Passport to the World - Core Knowledge® Foundation

Transcription

PASSPORT TO THE WORLD
Grade Level: Kindergarten
Written By: Janet Bartley, Elizabeth Cordell, Michelle Gooden, Jane Lee, and Pam Stansell, Snow Hill
Elementary Ooltewah, TN
Length of Unit: All year long
I.
ABSTRACT
Come join us on a field trip around the world. To determine our mode of travel we must identify
each geographical location on a map or globe. We will then explore the climate, people, customs,
landmarks, and animals of each continent or ocean. So pack your bags and grab your passport for
a yearlong adventure around the world!
II.
OVERVIEW
A. Concept Objectives
1. Students will understand the geographical location of each continent and ocean.
2. Students will learn the physical characteristics of each continent -its land, climate,
and landmarks.
3. Students will acquire a basic knowledge of each continent and ocean animal life
within its own habitat.
4. Students will compare and contrast the people, climate, food, and wild life of each
continent/ocean.
B. Content from the Core Knowledge Sequence
1. World History and Geography - Spatial Sense and An Overview of the Seven
Continents
2. American History and Geography
3. Reading and Language Comprehension, Fiction & Literary Terms
4. Music - Listening and Understanding & Songs
5. Visual Arts - Sculpture
C. Skills Objectives
1. Recite the names of the continents and oceans
2. Locate continents and oceans on the map
3. Listen to and understand a variety of texts both fiction and nonfiction.
4. Understand and follow oral directions
5. Construct maps
6. Develop extensive vocabulary
7. Classify animals and landmarks according to continents
8. Compare and contrast the people, climate, food, and wildlife of each continent/ocean.
III.
BACKGROUND KNOWLEDGE
A.
For Teachers
1.
Hirsch, Jr. E.D. What Your Kindergarten Needs To Know. New York: Dell
Publishing, 1996, ISBN:0-385-31841-3
2.
Core Knowledge Sequence. Core Knowledge Foundation, 1998.
B.
For Students
1.
Basic Map Skills
2.
The names of the seven continents and the four oceans.
IV.
RESOURCES
A.
For literature selections, please see the bibliography
B.
Maps of the world
2004 Core Knowledge® National Conference, Passport to the World, Kindergarten
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C.
D.
V.
Maps of each continent
My First Amazing World Explorer 2.0. New York: DK Interactive Learning, 1998,
ISBN 0439-24797-7
LESSONS
Lesson One: North America
A. Daily Objectives
1. Concept Objectives
a. Students will understand the geographical location of each continent.
b. Students will learn the physical characteristics of each continent -its land,
climate, and landmarks.
c. Students will acquire a basic knowledge of each continent and ocean animal
life within its own habitat.
d. Students will compare and contrast the people, climate, food, and wild life of
each continent/ocean.
2. Lesson Content
a. World History and Geography - Spatial Sense and An Overview of the Seven
Continents
b. American History and Geography
c. Reading and Language Comprehension, Fiction & Literary Terms
d. Music - Listening and Understanding & Songs
e. Visual Arts - Sculpture
3. Skills Objectives
a. Recite the names of the continents and oceans
b. Locate continents and oceans on the map
c. Listen to and understand a variety of texts both fiction and nonfiction.
d. Understand and follow oral directions
e. Construct maps
f. Develop extensive vocabulary
g. Classify animals and landmarks according to continents
h. Compare and contrast the people, climate, food, and wildlife of each
continent/ocean.
B. Materials
1. maps
2. items for display
3. literature selections (see bibliography)
4. art supplies
5. toilet paper rolls
6. clay
7. leather cord
8. craft bead
9. candy corn, M&M's, Tootsie rolls
10. little clay pots
C. Key Vocabulary
1. Christopher Columbus – a European explorer who came from Spain and discovered
America in 1492
2. Native American – first people born in America.
3. tribe – a group of people who have the same customs, language, and ancestors of a
country
4. President – a leader chosen by the people of a country
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5. Revolutionary War – a war fought so that American colonies would be free from
England 1775-1783
6. Civil War – a war in the United States between the north and south 1861-1865
7. allegiance – loyalty to something
8. Declaration of Independence – a document stating that the American colonies were
independent (free) from England
D. Procedures/Activities
1. The children will be introduced to North America at the beginning of the year when
basic map skills and the seven continents are introduced. The students will label on
map the four countries contained in North America. Appendix A
2. In October, the teacher will begin the study of North America by introducing
Christopher Columbus.
3. The students will make a map of blue construction paper representing the ocean and
green torn construction paper representing Europe and North America. The students
will then make or draw the three ships representing the Nina, Pinta, and Santa Maria.
4. In November, the teacher will start a study of the people who inhabited North
America. These five Native American tribes and their region will be the focus of
study. (Chinook-Northwest, Navajo- Southwest, Iroquois-Northeast, CherokeeSoutheast, and Sioux-Plains)
a. The Chinook were famous for trading salmon, canoes, and shells. They built
totem poles to represent their families and their dead friends and
relatives. The students will participate in making totem poles out of
toilet paper rolls. They will make a design using tribal symbols and
figures to place on their totem poles. They lived in long, red, cedar
lodges.
b. The Navajo tribe lived in hogans which were made out of earth and wooden
poles or logs. They are known for their beautiful crafts that include
woven woolen blankets, fine jewelry of turquoise and silver, and clay
coil pots. The students will make clay pots by rolling long ropes of clay
with the palm of their hands, spiraling the ropes round and round the flat
slab of clay used as the base. The pots will then need to air dry
completely.
c. The Iroquois tribe lived in longhouses in northeastern area of the country.
The men and women wore deerskin leggings and moccasins. The
women also wore beaded jewelry. The students will make beaded
bracelets using leather rope and craft beads.
d. The Cherokee tribe lived in homes made with clay and dried grass. The roofs
were shingled with tree bark. The teacher will read Itse Selu, which is
the story of the Green Corn Festival, which marked the end of an old
year and the beginning of a new year. The students will participate in a
ceremony using little clay pots, candy corn for fire, M & M's for rocks,
and Tootsie rolls for the logs. The Trail of Tears will be briefly
discussed. The students will be introduced to Squanto and create a snack
consisting of crushed Oreos for the dirt, gummy fish for the fertilizer,
and candy corn for the corn to demonstrate the planting techniques that
Squanto taught the early settlers.
e. The students will be introduced to the Sioux tribe by listening to the story, The
Legend of the Indian Paintbrush. The students will discover that this
tribe lived in teepees made from skins of animals. They also will learn
that the people made parfleches which were used to store and carry food.
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(buffalo hide pouch) The students will make teepees out of construction
paper, toothpicks, and markers.
5. In February, the U.S.A. will be taught through the Pledge of Allegiance. The
students will learn about Betsy Ross and the first American flag. The students will
compare the first flag with the current flag. Then using finger paint, the students
will make an American flag. To be even more creative, have the students make a
flag using graham crackers, white icing, blue M&M's and red licorice.
6. The students will be introduced to the following symbols through numerous stories:
Statue of Liberty, Liberty Bell, Mount Rushmore, and the White House. The
students will make an American symbol mobile using blue construction paper for the
band with torn red and white paper to spell out U.S.A. on the band. The symbols
taught will hang on the mobile. Appendix B
7.
The following Presidents will be studied and read about during the week of
President’s Day:
a. Abraham Lincoln – The students will read several books about Abraham
Lincoln’s childhood and discover how the hardships he endured helped
him to be a great president. (honesty, hard work, love of books, and
poverty) The students will construct on paper a log cabin out of pretzel
sticks and place a penny on the door. The teacher will briefly explain
slavery, the Civil War, and Lincoln’s death.
b. Teddy Roosevelt - The students will bring in their favorite Teddy bear to
school and share with the class something special about it. They will
learn about the first Teddy bear and how it is connected with Teddy
Roosevelt.
c. Thomas Jefferson – The students will be introduced to the Declaration of
Independence and some of the items Thomas Jefferson invented. They
will learn about his home, Monticello.
d. George Washington - Father of our Country. The student will make cherry
pies using biscuit dough and cherry pie filling, after reading about the
childhood of George Washington. The students will learn about the
reason for the Revolutionary War. The teacher will be the king/queen of
England and tax the students for various reasons. The students will pay
their taxes using M&M’s. The students will understand the frustrations
of the early settlers. They will then participate in the Boston Tea Party.
The class will be divided into two groups - one will be the British
soldiers demanding taxes and the second group will be the American
settlers who throw the tea overboard. While learning about our first
President, the students will read about the job of a President.
7. The students will recite the following poems: Thanksgiving Day, The
Pilgrims Came, and I Wish I Could Be President. Appendix C
E. Assessment/ Evaluation
1. Teacher Observation – classroom discussions, literature discussions
2. Recitation of Poetry – The student will recite the following poems at the end of the
unit: Thanksgiving Day, The Pilgrims Came, I Wish I Could Be President
3. Journals
a. Native American Journals- journals are made from brown construction paper
covers with a “V” cut out of the top and the bottom is fringed to look like a
Native American vest. The students will draw and write sentences about
their tribe.
b. President’s Journal – The student will write and illustrate about the four
Presidents studied. They will also include the symbols of America.
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4.
5.
Classification – match animals and landmarks to the correct region on the map
Use blue ribbon to represent the rivers and green rick-rack to represent the
mountains Appendix D
Lesson Two: Europe
A. Daily Objectives
a. Students will understand the geographical location of each continent and
ocean.
b. Students will learn the physical characteristics of each continent – its land,
c. Students will compare and contrast the people, climate, food, and wildlife of
2. Lesson Content
a. World History and Geography
b. Reading and Language Comprehension & Fiction & Literary Terms
c. Music – Listening and Understanding & Songs
a. Recite the names of the continents and oceans.
b. Locate oceans and continents on the map.
c. Listen and understand a variety of texts both fiction and nonfiction.
d. Understand and follow oral directions.
e. Construct maps.
f. Develop extensive vocabulary.
g. Classify animals and landmarks according to continents.
h. Compare and contrast the people, climate, food and wildlife of each
continent/ocean.
B. Materials
1. maps
3. art supplies
4. Christmas card
C. Key Vocabulary
1. caroling – singing songs of joy or praise at Christmas
2. Yule log- a large log burned in a fireplace on Christmas Eve
3. Nativity- the birth of Jesus
D. Procedures/Activity
1. This unit is taught at Christmas and incorporates the American Christmas customs
that have originated from five European countries. As each custom is studied, the
students will locate on the map the country from which it originated.
2. The teacher will say, “We are going to travel to a new continent today! Does anyone
remember which continent we briefly visited when we met Christopher Columbus
and the Pilgrims? Let’s sail back to Europe and discover how people in the European
countries celebrate Christmas."
3. The class will participate in various activities from each of the following countries.
a. England – Christmas card, caroling and crackers - Santa Claus is called Father
Christmas
b. Sweden – Santa Lucia and Festival of Lights - Santa Claus is called
Jultomten.
c. Germany – Christmas tree, Advent Wreath, Song - Tannenbaum, Gingerbread
Houses Santa Claus is called Kris Kringle.
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d. France – Yule log, the word “Noel”, Song – The First Noel, Twelfth Night
Cake - Santa Claus is called Pierre Noel.
e. Italy – Nativity, La Befana., Panettone is given like we give fruitcake as a gift
Santa Claus is called Babbo Natal.
3. As a culminating activity the students will travel to each of the five kindergarten
classrooms which have each focused on one of these European countries. While in
each class they will make a Christmas snack from each country.
a. England- hot tea and tea cookies
b. Sweden – sweet rolls and warm cocoa
c. Germany – gingerbread men cookies and sugar ice cream cone turned upside
down frosted with green icing and decorated with sprinkles and/or popcorn
d. France – Yule logs – swiss rolls with decorating icing for the holly and berries
e. Italy - cannolis – pastry shells filled with vanilla pudding
1. Teacher Observation – class discussions, literature discussions
2. Christmas Journals – The student will draw one or more things they learn from each
country.
3. Classification – The students will match the correct Christmas custom to the region
on the map.
4. Appendix E
Lesson Three: Asia
A. Daily Objectives
ocean.
d. Students will compare and contrast the people, climate, food, and wildlife of
2. Lesson Content
e. Construct maps.
continent/ocean.
B. Materials
1. maps
4. art supplies
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5. ingredients for bliny and Russian tea
6. fortune cookies and fried rice
C. Key Vocabulary
1. tundra – flatlands in the Arctic regions where there are no trees and where snow
melts for a short time in the summer
2. taiga – cold forest containing cone bearing trees
3. steppes – flatlands in Europe and Asia that have no trees
4. semi-desert – area of land having some of the characteristics of a desert and usually
lying between desert and grassland
5. briny – Russian pancakes
6. Babushka – Ukrainian name for grandmother
7. Himalayas – famous high mountain range located in Asia
8. import – to bring goods into one country from another
1. In preparing for the unit, display maps, pictures, stuffed animals and Asian artifacts.
2. Review the names of the continents by singing the continent song.
3. The teacher will say, “We are going to travel to the largest continent in the world! It
is connected to another continent as well. Can someone tell us what it is? Asia is so
large that we are only going to study two of its countries.”
4. The teacher will read the story, The Mitten. Throughout the story, the students will
compare/contrast homes, clothing, and climate/location of the Ukraine.
5. The students will learn about the animals and the four different climates of Russia
(tundra, taiga, steppes, and semi-desert). They will classify animals according to
their region on a map.
6. The teacher will conduct an author study of Patricia Polacco as a springboard to learn
about Russian cultures, architecture. (onion dome roofs of various cathedrals), and
customs.
7. As a culminating activity, the students will eat bliny (pancakes) and drink Russian
tea.
8. To introduce the country of China, the teacher will read The Emporer and the Kite.
9. After the story, the students will make a fish kite, learn about importing, and explore
a display of various items that are made in China.
10. The students will learn that the Giant Panda is an endangered species.
11. The students will learn and locate the Great Wall of China and the Himalayan
Mountains on a map.
12. As a culminating activity, the students will eat fried rice, fortune cookies, and drink
hot tea.
2. Journals- The students will make drawings of onion dome roofs and imported items
from China.
3. Classification- The students will match animals and landmarks to the correct region
and use green rick-rack to represent the mountains. Appendix F
Lesson Four: Antarctica
A. Daily Objectives
a Students will understand the geographical location of each continent and
ocean.
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2. Lesson Content
e. Construct maps.
continent/ocean.
B. Materials
1. maps/globe
4. art supplies
5. teacher made glacier and frozen tundra
6. Klondike Bars, hot chocolate
C. Key Vocabulary
1. permafrost – any soil or rock which has remained frozen through two consecutive
winters and the summer between
2. tundra – flatlands in the Arctic regions where there are no trees and where snow
melts f
or a short time in the summer
3. iceberg – a large piece of floating ice in the ocean
4. immigrate – to move to or go live in a country in which one was not born
5. Inuit – another name for Eskimo
6. igloo – a house made from blocks of ice
7. Northern Lights – skies over the North and South Poles that are filled with streaks of
blue, purple, and green light
1. In preparing for the unit, display maps, pictures, stuffed animals and
Antarctica/Arctic artifacts.
3. Review the continents studied previously. The teacher will then say “We are now
going to the coldest continent which is at the bottom of the world or globe. Why do
you think it’s cold? Do you think that many people live there?”
4. During this unit of study the children will learn about Antarctica and the Arctic
region so that they will be able to compare/contrast these two regions. (animals,
climate, landforms, and plant life)
5. The students will learn the opposite locations of the Arctic and Antarctica by
exploring the globe.
6. During a science lesson, the students will interact with a teacher-made iceberg and
frozen tundra. (See Appendix L for details.)
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7. The students will predict which animals live in each region. (shelter, food, and
physical adaptability)
8. The students will discover how people can live in the Arctic and make adaptations
for survival. (igloos, uses of whales, animals' skins, ice fishing for food, etc.)
9. The students will recite the following poems: Polar Bear, Five Penguins, and
Penguins. Appendix C
10. As a culminating activity, the students will taste Klondike Bars and hot chocolate.
2. Recitation of Poetry - The students will recite the following poems at the end of the
unit: Polar Bear, Five Penguins, and Penguins
3. Journals – The students will write and draw pictures comparing the two regions and
the various animals that live in each region.
4. Classification - The student will match the animals in the correct region. Appendix G
Lesson Five: The Four Oceans
A. Daily Objectives
ocean.
2. Lesson Content
e. Construct maps.
continent/ocean.
B. Materials
1. maps
4. art supplies
5. gummy whales and fish
6. cups of blue jello
C. Key Vocabulary
1. None
1. In preparing for the unit, display maps, pictures, stuffed animals and ocean artifacts.
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2. Review the names of the oceans.
3. The teacher will say, “At the beginning of the year, we learned there were two parts
to our earth – land and water. Let’s explore what is under the water that we see.”
4. Through the use of literature, discussion, and the manipulation of the artifacts the
students will learn about many creatures that live in the ocean. (oyster, starfish,
seahorse, crabs, octopus, puffer fish, jellyfish, sharks, whales and stingray)
5. The students will make an ocean journal by writing and drawing about each creature
as it is discussed.
6. The students will make an ocean in a cup by placing gummy whales and fish in a
clear cup of Jello.
7. The students will recite the following poem: Underneath the Water. Appendix C
E. Assessment/Evaluation
1. Teacher Observation - classroom discussions, literature discussions
2. Recitation of Poetry - The students will recite the following poem at the end of the
unit: Underneath the Water.
3. Journals - The students will write and draw ocean creatures in their ocean journal.
4. Classification - The students will match the names of the ocean on the map of the
world. Appendix H
Lesson Six: Australia
A. Daily Objectives
ocean.
2. Lesson Content
c. Music – listening and understanding & songs
e. Construct maps.
continent/ocean.
B. Materials
1. maps
3. Walkie-Talkie
5. art supplies
6. American and Australian flags
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7. ingredients for peach melbas and barbie-que
C. Key Vocabulary
1. Aborigines – the first people known to have lived in a certain place
2. Ayers Rock – a great sandstone rock that is a famous landmark in the Australian
Outback
3. boomerang – a flat, curved stick that can be thrown so it will come back to the
thrower It can be used as a weapon by the natives of Australia.
4. Great Barrier Reef – world’s largest chain of coral reef found along the coast of
Australia marsupials – a female animal that has a pouch on the outside of her body in
which her babies can be carried and nursed
5. Aussie – another name for an Australian
6. eucalyptus – a tall tree that grows in Australia – Koalas live in these trees and eat the
leaves.
7. didgeridoo – one of the oldest musical instruments known to man - The Aborigines
play this instrument.
1. In preparing for the unit, display maps, pictures, stuffed animals and Australian
artifacts.
3. The teacher will say, “It’s time to travel to a new continent. We are going to the land
‘down under’. Let’s see if we can find a continent that is totally below the equator
4. During this unit the students will participate in the following activities:
a. Conduct a listening activity in which the students will experience school in the
outback! The teacher will give directions over a walkie-talkie to the students
about the map of Australia. The children will cut out prepared state name labels
and glue them on the appropriate states. Appendix I
b. As the students learn about the various landmarks of Australia, they will label
them on the map. (Ayers Rock, Outback, Sydney Opera House, and Great Barrier
Reef) Appendix I
c. As the students learn and make various animals of Australia, they will label them
on the map. ( koalas, kangaroos, duckbill platypus, and crocodiles) Appendix I
d. The students will compare and contrast the Australian and American flags.
5. As a culminating activity the students will participate in a Barbie-Que and eat Peach
Melba for dessert. Recipe for Peach Melba – short cakes, peaches and cool whip
layered in that order.
6. The student will recite the following poem: The Kind Kangaroo. Appendix C
1. Teacher Observation - Comparing /contrasting the two flags
2. Recitation of Poetry - The students will recite the following poem at the end of the
unit: The Kind Kangaroo
3. Journals- The students will draw their favorite Australian animal/animals in their
journal.
4. Classification - The students will match animals and landmarks to the correct region
on the map. Appendix I
Lesson Seven: South America
A. Daily Objectives
ocean.
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2. Lesson Content
e. Construct maps.
continent/ocean.
B. Materials
1. maps
3. butcher paper
5. chart paper
5. sack with eraser, rubber band, chocolate, banana, block of wood, cinnamon, perfume,
cough drop, chewing gum, and peanuts
7. items for the tropical mix and fruit punch.
C. Key Vocabulary
1. emergent layer emergent layer – a layer of the rainforest made up of tall trees that
rise above the rainforest’s canopy
2. canopy – main top layer of the rainforest – It is made up of trees whose tops are very
close together.
3. understory – the layer of the rainforest made up of shrubs, ferns, and small trees
4. forest floor – the layer of the rainforest made up of fungi (plants that do not have
flowers or leaves), mosses, and decaying leaves
5. tropical – the regions located on either side of the equator
6. camouflage – a way of hiding or disguising people, animals, or things with colors and
patterns that make them look like their surroundings
7. herbivores – animals that feed entirely on plants or plant parts
1. In preparing for the unit, display maps, pictures, stuffed animals and South American
artifacts. Using butcher paper, the teacher will create the four layers of the rainforest
by twisting and shaping the paper into tree trunks, vines, branches and leaves. As
each layer is discussed with the children, labels and animals will be added to the
room display.
3. The teacher will say, “We’re now going to travel to a continent that is home to a
special forest called a rainforest. What do you think it’s like in a rainforest? Do you
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think it’s hot or cold? Do you think people live there? What type of animals might
live there?”
4. The teacher will read The Great Kapok Tree. This story will be a great introduction
to the rainforest, the animals that live there, and the people who inhabit this region.
5. The teacher will then direct the students in completing a K-W-L chart.
6. The teacher will lead the children in a motion story called “Walk Through the
Rainforest”. Appendix C
7. The teacher will read The Shaman’s Apprentice: a Tale of the Amazon Rain Forest
and the class will discuss the book. The teacher will explain to the students that
many of the things that are used in our everyday life come from the rainforests. The
teacher will have a bag with products from the rainforest. (eraser, rubber band,
chocolate, banana, block of wood, cinnamon, perfume, a cough drop, chewing gum,
and peanuts.) As the teacher pulls out each product from the bag, the students will
give thumbs up if they think the product comes from the rainforest and a thumbs
down if they do not think the product comes from the rainforest. The teacher will
then tell the students that ALL of the items come from the rainforest.
8. The students will make and learn about the following animals: red-eyed tree frog,
macaw, boa constrictor, anteater, monkey, toucan, and a spider. After creating each
animal, the students will then place him or her in the correct layer of the rainforest.
9. After reading The Great Kapok Tree and The Shaman’s Apprentice, the students will
compare and contrast the different cultures that are found in South America.(clothing,
homes, and food)
10. The students will recite the following poems: The Rain Forest and Layers of the
Rainforest. Appendix C
11. As a culminating activity, the students will have a taste test party. The students will
make a tropical mix containing peanuts, chocolate chips, cashews, dried banana
chips, papaya, Brazil nuts, and coconut flakes. They will enjoy eating this mix while
drinking a fruit punch which contains orange juice, lemon-lime juice, and pineapple
juice. To cleanse their palate, the students will be given a piece of wintergreen
chewing gum.
1. Teacher Observation – classroom discussions, K-W-L chart, literature discussion
2. Recitation of Poetry – The students will recite the following poems at the end of the
unit: The Rain Forest and Layers of the Rainforest.
3. Journals – The students will illustrate and label various products that come from the
rainforest. The students will draw and label animals that live in the rainforest.
4. Classification – The students will match animals and landmarks to the correct region
on the map and use blue ribbon to represent the river and green rick-rack for the
mountains. Appendix J
Lesson Eight: Africa
A. Daily Objectives
ocean.
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2. Lesson Content
e. Construct maps.
continent/ocean.
B. Materials
1. maps
3 literature selections (see bibliography)
4. art supplies
5. yams
C. Key Vocabulary
1. desert – a dry area of land with little rainfall where few plants and animals live
2. savannah – a level land covered with vegetable growth usually found in damp climates
3. Nile River – the world’s longest river located in Africa
4. Sahara Desert – the world’s largest desert in the world located in Africa
1. In preparing for the unit, display maps, pictures, stuffed animals and African
artifacts.
3. The teacher will say “We are going to travel to a continent where you might see
giraffes, tigers, zebras, and elephants. Raise your hand if you can name the
continent. This continent has 3 main regions – the savannah (grassland), the desert,
and the rainforest.”
4. After the students have been introduced to the 3 main regions, the teacher will focus
the lesson on the desert and the savannah. The students will place animals in the
correct regions on a map. Appendix K
5. The students will compare and contrast the climate and terrain of the 3 main regions
of Africa.
6. The students will discover how the people of Africa live through the use of “African
Photo-Fun Activities Cards” from Edupress.
7. The students will recite the following poem: Elephant. Appendix C
8. As a culminating activity the students will eat roasted yams that are a traditional
harvest vegetable.
1. Teacher Observation – class discussions, literature discussions
2. Recitation of Poetry- The students will recite the following poem at the end of the
unit: Elephant.
3. African Journals – The students will make drawings of the three regions in Africa
and various African animals.
4. Classification -The students will match the animals and landmarks in the correct
region and use blue ribbon for the river. Appendix K
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VI.
CULMINATING ACTIVITY
“It’s A Small World Celebration”
The students will dress as an animal or person from their favorite continent. They will then
travel to each continent exhibit which containing books, artifacts, food, pictures, maps, and
music. After interacting with the exhibit materials, the students will have their passport stamped.
As a culminating activity of the celebration, the students will share with the class their favorite
exhibit.
VII.
HANDOUTS
A.
North America
B.
United States Symbols for the Mobile
C.
Poetry
D.
United States of America
E.
Europe
F.
Asia
G.
Antarctica
H.
Map of the Oceans
I.
Australia
J.
South America
K.
Africa
L.
Directions for iceberg and tundra
VIII. BIBLIOGRAPHY
A. All Continents
Animals of the World Jigsaw Book. Australia: Five Mile Press, 2002, 1-86503-601-3
Baer, Edith. This Is The Way We Eat Our Lunch-A Book About Children Around The
World. New York: Scholastic Inc., 1995, 0-590-46887-1
Leimert, Karen Mezek. All the Children of the World. Dallas: World Publishing, 1996, 08499-1309-8
Llwewllyn, Claire. Animal Atlas. New York: Scholastic Inc., 1999, 0-439-13044-1
Morris, Ann. Loving. New York: McGraw Hill- School Publishing Co., 1990, 0-02146214-3
Singer, Marilyn. On the Same Day in March- A Tour of the World’s Weather. USA:
Harper Collins Publishers, 2000, 0-06-028187-1
The Visual Dictionary of Animals. New York: Scholastic Inc., 1991, 0-439-12063-2
White, Nancy. The Magic School Bus Explores the World of Animals. New York:
Scholastic Inc., 2000, 0-439-22678-3
Wood, Jenny. The Children’s Atlas of People & Places. Brookfield: The Millbrook Press,
1993, 1-56294-257-3
B. United States
Adler, David A. A Picture Book of George Washington. New York: Holiday House,
1989, 0-8234-0732-2
Adler, David A. A Picture Book of Christopher Columbus. New York: Scholastic Inc.,
1991, 0-590-10772-0
America The Beautiful. New York: Scholastic Inc., 2001, 0-439-33302-4
Barber, James and Pastan, Amy. Smithsonian Presidents and First Ladies. New York:
DK Publishing Inc., 2002, 0-7894-8453-6
Berlin, Irving. God Bless America. New York: Scholastic Inc., 2003, 0-439-56213-9
15
Cicciarelli, Joellyn Thrall. Maps. Cypress: Creative Teaching Press, Inc., 1996, 1-57471134-2
Crenson, Victoria. Christopher Columbus An Adventure in Courage. New York: Troll
Associates, 1992, 0-8167-2566-7
Dalgliesh, Alice. The Fourth of July Story. New York: Charles Scribner’s Sons, 1956
Douglas, Lloyd G. The Liberty Bell. New York: Scholastic, Inc., 2003, 0-516-24485-x
Douglas, Lloyd G. The Statue of Liberty. New York: Scholastic Inc., 2003, 0-516-244876
Douglas, Lloyd G. The White House. New York: Scholastic Inc., 2003, 0-516-24488-4
Giblin, James Cross. George Washington A Picture Book Biography. New York:
Scholastic Inc., 1992, 0-590-42551-x
Herman, John. Red, White, and Blue. The Story of The American Flag. New York:
Scholastic Inc., 2003, 0-439-42985-4
Hovanec, Erin M. An Online Visit to North America. New York: Rosen Publishing
Group, 2001, 0-8239-5654-7
Jackson, Garnet. George Washington Our First President. New York: Scholastic Inc.,
2000, 0-439-09867-x
Kindersley, Barnabas and Anabel. Children of the Americas. New York: DK Publishing,
1995
Marzollo, Jean. In 1492. New York: Scholastic Inc., 1991, 0-590-44414-x
The Mount Rushmore Presidents. New Jersey: Pearson Education, 2002, 0-7690-5003-4
1992, 0-590-45154-5
Murphy, Frank. George Washington and the General’s Dog. New York: Random House,
2002, 0-375-81015-3
My Country Tis of Thee. New York: Scholastic Inc., 2002, 0-439-39195-4
Nunn, Tamara. My Global Address. Cypress: Creative Teaching Press, 1996, 1-57471132-6
Penner, Lucille Recht. The Statue of Liberty. New York: Scholastic Inc., 2003, 0-43949145-2
The Pledge of Allegiance. New York: Scholastic Inc., 2000, 0-439-21672-9
Robb, Don. Hail to the Chief. The American Presidency. Watertown: Charlesbridge,
2000, 0-88106-393-2
Roop, Connie and Roop, Peter. A Teddy Bear for President Roosevelt. New York:
Scholastic Inc., 2002, 0-439-44174-9
Quiri, Patricia Ryon. The Statue of Liberty. New York: Children’s Press, 1998, 0-51626385-4
Ryan, Pam Munoz. The Flag We Love. New York: Scholastic Inc., 2000, 0-439-25292-x
Sabin, Louis. Teddy Roosevelt Rough Rider. U.S.A.: Troll Associates, 2001, 0-81670556-9
Sherrow, Victoria. Thomas Jefferson. New York: Backpack Books, 2002, 0-7607-2832-1
Smith, Charles R. Jr. I Am America. New York: Scholastic Inc., 2003, 0-439-43179-4
Smith, Kathie Billingslea. George Washington. Korea: Ottenheimer Publishers, 1987.
Sobel, Syl. How the U.S. Government Works. New York: Barron’s Educational Series,
1999, 0-7641-1111-6
Sweeney, Joan. Me On The Map. New York: Scholastic Inc., 1996, 0-590-10705-4
Turner, Ann. Abe Lincoln Remembers. USA: Harper Collins, 2001, 0-06-027577-4
Waber, Bernard. Just Like Abraham Lincoln. New York: Scholastic Inc., 1994, 0-59043355-5
Weinberger, Kimberly. Let’s Read About…Christopher Columbus. New York: Scholastic
Inc., 2001, 0-439-29546-7
16
Woods, Andrew. Young Abraham Lincoln Log-Cabin President. USA: Troll Associates,
1992, 0-8167-2533-0
Yankee Doodle. New York: Scholastic Inc., 2002, 0-439-44530-2
Zemlicko, Shannon. Nathan Hale Patriot Spy. Minneapolis: Carolhoda Books, Inc.,
2002, 0-87614-458-x
Native Americans
Black, Sonia W. Squanto. NewYork: Scholastic Inc., 2002, 0-439-45952-4
Bruchac, Joseph. The First Strawberries, A Cherokee Story. New York: Dial Books,
1993, 0-8037-1331-2
DePaola, Tomie. The Legend of the Indian Paintbrush. New York: G.P. Putnam’s Sons,
1988, 0399-21777-0
DePaola, Tomie. The Legend of the Bluebonnet. New York: Penguin Putnam Books,
1983, 0-698-11359-4
Erdosh, George. Food and Recipes of the Native Americans. New York: Power Kids
Press, 1997, 0-8239-5116-2
Glubok, Shirley. The Art of the Northwest Coast Indians. New York: Macmillan
Publishing Co. Inc., 1975, 0-02-736150-0
Haslam, Andrew and Parsons, Alexandria. Make it Works North American Indians. New
York: Scholastic Inc., 1995, 0-590-93746-4
Hewitt, Sally. The Plains People. New York: Children’s Press, 1996, 0-516-08073-3
Kamma, Anne. If You Lived With The Hopi. New York: Scholastic Inc., 1999, 0-59039726-5
Lepthien, Emilie. The New True Book- The Cherokee. Chicago: Children’s Press, 1985,
0-516-01938-4
Lund, Bill. The Wampanoag Indians. Minnesota: Capstone Books, 1998, 1-56065-564-x
McDermott, Gerald. Raven- A Trickster Tale from the Pacific Northwest. New York:
Scholastic Inc., 1993, 0-590-48250-5
McGovern, Ann. The Pilgrim’s First Thanksgiving. New York: Scholastic Inc., 1973, 0590-04835-x
McGovern, Ann. The Pilgrim’s First Thanksgiving. New York: Scholastic Inc., 1993, 0590-46188-5
McGovern, Ann. If You Lived With the Sioux Indians. New York: Scholastic Inc., 1992,
0-590-45162-6
Martin, Teri. A New True Book-Indians. Chicago: Children’s Press, 1982, 0516-01628-8
Miller, Jay. American Indian Families. New York: Children’s Press, 1996, 0516-20133-6
Miller, Jay. American Indian Festivals. New York: Children’s Press, 1996, 0516-20134-4
Miller, Jay. American Indian Food. New York: Children’s Press, 1996, 0516-20135-2
Miller, Jay. American Indian Games. New York: Children’s Press, 1996, 0-516-20136-0
Naranjo, Tito. Native Americans of the Southwest. Pennsylvania: Running Press, 1993, 156138-241-8
Osinski, Alice. A New True Book- The Navajo. Chicago: Children’s Press, 1992, 051601236-3
Osinski, Alice. A New True Book- The Sioux. Chicago: Children’s Press, 1984, 051601929-5
Pasqua, Sandra. The Navajo Nation. Minnesota: Bridgestone Books, 2000, 07368-0499-4
Sage, Ana. I Am Native American. New York: Powerkidds Press, 1997, 08239-5014-x
Shaughnessy, Diane. Sitting Bull Courageous Sioux Chief. New York: Powerkidds Press,
1997, 0-8239-5109-x
Shemie, Bonnie. Houses of Hide and Earth. New York: Tundra Books, 1991,
078570864-2
17
Shemie, Bonnie. Houses of Snow, Skin, and Bones. New York: Tundra Books, 1991,
088776240-9
Stotter, Michael. North American Indians. New York: Anness Publishing, 1999, 0-75480216-7
Tardif, Gina Lems. Pilgrim Children Had Many Chores. California: Creative Teaching
Press, 1996, 1-57471-121-0
VanLevwen, Jean. Across the Dark Sea- The Mayflower Journey. New York: Dial Books
for Young Readers, 1995, 0837-1166-2
Waters, Kate. On The Mayflower Voyage of the Ships Apprentice and A Passenger Girl.
New York: Scholastic Inc., 1996, 0439-09941-2
Williams, Rozanne L. Long Ago and Today. California: Creative Teaching Press, 1996,
157471138-5
C. Europe
Dear Santa The Best-Ever, Busiest Christmas Fun Book! New York: Dutton Children’s
Books, 1998, 0-525-46024-1
DeBrunhoff, Laurent. Babar’s French Lessons. New York: Random House, 1991, 0-39480587-9
DeBrunhoff, Laurent. Babar Loses His Crown. New York: Random House, 1967, 0-39480045-6
Christmas-A Book of Stories Old and New. New York: Charles Scribner’s Sons, 1962
Haskins, Jim and Benson, Kathleen. Count Your Way through France. Minneapolis:
Carolrhoda Books, Inc., 1996, 0-87614-874-7
Haskins, Jim. Count Your Way through Germany. Minneapolis: Carolrhoda Books, Inc.,
1990, 0-87614-407-5
Hovanec, Erin M. An Online Visit to Europe. New York: Rosen Publishing Group, 2001,
0-8239-5657-1
Keats, Ezra Jack. The Little Drummer Boy. New York: Macmillan Publishing Co., Inc.,
1968, 68-25714
Knight, Hilary. The Twelve Days of Christmas. New York: Simon &Schuster Books,
2001, 0-689-83547-7
Strevens, Biddy. Toto in France. Illinois: Passport Books, 1992, 0-8442-9180-3
Strevens, Biddy. Toto in Italy. Illinois: Passport Books, 1992, 0-8442-9289-3
Take Joy! The Tasha Tudor Christmas Book. New York: Philomel Books, 1966, 0-39961169-x
Tames, Richard and Tames, Sheila. Great Britain. New York: Franklin Watts, 1995, 0531-15275-8
D. Asia
Brett, Jan. The Mitten. New York: Scholastic Inc, 1990, 0-590-44015-2
Calmenson, Stephanie. Dinner at the Panda Palace. New York: Scholastic Inc., 1995, 0590-62389-3
Dooley, Norah. Everybody Cooks Rice. New York: Scholastic Inc., 1992, 0-590-45597-4
Haskins, Steve. Count Your Way Through China. Minneapolis: Carolrhoda Books, Inc.,
1987, 0-87614-302-8
Hovanec, Erin M. An Online Visit to Asia. New York: Rosen Publishing Group, 2001, 08239-5652-0
Martin, Bill Jr. Panda Bear, Panda Bear, What Do You See? New York: Henry Holt and
Company, 2003, 0-8050-1758-5
Mosel, Arlene. Tikki Tikki Tembo. New York: Scholastic Inc., 1968, 0-590-41622-7
18
Pluckrose, Henry. Picture A Country- China. New York: Franklin Watts, 1999, 0-53115375-4
Polacco, Patricia. Babushka Baba Yaga. New York: Philomel Books, 1993, 0-399-225315
Polacco, Patricia. Babushka’s Doll. New York: Scholastic Inc., 1995, 0-590-62205-6
Polacco, Patricia. Babushka’s Mother Goose. New York: Philomel Books, 1995, 0-399227474
Polacco, Patricia. Rechenka’s Eggs. New York: Scholastic Inc., 1988, 0-590-92164-9
Polacco, Patricia. The Trees of Dancing Goats. New York: Simon and Schuster, 1996,
0689808623
Polacco, Patricia. Thunder Cake. New York: Scholastic Inc., 1992, 0-590-45426-9
Rice, Donna Herweck. Panda Mania. Westminster: Teacher Created Materials, 2002, 07439-8522-2
Ryder, Joanne. Little Panda The World Welcomes Hua Mei At The San Diego Zoo. New
Waters, Kate and Slovez-Low, Madeline. Lion Dancer Ernie Wan’s Chinese New Year.
New York: Scholastic Inc., 1990, 0-590-43047-5
Young, Ed. Lon Po Po -A Red -Riding Hood Story From China. New York: Scholastic
Inc., 1990, 0-590-44069-1
Additional Resource for Asia
Edupress, China Photo Fun Activities UPC 765515000708
E. Antarctica
Alborough, Jez. Cuddly Dudley. New York: Scholastic Inc., 1993, 0-590-62946-8
Bedford, David and Chapman, Jane. Big Bear Little Bear. New York: Scholastic Inc.,
2001, 0-439-31884-X
Beer, Hans de. Little Polar Bear and the Husky Pup. New York: Scholastic Inc., 1999, 0439-20712-6
Beer, Hans de. Little Polar Bear Finds a Friend. New York: Scholastic, 1990, 0- 59096996-x
Berger, Melvin and Berger, Gilda. Polar Bears Live on Ice. New York: Scholastic, Inc.,
2003, 0-439-47181-8
Black, Sonia W., Follow the Polar Bears. New York: Scholastic Inc., 2000, 0-43920641-3
Black, Sonia W. Plenty of Penguins. New York: Scholastic Inc., 1999, 0-439098327
Canizares, Susan and Moreton, Daniel. Arctic Winter, Arctic Summer. New York:
Scholastic Inc., 1998, 0-590-76151-x
Canizares, Susan and Moreton, Daniel. Polar Bears. New York: Scholastic Inc., 1998, 0590-76153-6
Canizares, Susan. The Northern Lights. New York: Scholastic Inc., 1998, 0-590- 761552
Canizares, Susan and Chanko, Pamela. Who Lives in the Arctic? New York: Scholastic
Inc., 1998, 0-590-76150-1
Catala, Ellen. Seals. New York: McClanahan Book Company, 2000, 0-7681-0212-x
Chanko, Pamela and Chessen, Betsey. Counting Penguins. New York: Scholastic Inc.,
1998, 0-590-76154-4
Cowcher, Helen. Antarctica. New York: Scholastic Inc., 1990, 0-590-44692-4
Fowler, Allan. Antarctica. New York: Children’s Press, 2001, 0-516-27297-7
George, Jean Craighead. Arctic Son. New York: Scholastic Inc., 1997, 0-590-81014-6
19
George, Jean Craighead. Snow Bear. New York: Scholastic Inc., 1999, 0-439-20358-9
George, Michael. Land of Endless Water Antarctica. Minnesota: Creative Paperbacks,
2002, 0-89812-327-5
Glassman, Jackie. Amazing Arctic Animals. New York: Grosset&Dunlap, 2002, 0-44842844-x
Hovanec, Erin M. An Online Visit to Antarctica. New York: Rosen Publishing Group,
2001, 0-8239-5656-3
Irvine, Georgeanne. Zoo Babies Nanuck the Polar Bear. Chicago: Children’s Press, 1982,
0-516-29302-8
Jenkins, Martin. The Emperor’s Egg. New York: Scholastic Inc., 2001, 0-439-18806-7
Joosse, Barbara M. Mama, Do You Love Me? New York: Scholastic Inc., 1991, 0-59045984-8
Khanduri, Kamini. Polar Wildlife. New York: Scholastic Inc., 1994, 0-590-48048-0
Lester, Helen. Tacky the Penguin. Boston: Houghton Mifflin Company, 1988, 0-39556233-3
Martin, Bill Jr. Polar Bear, Polar Bear, What Do You Hear? New York: Henry Holt and
Company, 1991, 0-8050-1759-3
Marzollo, Jean. Papa Papa. New York: Scholastic Inc., 2000, 0-439-31888-2
Pfister, Marcus. Hopper. New York: North-South Books Inc., 1991, 1-55858-352-1
Pfister, Marcus. Penguin Pete. New York: North-South Books Inc., 1987, 1-55858-3564
Pfister, Marcus. Penguin Pete and Little Tim. New York: Scholastic Inc., 1994, 0-43937144-9
Pfister, Marcus. Penguin Pete’s New Friends. New York: North-South Books Inc., 1995,
1-55858-414-5
Pinczes, Elinor J. Arctic Fives Arrive. New York: Scholastic Inc., 1996, 0-590-76973-1
Potter, Keith R. Seven Weeks on an Iceberg. New York: Scholastic Inc., 2000, 0- 43915813-3
Radcliffe, Theresa. Nanu, Penguin Chick. New York: Scholastic Inc., 2002, 0-43931886-6
Richter, Bernd and Richter, Susan. Alaska Animals- Wher Do They Go At 40 Below?
Alaska: Saddle Pal Creations, 2000, 1-931353-00-x
Richter, Bernd and Richter, Susan. Do Alaskans Live In Igloos? Cantwell: Saddle Pal
Creations, 1998, 0-9663495-2-0
Ring, Susan. Polar Babies. New York: Random House, 2002, 0-679-89387-3
Roop, Connie and Roop, Peter. Over In The Arctic. New York: Scholastic Inc., 2003, 0439-40979-9
Seibold, J. Otto and Walsh, V.L. Penguin Dreams. New York: Scholastic Inc., 2000, 0439-21736-9
Sierra, Judy. Antarctic Antics: A Book of Penguin Poems. New York: Scholastic Inc.,
1998, 0-439-05636-5
Steger, Will and Bowermaster, Jon. Over The Top Of The World: Explorer Will Steger’s
Trek Across The Arctic. New York: Scholastic Inc., 1999, 0-590-848615
Stimson, Joan. Oscar’s Starry Night. New York: Scholastic Inc., 2001, 0-439-21724-5
Stimson, Joan. Swim Polar Bear, Swim! New York: Scholastic Inc., 1998, 0-590-635972
Swan, Robert. Destination: Antarctica. New York: Scholastic Inc., 1999, 0-439- 087775
Yolen, Jane. Welcome to the Ice House. New York: Scholastic Inc., 0-590-68944-4
20
Zoehfeld, Kathleen Weidner. Penguins. New York: Scholastic Inc., 2002, 0-439- 269873
Zoehfeld, Kathleen Weidner. Seal Pup Grows Up. New York: Scholastic Inc., 1997, 0590-06261-1
F. Oceans
Amos, William H. Exploring the Seashore. Washington, D.C.: National Geographic
Society, 1984, 0-87044-526-x
Andreae, Giles. Commotion in the Ocean. New York: Scholastic Inc., 1998, 0-43908214-5
Arnold, Caroline. Sea Turtles. New York: Scholastic Inc., 1994, 0-590-46945-2
Blades, Ann. By the Sea. Toronto: Kids Can Press, 1985, 0-919964-74-5
Boyle, Doe. Otter on his Own. New York: Scholastic Inc., 1995, 0-439-08418-0
Brenner, Barbara. Where’s That Fish? New York: Scholastic Inc., 1994, 0-590-45215-0
Berger, Melvin. A Whale is not a Fish. New York: Scholastic Inc., 1995, 0-590-47477-4
Canizares, Susan and Reid, Mary. Coral Reef. New York: Scholastic Inc., 1998, 0-59076182-x
Canizares, Susan and Chessen, Betsey. What Comes In A Shell? New York: Scholastic
Inc., 1998, 0-590-63878-5
Carle, Eric. A House for Hermit Crab. New York: Scholastic Inc., 1987, 0-590-42567-6
Chanko, Pamela. Sea Creatures. New York: Scholastic Inc., 1998, 0-590-63880-7
Chessen, Betsey and Chanko, Pamela. A Dolphin is not a Fish. New York: Scholastic
Inc., 1998, 0-590-63882-3
Chessen, Betsey. Sharks. New York: Scholastic Inc., 1998, 0-590-63881-5
Cole, Joanna. The Magic School Bus on the Ocean Floor. New York: Scholastic Inc.,
1992, 0-590-41431-3
Cosgrove, Stephen. Maui-Maui. Los Angeles: Price/Stern/Sloan, 1984, 0-8431-0573-9
Craig, Janet. What’s Under the Ocean? New Jersey: Troll Associates, 1982, 0-89375652-0
Crow, Sandra Lee. The Wonderful World of Seals and Whales. Washington D.C.:
National Geographic Society, 1984, 0-87044-527-8
Davies, Nicola. One Tiny Turtle. New York: Scholastic Inc., 2001, 0-439-42983-8
Davis, Gary. Coral Reef. New York: Grolier, 1997, 0-516-20375-4
Denne, Ben. The Usborne First Encyclopedia of Seas and Oceans. New York: Scholastic
Inc., 2001, 0-439-40907-1
Dolphin. Swindon: Child’s Play, 1997, 0-85953-986-5
Donati, Annabelle. I Wonder if Sea Cows Give Milk. Virginia: Graymount Enterprises,
2001
Ehlert, Lois. Fish Eyes. San Diego: Harcourt Brace & Company, 1990, 0-15-216281-x
Fishy Tales. New York: DK Publishing, Inc., 2003, 0-7894-9797-2
Frasier, Debra. Out of the Ocean. New York: Scholastic Inc., 1998, 0-439-06301-9
Galloway, Ruth. Fidgety Fish. New York: Scholastic, Inc., 2001, 0-439-38870-8
Gibbons, Gail. Sea Turtles. New York: Scholastic Inc., 1995, 0-439-22119-6
Guiberson, Brenda Z. Into the Sea. New York: Scholastic Inc., 1996, 0-439-19569-1
Himmelman, John. Ibis. New York: Scholastic Inc., 1990, 0-590-42849-7
Hornblow, Leonora and Hornblow, Arthur. Fish Do the Strangest Things. New York:
Random House, 1990, 0-394-84309-6
Ingoglia, Gina. Strange Sea Creatures. Racine: Western Publishing, 1991, 0-307-11465-1
James, Diane and Lynn, Sara. Underwater- A First Look at Animals. New York:
Scholastic, Inc., 1995, 0-590-61545-9
Jeunesse, Gallimard. Whales. New York: Scholastic Inc., 1991, 0-590-47130-9
21
Kovacs, Deborah. All About Dolphins. Bridgeport: 1994, 1-884506-09-7
Lamm, Drew C. Sea Lion Roars. New York: Scholastic, Inc., 1997, 0-590-98719-4
Lionni, Leo. Fish is Fish. New York: Scholastic, Inc., 1970, 0-590-40006-1
MacDonald, Maryann. Ben at the Beach. New York: Penguin Books USA Inc., 1991, 0670-83920-5
Nicholson, Sue. Ocean Explorer. New York: Tangerine Press, 2001, 0-439-31688-x
Orme, David. The Blue Planet Seas of Life Ocean World. New York: Scholastic, Inc.,
2001, 0-439-33412-8
Pallotta, Jerry. The Underwater Alphabet Book. New York: Scholastic, Inc., 1991, 0-43926560-6
Pfister, Marcus. The Rainbow Fish. New York: Scholastic, Inc., 1992, 1-55858-009-3
Pfister, Marcus. The Rainbow Fish and the Big Blue Whale. New York: Scholastic, Inc.,
1998, 0-590-63422-4
Pfister, Marcus. Rainbow Fish to the Rescue!. New York: Scholastic, Inc., 1996, 0-59067906-6
Resnick, Jane. All About Sharks. Bridgeport: Third Story Books, 1994, I-884506-10-0
Roop, Connie and Roop, Peter. Octopus Under the Sea. New York: Scholastic, Inc.,
2001, 0-439-20635-9
Roop, Connie and Roop, Peter. Starfish- Stars of the Sea. New York: Scholastic, Inc.,
2002, 0-439-33209-5
Rose, Deborah Lee. Into the A.B. Sea. New York: Scholastic, Inc., 2000, 0-439-09697-9
Rotunno, Betsy and Wolek, Guy. Under the Water. Ohio: Landoll, Inc., 1995, 1-56987335-6
Sabin, Louis. Wonders of the Sea. Mahwah: Troll Associates, 1982, 0-89375-579-6
Schwartz, David M. At the Seashore. Cypress: Creative Teaching Press, 1997, 1-57471209-8
Scrace, Carolyn. The Journey of a Turtle. New York: Franklin Watts, 2000, 0-53115419-x
Sea-Horse. Swindon: Child’s Play, 1997, 0-85953-988-1
Selsam, Millicent E. Animals of the Sea. New York: Four Winds Press, 1975, 0-59007458-x
Sheldon, Dyan. The Whale’s Song. New York: Dial Books for Young Readers, 1990, 08037-0972-2
Tate, Suzanne. Crabby’s Water Wish- A Tale of Saving Sea Life. Nags Head: Nags Head
Art Inc., 1991, 1-878405-04-7
Tate, Suzanne. Danny & Daisy- A Tale of a Dolphin Duo. Nags Head: Nags Head Art
Inc., 1992, 1-878405-07-1
Tate, Suzanne. Great Sharky Shark- A Tale of a Big Hunter. Nags Head: Nags Head Art
Inc., 1998, 1-878405-21-7
Tate, Suzanne. Harry Horseshoe Crab- A Tale of Crawly Creatures. Nags Head: Nags
Head Art Inc., 1991, 1-878405-03-9
Tate, Suzanne. Jenny Jellyfish- A Tale of Wiggly Jellies. Nags Head: Nags Head Art Inc.,
2001, 1-878405-30-6
Tate, Suzanne. Katie K. Whale. Nags Head: Nags Head Art Inc., 1995, 1-878405-12-8
Tate, Suzanne. Mary Manatee- A Tale of Sea Cows. Nags Head: Nags Head Art Inc.,
1990, 0-9616344-9-9
Tate, Suzanne. Oopsie Otter- A Tale of Playful Otters. Nags Head: Nags Head Art Inc.,
1997, 1-878405-16-0
Tate, Suzanne. Oozey Octopus- A Tale of a Clever Critter. Nags Head: Nags Head Art
Inc., 2000, 1-878405-13-6
22
Tate, Suzanne. Perky Pelican- A Tale of a Lively Bird. Nags Head: Nags Head Art Inc.,
1996, 1-878405-13-6
Tate, Suzanne. Rosie Ray- A Tale of Watery Wings. Nags Head: Nags Head Art Inc.,
2003, 1-878405-09-8
Tate, Suzanne. Stevie B. Seahorse- A Tale of a Proud Papa. Nags Head: Nags Head Art
Inc., 1993, 1-878405-09-8
Tate, Suzanne. Tammy Turtle- A Tale of Saving Sea Turtles. Nags Head: Nags Head Art
Inc., 1991, 1-878405-05-5
Tibbitts, Christiane Kump. Seashell, Crabs, and Sea Stars. Minocqua: Northwood Press
Inc., 1996, 1-55971-542-1
Ward, Helen. A Coral Reef Tale-Old Shell, New Shell. Brookfield: The Millbrook Press,
2002, 0-7613-1635-3
Ward, Jennifer and Marsh, T.J. Somewhere in the Ocean. New York: Scholastic, Inc.,
2000, 0-439-22035-1
Wilkes, Angela. Under the Sea. Chicago: World Book Inc., 1998, 0-7166-7706-7
Williams, Rozanne. Who’s Hiding? Cypress: Creative Teaching Press Inc., 1994, 0916119-39-4
Wolff, Ashley. Baby Beluga. New York: Crown Publishers Inc., 1980, 0-517-57839-5
Wood, A.J. In the Ocean. San Diego: Advantage Publishers Group, 2000, 1-57145-453-5
Wood, Bobi Morgan. Whales & Dolphins. New York: Scholastic Inc., 2000, 0-43925952-5
Wood, Jenny. Coral Reefs. New York: Scholastic Inc., 1991, 0-590-48052-9
Zoehfeld, Kathleen and Petruccio, Steven. Great White Shark Ruler of the Sea. New
Zolotow, Charlotte. The Seashore Book. USA: Harper Collins Publishers, 1992, 0-06020213-0
G. Australia
Eggleton, Jill. Baby Kangaroo. Illinois: JJ Education, 1999, 0-7635-6571-7
Fox, Mem. Koala Lou. New York: The Trumpet Club, 1988, 0-440-84651-x
Hovanec, Erin M. An Online Visit To Australia. New York: Rosen Publishing Group,
2001, 0-8239-5653-9
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25
Appendix A
26
Appendix B
27
Appendix B
28
Appendix C
29
Appendix C
30
Appendix C
31
Appendix D
32
Appendix D
33
Appendix E
34
Appendix E
35
Appendix F
36
Appendix F
37
Appendix G
38
Appendix G
39
Appendix H
40
Appendix I
41
Appendix I
42
Appendix J
43
Appendix J
44
Appendix K
45
Appendix K
46
Appendix L
Directions for making an iceberg and tundra:
Fill a 9 x 13 pan with water and freeze. When the water is frozen, loosen it from
the pan with warm water. Place the iceberg in a large plastic container of water.
Have the students observe the frozen iceberg from time to time. The teacher will
make tundra by freezing water in a 9 x 13 pan about 3/4 full. When it is frozen,
place a layer of soil on top of the ice and freeze over night. Have the students
observe the frozen soil from time to time. As the soil thaws, it will become soggy
but ice underneath remains frozen. During the Arctic spring, some plants bloom,
for a short time and the ice above the ground melts a small amount. Because the
water cannot drain through the ice, the ground becomes soggy and wet. The
students will compare and contrast the iceberg and tundra.
47

Passport to the World - Core Knowledge® Foundation

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