

A sample from the book

Scale diagram:

Back to top

Your cat Jitters is on the chimney and is afraid to come down. How can you rescue him without causing harm or injury?

Picture glossary:

Back to top

Ideas to get you started

Brainstorm possible ways to bring the cat down from the chimney. Remind the children:
- Use several items. One item is not enough.
- Write your solution as a set of instructions ("How to rescue the cat"). This kind of text is also called a procedure.
- Illustrate the instructions with diagrams that show the reader how the items are combined, or:
- Write the instructions as a storyboard.
Class divides into groups, each with a copy of the small edition. Groups of two are best. [Why two?]
Help the children to write clear instructions by providing them with an example of a procedure, as shown here.
Regroup as a whole class and ask some of the groups to present their solutions; then have all the children exhibit their work along a wall for others to see.
Children compare others' solutions, then revise their own.
Assess the results. (Assessment is discussed below.)

Try for yourself

What would you use to get the key out of the drain? Problem-solving games like this combine literacy, science, technology and social studies.

Roll your mouse over this page to see the next page.

How do you assess the children's answers?

There is not one "correct" answer. In fact, there are many possible "correct" answers. This is because the tools and equipment could be used successfully in many combinations.

Assess the children's work by asking questions such as:

Is the solution practical? (Could we really go outside and do this?)
Is the solution safe?
Are the children's instructions clear? (If we followed the steps as described, would we have a solution that works?)
Is the solution straightforward? (Have we left out any steps? Are the steps in the best order?)

Assessment sheets

An assessment sheet for a procedure (instructions) can be photocopied from The Information Toolkit, page 15.

An assessment sheet for a storyboard can be photocopied from The Information Toolkit, page 31.