DOCUMENT RESUME ED 091 269 Man in His Natural and Cultural ... · "Man in His Natural and Cultural...
84
DOCUMENT RESUME ED 091 269 SO 007 422 TITLE Man in His Natural and Cultural Environment. A Resource Guide. INSTITUTION Hawaii State Dept. of Education, Honolulu. Office of Instructional Services. PUB DATE 72 NOTE 82 EDRS PRICE DESCRIPTORS ABSTRACT p. MF-$0.75 HC-$4.20 PLUS POSTAGE *Cultural Awareness; Culture Contact; Curriculum Guides; Elementary Education; *Environmeal Education; Learning Activities; Map Skills; Natural Resources; Resource Guides; Social Change; *Social Influences; Social Studies; Teaching Guides; Thematic Approach; Unit Plan; Values A sample of a. one-year curriculum for an elementary social studies program employs a thematic approach to the theme of man in his natural and cultural environment. The publication is primarily a resource guide which includes the following five units: Our Environment is Everything Around Us; People Have a Cultural Environment: Da^n10 (lave a Fnnial Pnvirnnmap+: Dnnplta Use p=,thl= Resources; and People Adapt to Change. Each unit begins with an introductory overview followed by suggested instructional materials for teachers and students. The unit is then developed through various suggested learning activities with notes in the margins spelling out objectives for the lessons. Each unit ends with suggested evaluation exercises. There are numerous learning activities from which teachers may select, adapt, or modify to meet the specific needs of their students. A suggested outline for one approach for studying this theme is presented by suggested activities are to be flexibly interpreted and the teacher is encouraged to add or delete materials and activities for a particular group of students. -Learning materials for teachers and students are analyzed for their application to each of the units. (Author/KSM)
Transcript of DOCUMENT RESUME ED 091 269 Man in His Natural and Cultural ... · "Man in His Natural and Cultural...
DOCUMENT RESUME
ED 091 269 SO 007 422
TITLE Man in His Natural and Cultural Environment. A
Resource Guide.INSTITUTION Hawaii State Dept. of Education, Honolulu. Office of
Instructional Services.PUB DATE 72NOTE 82
EDRS PRICEDESCRIPTORS
ABSTRACT
p.
MF-$0.75 HC-$4.20 PLUS POSTAGE*Cultural Awareness; Culture Contact; CurriculumGuides; Elementary Education; *EnvironmealEducation; Learning Activities; Map Skills; NaturalResources; Resource Guides; Social Change; *SocialInfluences; Social Studies; Teaching Guides;Thematic Approach; Unit Plan; Values
A sample of a. one-year curriculum for an elementarysocial studies program employs a thematic approach to the theme ofman in his natural and cultural environment. The publication isprimarily a resource guide which includes the following five units:Our Environment is Everything Around Us; People Have a CulturalEnvironment: Da^n10 (lave a Fnnial Pnvirnnmap+: Dnnplta Use p=,thl=
Resources; and People Adapt to Change. Each unit begins with anintroductory overview followed by suggested instructional materialsfor teachers and students. The unit is then developed through varioussuggested learning activities with notes in the margins spelling outobjectives for the lessons. Each unit ends with suggested evaluationexercises. There are numerous learning activities from which teachersmay select, adapt, or modify to meet the specific needs of theirstudents. A suggested outline for one approach for studying thistheme is presented by suggested activities are to be flexiblyinterpreted and the teacher is encouraged to add or delete materialsand activities for a particular group of students. -Learning materialsfor teachers and students are analyzed for their application to eachof the units. (Author/KSM)
S D
EP
AR
TM
EN
TO
F H
EA
LTH
.
ED
UC
AT
ION
&W
ELF
AR
EN
AT
ION
AL
INS
TIT
UT
EO
F
ED
UC
AT
ION
TH
IS D
OC
UM
EN
TH
AS
BE
EN
RE
PR
O
DU
CE
D E
AA
C1
LYA
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EC
EN
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OM
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E P
ER
SO
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RO
RG
AN
IZA
TIO
N O
RIG
IN
AlIN
G IT
PO
INT
SO
F V
IEW
OR
OP
INIO
NS
ST
AT
E()
DO
NO
TN
EC
ES
SA
RIL
YI4
EB
RE
SE
NT
OF
FIC
IAL
NA
TIO
NA
LIN
ST
ITU
TE
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ED
uCA
T IO
NP
OS
ITIO
N O
RP
OLI
CY
FIC
EO
FIN
ST
RU
CT
ION
ALs
EF
ircE
sD
EP
AR
TM
EN
T O
F E
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CA
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N0
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AT
E O
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AW
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ICIA
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TA
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2,45
9201
FOR
EW
OR
D
"Man
in H
is N
atur
al a
nd C
ultu
ral E
nvir
onm
ent"
is a
sam
ple
of a
one
-yea
r cu
rric
ulum
corr
espo
ndin
g to
Lev
el I
, The
me
III
of th
e re
cent
ly r
evis
ed a
nd u
pdat
ed e
lem
enta
rypr
ogra
m g
uide
, ent
itled
Ele
men
tary
Soc
ial S
tudi
es P
rogr
am G
uide
, 197
1.
Thi
s pu
blic
atio
n is
pri
mar
ily a
res
ourc
e gu
ide
whi
ch in
clud
es f
ive
units
as
follo
ws:
(1)
Our
Env
iron
men
t is
Eve
ryth
ing
Aro
und
Us,
(2)
Peo
ple
Hav
e a
Cul
tura
l Env
iron
men
t,(3
) Pe
ople
Hav
e a
Soci
al E
nvir
onm
ent,
(4)
Peop
le U
se th
e E
arth
's R
esou
rces
, and
(5)
Peop
le A
dapt
to C
hang
e. E
ach
unit
begi
ns w
ith a
n in
trod
uctio
n w
hich
pre
sent
s an
over
view
and
is th
en f
ollo
wed
by
the
sugg
este
d in
stru
ctio
nal m
ater
ials
for
teac
hers
and
stud
ents
.T
he u
nit i
s th
en d
evel
oped
thro
ugh
vari
ous
sugg
este
d le
arni
ng a
ctiv
ities
with
"no
tes"
in th
e m
argi
ns w
hich
spe
ll ou
t the
obj
ectiv
es f
or th
e le
sson
s.E
ach
unit
ends
with
sug
gest
ed e
valu
atio
n ex
erci
ses.
The
re a
re n
umer
ous
lear
ning
act
iviti
esfr
om w
hich
teac
hers
may
sel
ect,
adap
t, or
mod
ify
to m
eet t
he s
peci
fic
need
s of
thei
rst
uden
ts.
Thi
s gu
ide
shou
ld b
e fl
exib
ly in
terp
rete
d an
d th
e du
ratio
n of
any
one
uni
t will
var
yw
ith d
iffe
rent
teac
hers
and
stu
dent
s.
AN
OV
ER
VIE
W O
F T
HE
CO
UR
SE
The
Stu
dy o
f T
hem
e II
I --
Man
in H
is N
atur
al a
nd C
ultu
ral E
nvir
onm
ent -
- m
ay b
eap
proa
ched
in a
num
ber
of w
ays.
The
fol
low
ing
is o
nly
one
appr
oach
with
a f
ewsa
mpl
e ac
tiviti
es.
The
sug
gest
ed a
ctiv
ities
sho
uld
be f
lexi
bly
inte
rpre
ted
and
the
teac
her
is e
ncou
rage
d to
add
or
dele
te m
ater
ials
and
act
iviti
es f
or h
er p
artic
ular
grou
p of
chi
ldre
n.
The
fol
low
ing
is a
n ou
tline
of
one
appr
oach
for
stu
dyin
g T
hem
e II
I: M
an in
His
Nat
ural
and
Cul
tura
l Env
iron
men
t.
Maj
or U
nit I
OU
R E
NV
IRO
NM
EN
T I
S E
VE
RY
TH
ING
AR
OU
ND
US
A W
orki
ng D
efin
ition
of
Env
iron
men
tN
atur
al a
nd M
an-M
ade
Feat
ures
Usi
ng M
aps
and
Glo
bes
Maj
or U
nit I
IPE
OPL
E H
AV
E A
CU
LT
UR
AL
EN
VIR
ON
ME
NT
How
Peo
ple
Lea
rn C
usto
ms
Peop
le: S
o D
iffe
rent
..
. But
So
Alik
ePe
ople
Hav
e V
alue
s
Maj
or U
nit I
IIPE
OPL
E H
AV
E A
SO
CIA
L E
NV
IRO
NM
EN
T
Cus
tom
s H
elp
Peop
le A
ct A
ppro
pria
tely
Peop
le N
eed
Rul
esPe
ople
Per
form
Var
ious
Rol
es
Maj
or U
nit I
VPE
OPL
E U
SE T
HE
EA
RT
H'S
RE
SOU
RC
ES
The
Ear
th S
uppl
ies
Us
With
Res
ourc
esPl
aces
Dif
fer
in th
e R
esou
rces
The
y H
ave
Man
's T
echn
olog
y A
ids
Him
In
Usi
ng H
is R
esou
rces
Peop
le A
re R
esou
rces
Maj
or U
nit V
PEO
PLE
AD
APT
TO
CH
AN
GE
Wha
t is
Cha
nge?
Peop
le A
re R
esou
rcef
ulM
an I
nflu
ence
s H
is E
nvir
onm
ent
Con
tact
With
Oth
er C
ultu
res
LE
AR
NIN
G M
AT
ER
IAL
S FO
R T
EA
CH
ER
S A
ND
ST
UD
EN
TS
Soci
al S
tudi
es C
urri
culu
m M
ater
ials
Maj
or U
nits
III
III
IVV
Fiel
d E
nter
pris
es:
Fiel
d So
cial
Stu
dies
Pro
gram
x x x
x x x
x x
x x x
x x
.W
orki
ng, P
layi
ng, L
earn
ing
.Pe
ople
, Pla
ces,
Pro
duct
s.
Tow
ns a
nd C
ities
Har
cour
t and
Bra
ce: T
he S
ocia
l Sci
ence
s. C
once
pts
and
Val
ues
xx x x
x xx x
x
New
Yor
k, 1
970
.B
lue
Lev
el.
Red
Lev
el.
_
.B
row
n L
evel
Lai
dlaw
Bro
ther
s: C
once
pts
in S
ocia
l Sci
ence
s
xx
xx
x x
Palo
Alto
, 196
8
Fam
ilies
and
soc
ial N
eeds
.C
omm
uniti
es a
nd T
heir
Soc
ial N
eeds
.R
egio
ns a
nd S
ocia
l Nee
ds
Scot
t-Fo
resm
an: I
nves
tigat
ing
Man
's W
orld
x xx x
xx
Gle
nvie
w, I
llino
is, 1
970
.Fa
mily
Stu
dies
.L
ocal
Stu
dies
.M
etro
polit
an S
tudi
es
-iv-
Maj
or U
nits
-I
IIII
IIV
V
Sene
sh: O
ur W
orki
ng W
ork
xx
xx
x
Chi
cago
, Illi
nois
, 196
5
.N
eigh
bors
at W
ork
Silv
er-B
urde
tt: C
onte
mpo
rary
Soc
ial S
cien
ce C
urri
culu
m
xx x
x x
x x
Mor
rist
own,
New
Jer
sey,
197
2
.Fa
mili
es a
nd T
heir
Nee
ds.
Com
mun
ities
and
The
ir N
eeds
.Pe
o le
Use
the
Ear
thA
ddis
on-W
esle
y: T
he T
aba
Soci
al S
tudi
es C
urri
culu
m
xx
San
Fran
cisc
o, 1
969
.C
omm
uniti
es A
roun
d U
s.
Four
Com
mun
ities
Oth
er S
erie
s:
(Tea
cher
s m
ay r
ecor
d ot
her
mat
eria
ls.)
UN
IT I:
OU
R E
NV
IRO
NM
EN
T IS
EV
ER
YT
HIN
G A
RO
UN
D U
S
UN
IT I
: OU
R E
NV
IRO
NM
EN
T I
S E
VE
RY
TH
ING
AR
OU
ND
US
GE
NE
RA
LIZ
AT
ION
.M
an's
life
is in
flue
nced
by
his
phys
ical
loca
tion
on th
e ea
rth
and
the
avai
labi
lity
of n
atur
al r
esou
rces
.
SUG
GE
STE
D U
NIT
S:
.A
WO
RK
ING
DE
FIN
ITIO
N O
F E
NV
IRO
NM
EN
T
.N
AT
UR
AL
AN
D M
AN
-MA
DE
FE
AT
UR
ES
.U
SIN
G M
APS
AN
D G
LO
BE
S
INT
RO
DU
CT
ION
:
.A
WO
RK
ING
DE
FIN
ITIO
N O
F E
NV
IRO
NM
EN
T
A p
rere
quis
ite to
the
prim
ary
grad
e ch
ild's
und
erst
andi
ng o
f T
hem
e II
I is
aw
orki
ng d
efin
ition
of
the
wor
d en
viro
nmen
t. H
ence
, the
fir
st le
sson
is a
conc
ept-
deve
lopm
ent l
esso
n.B
uilt
into
the
less
on a
re q
uest
ions
that
will
enab
le th
e te
ache
r to
hav
e a
quic
k as
sess
men
t of
wha
t the
gro
up a
lrea
dy k
now
sab
out e
nvir
onm
ent.
As
the
child
ren
proc
eed
to b
e in
volv
ed in
the
succ
eedi
ngac
tiviti
es, h
opef
ully
thei
r un
ders
tand
ing
of th
e w
ord
envi
ronm
ent w
ill b
eex
tend
ed.
.N
AT
UR
AL
AN
D M
AN
-MA
DE
FE
AT
UR
ES
The
pri
mar
y pu
rpos
e of
the
activ
ities
in th
is u
nit i
s to
ext
end
the
child
'sun
ders
tand
ing
of th
e te
rm e
nvir
onm
ent.
Spec
ial a
ttent
ion
will
be
give
n to
the
follo
win
g co
ncep
ts: n
atur
al f
eatu
res
and
man
-mad
e fe
atur
es a
nd th
esp
ecif
ic te
rms
iden
tifie
d w
ith e
ach
cate
gory
.
.U
SIN
G M
APS
AN
D G
LO
BE
S
The
pur
pose
of
the
activ
ities
in th
is u
nit i
s to
hel
p th
e ch
ild b
ecom
e aw
are
that
the
sym
bols
in m
aps
repr
esen
t rea
l obj
ects
in th
eir
envi
ronm
ent a
ndth
at m
aps
and
glob
es a
re c
onve
nien
t too
ls to
hel
p us
talk
abo
ut th
e lo
catio
nof
thes
e re
al o
bjec
ts a
nd p
lace
s.
VO
CA
BU
LA
RY
:
envi
ronm
ent,
setti
ng, o
bjec
t
feat
ures
, nat
ural
, man
-mad
e, g
eogr
aphy
, pla
in, h
ill, f
alls
, mou
ntai
n, v
alle
y,sl
ope,
vol
cano
, cra
ter,
riv
er, s
trea
m, l
ake,
oce
an, s
now
, rai
n, d
eser
t, ha
rbor
,fa
rm, f
reew
ay, p
enin
sula
, sw
amp,
can
al, m
arin
a, b
ay, f
iord
, rec
laim
ed la
nd,
plan
tatio
n, b
ound
ary,
bor
der.
.ci
ty, s
tate
, cou
ntry
, nei
ghbo
rhoo
d, s
ymbo
l, re
pres
ents
, sca
le, i
mag
inar
y lin
e,lo
catio
n, r
oute
, map
, leg
end,
land
mar
ks.
LE
AR
NIN
G M
AT
ER
IAL
S FO
R T
EA
CH
ER
S A
ND
ST
UD
EN
TS:
Boo
ks:
Har
ris,
Rub
y M
. The
Ran
d M
cNal
ly H
andb
ook
of M
aps
and
Glo
be U
sage
. New
Yor
k: R
and
McN
ally
and
Com
pany
, 196
0.
Patti
son,
Will
iam
D. T
he G
oing
Pla
ces
Boo
ks: W
hich
Way
? H
ow F
ar?
Whe
re?
Chi
cago
: Ran
d M
cNal
ly a
nd C
ompa
ny, 1
965.
Rad
laue
r, E
dwar
d. W
hat i
s a
Com
mun
ity. L
os A
ngel
es: E
lk G
rove
Pre
ss, 1
967.
Rho
des,
Dor
othy
. How
to R
ead
a C
ity M
ap. L
os A
ngel
es: E
lk G
rove
Pre
ss, 1
967.
Spat
afor
a, J
ack
B. W
here
Do
We
Liv
e?G
lenv
iew
, Illi
nois
:Sc
ott,
Fore
sman
and
Co.
, 197
0.(w
ith a
ccom
pany
ing
kit)
Film
s: (
Ava
ilabl
e fr
om A
V C
ente
r)
Map
s --
Whe
re A
m I
?M
aps
of O
ur S
choo
lN
eigh
borh
oods
Are
Dif
fere
nt
NO
TE
S
Obj
ectiv
e:
The
chi
ld c
an u
nder
stan
dw
hat i
s m
eant
whe
n th
ete
rm e
nvir
onm
ent i
s us
ed.
LE
AR
NIN
G A
CT
IVIT
IES
A W
OR
KIN
G D
EFI
NIT
ION
OF
EN
VIR
ON
ME
NT
1. O
PEN
ER
: Con
cept
-Dev
elop
men
t: E
nvir
onm
ent
Hav
e a
larg
e m
arke
t bag
rea
dy.
Hol
d it
up a
nd a
sk: W
hat c
anth
is b
ag h
old?
Can
it h
old
a bo
ok, a
pen
cil,
a pa
ir o
f sh
oes,
your
des
k, y
our
hous
e?
Can
it h
old
your
env
iron
men
t?(A
sses
smen
t: L
iste
n to
the
child
ren'
s co
mm
ents
. Do
they
have
an
idea
as
to w
hat t
he te
rm m
eans
?Is
it a
n en
tirel
yne
w c
once
pt to
them
? )
Exp
lain
to th
em th
at th
e ob
ject
s ne
ar th
em -
-la
rge
or s
mal
l- -
are
part
of
thei
r en
viro
nmen
t. T
he b
uild
ings
, the
land
,th
e ai
r, th
e m
ount
ains
... E
VE
RY
TH
ING
that
they
per
sona
llyex
peri
ence
is th
eir
envi
ronm
ent.
In o
ther
wor
ds, e
nvir
onm
ent
is a
labe
l for
all
the
thin
gs th
at a
re a
roun
d us
.T
hus,
inan
swer
ing
the
ques
tion:
the
bag
will
hol
d pa
rts
of o
uren
viro
nmen
t (lit
tle o
bjec
ts)
but i
t will
not
hol
d ou
r en
viro
nmen
t.
2. H
ave
child
ren
list i
tem
s in
thei
r en
viro
nmen
t. R
ecor
d th
eir
resp
onse
s on
the
boar
d or
on
a ch
art.
As
we
look
at o
ur li
st o
f ite
ms,
is it
pos
sibl
e fo
r us
to g
roup
them
in s
ome
way
? W
hich
item
s se
em to
go to
geth
er?
Des
igna
te n
umbe
rs f
or it
ems
that
go
toge
ther
: e.g
. No.
1
coul
d be
use
d fo
r ca
r, b
us, t
ruck
; No.
2 c
ould
be
used
for
chai
r, ta
ble,
des
k; a
nd s
o on
.
-4-
.W
hat l
abel
can
we
give
to o
ur g
roup
s?R
ecor
d th
e su
gges
ted
labe
ls.
Hav
e ch
ildre
n ex
plai
nw
hy th
ey s
elec
ted
a pa
rtic
ular
labe
l for
a p
artic
ular
grou
p.
As
we
look
at o
ur la
bels
for
,he
item
s in
our
env
iron
-m
ent w
hat c
an w
e sa
y ab
out t
he w
ord
envi
ronm
ent?
(Gen
eral
izin
g:It
incl
udes
just
abo
ut e
very
thin
g. )
3. H
ave
child
ren
illus
trat
e w
hat t
heir
env
iron
men
t was
like
at
a sp
ecif
ic ti
me.
Dir
ectio
ns: D
raw
a p
ictu
re s
how
ing
wha
tyo
ur e
nvir
onm
ent w
as li
ke a
to'
cloc
k on
(day
).
4. H
ave
child
ren
illus
trat
e w
hat s
omeo
ne e
lse'
s en
viro
nmen
t is
like:
Cho
ose
a ch
arac
ter
from
a s
tory
fro
m y
our
read
er.
Dra
w th
is c
hara
cter
in h
is p
artic
ular
env
iron
men
t.
Prep
arat
ion
for
next
ass
ignm
ent:
Hav
e ch
ildre
n br
ing
pict
ure
mag
azin
es f
rom
hom
e. H
ave
extr
a m
agaz
ines
ava
ilabl
e fo
r th
ose
who
may
not
hav
e an
y.
NA
TU
RA
L A
ND
MA
N-M
AD
E F
EA
TU
RE
S
5. S
mal
l Gro
up W
ork:
Gro
up c
hild
ren
in r
ando
m g
roup
s of
fou
r. H
ave
the
child
ren
use
the
mag
azin
es th
ey b
roug
ht to
sch
ool f
or th
is g
roup
activ
ity.
Prov
ide
mag
azin
es f
or g
roup
s th
at n
eed
them
.H
ave
the
child
ren
cut-
out p
ictu
res
that
sho
w th
e en
viro
nmen
t.H
ave
them
cle
an u
p.In
stru
ct th
em to
hol
d on
to th
eir
pict
ures
;th
ey w
ill b
e us
ing
them
a s
hort
whi
le la
ter.
-5-
6. C
lass
ifyi
ng a
ccor
ding
to f
eatu
res
Hav
e a
set o
f la
rge
pict
ures
that
hav
e be
en s
elec
ted
befo
re-
hand
for
dis
tinct
ive
natu
ral f
eatu
res
and
dist
inct
ive
man
- :m
ade
feat
ures
.Sh
ow th
e pi
ctur
es to
the
grou
p.
Hav
e tw
o la
bels
rea
dy: S
ET
ASE
T B
Pm g
oing
to g
roup
my
set o
f pi
ctur
es in
a s
peci
al w
ay.
Obs
erve
the
feat
ures
of
the
envi
ronm
ent t
hat I
put
with
SET
A. W
hat d
o th
ey h
ave
in c
omm
on?
(Ana
lysi
s)L
ikew
ise,
obs
erve
wha
t I d
o w
ith S
ET
B. W
hat C
o th
eyha
ve in
com
mon
?
Proc
eed
to p
lace
pic
ture
s w
ith n
atur
al f
eatu
res
with
SET
A a
nd th
ose
with
man
-mad
e fe
atur
es w
ith S
ET
B.
(Obs
erva
tion)
Ana
lyzi
ng th
e pi
ctur
es:
.W
hat d
o th
e pi
ctur
es in
SE
T A
hav
e in
com
mon
?.
Wha
t do
the
pict
ures
in S
ET
B h
ave
in c
omm
on?
Exp
lain
to th
e ch
ildre
n th
at g
eogr
aphe
rs h
ave
give
n a
spec
ial n
ame
to e
ach
grou
p. D
ispl
ay th
e tw
o la
bels
:
NA
TU
RA
L F
EA
TU
RE
SM
AN
-MA
DE
FE
AT
UR
ES
.W
hich
labe
l do
you
thin
k go
es w
ith S
ET
A?
SET
B?
Eva
luat
ion
Exe
rcis
e:7.
Hav
e th
e ch
ildre
n lo
ok a
t the
ir g
roup
's s
et o
f pi
ctur
es(A
ctiv
ity).
Hav
e th
em c
lass
ify
thei
rs a
ccor
ding
to n
atur
al
-6-
Rep
ortin
g/C
ritic
alL
iste
ning
:
Obj
ectiv
e:
The
chi
ld c
an id
entif
y a
spec
ific
nat
ural
fea
ture
by
nam
e w
hen
pres
ente
d a
pict
ure
of th
at s
peci
fic
feat
ure.
Eva
luat
ion
Exe
rcis
e:
Eva
luat
ion
Exe
rcis
e:
and
man
-mad
e fe
atur
es.
Hav
e th
em d
isco
ver
on th
eir
own
that
som
etim
es a
pic
ture
has
bot
h fe
atur
es. W
hen
they
do
brin
g th
is m
atte
r up
, sug
gest
that
they
indi
cate
the
man
-mad
efe
atur
es b
y ci
rclin
g th
e fe
atur
e w
ith a
cra
yon.
(Cla
ssif
icat
ion)
Hav
e a
repr
esen
tativ
e fr
om e
ach
grou
p sh
are
the
pict
ures
they
cla
ssif
ied.
Hav
e ch
ildre
n fr
om o
ther
gro
ups
acce
pt o
rch
alle
nge
the
clas
sifi
catio
n.
8. I
dent
ifyi
ng n
atur
al f
eatu
res:
To
deve
lop
the
conc
ept o
f na
tura
l fea
ture
s ha
ve a
t lea
st o
nepi
ctur
e of
the
follo
win
g na
tura
l fea
ture
s: p
lain
, hill
, mou
ntai
n,va
lley,
slo
pe, v
olca
no, c
rate
r, r
iver
, str
eam
, fal
ls, l
ake,
ocea
n, s
now
, rai
n, d
eser
t.
Che
ck to
see
how
man
y of
thes
e pi
ctur
es th
e ch
ildre
n ca
n al
read
yid
entif
y co
rrec
tly.
(Ass
essm
ent)
Int
rodu
ce th
e na
mes
of
thos
efe
atur
es th
ey d
o no
t kno
w.
Hav
e a
quic
k in
form
al e
valu
atio
n of
the
abov
e ac
tivity
by
flas
hing
the
sam
e pi
ctur
es a
nd o
ther
s--n
atur
al f
eatu
res
in n
ew s
ettin
gs-
-an
d ha
ving
the
child
ren
oral
ly id
entif
y th
e pi
ctur
es.
9. H
ave
the
child
ren
mak
e a
list o
f m
an-m
ade
feat
ures
. Rec
ord
thes
e fe
atur
es o
n th
e bo
ard
or o
n a
char
t.
10. H
ave
the
child
ren
do a
cra
yon
draw
ing
of a
sce
ne d
epic
ting
only
the
natu
ral f
eatu
res
of a
pla
ce.
The
n, u
sing
the
cut-
and-
past
ete
chni
que
have
them
add
man
-mad
e fe
atur
es to
thei
r ba
ckgr
ound
scen
e.
Var
iatio
n: d
iora
ma
with
sho
e bo
xes
or la
rger
box
es.
-7-
Eva
luat
ion
Exe
rcis
e:
Obj
ectiv
e:
The
chi
ld b
egin
s to
be
awar
e th
at p
lace
s ha
vena
mes
and
that
pla
ces
can
be lo
cate
d on
map
san
d gl
obes
.
11. D
uplic
ate
a ch
art f
or th
e ch
ildre
n si
mila
r to
the
one
show
nbe
low
. Hav
e th
e ch
ildre
n ca
tego
rize
the
feat
ures
app
ropr
iate
ly.
Feat
ures
brid
gero
adri
ver
hill
fore
stap
artm
ent
dam
scho
ol
Nam
ral
Man
-Mad
e
lake
fact
ory
plai
noc
ean
barn
valle
ym
ount
ain
villa
ge
Supp
lem
enta
ry W
ords
habo
r, to
wn,
pen
insu
la, s
wam
p, c
anal
, mar
ina,
rec
laim
ed la
nd,
farm
, pla
ntat
ion,
air
port
, fre
eway
, bay
, fio
rds
(The
teac
her
may
nee
d to
dev
elop
thes
e co
ncep
ts.)
USI
NG
MA
PS A
ND
GL
OB
ES
12. O
PEN
ER
: Wha
t the
Dot
s on
Map
s an
d G
lobe
s M
ean
Hav
e th
e ch
ildre
n m
ake
a lis
t of
all t
he p
lace
s th
e cl
ass
has
visi
ted
(tea
cher
s as
wel
l as
child
ren)
.
Lis
t the
pla
ces
that
the
child
ren
men
tion
(on
the
boar
d).
Use
tally
mar
ks if
mor
e th
an o
ne p
erso
n ha
s vi
site
d a
part
icul
ar a
rea.
Obj
ectiv
e:
The
chi
ld c
an s
tate
why
the
glob
e is
mor
e lik
eth
e ea
rth
than
a m
ap.
Obj
ectiv
e:
The
chi
ld c
an id
entif
yat
leas
t thr
ee o
ther
neig
hbor
hood
s in
Hon
olul
u be
side
s hi
sow
n.
.W
hat o
bjec
t or
obje
cts
in o
ur r
oom
can
we
use
to s
how
whe
re th
ese
plac
es a
re?
(Map
s an
d gl
obes
)
.W
hich
of
thes
e tw
o--m
ap o
r gl
obe-
-loo
ks m
ore
like
the
the
real
wor
ld ?
. Why
?
How
do
we
know
that
the
eart
h is
rou
nd?
take
n by
ast
rona
uts)
(Pho
togr
aphs
Hel
p th
e ch
ildre
n lo
cate
the
plac
es th
ey li
sted
on
the
boar
d on
the
glob
e.(H
elp
the
child
ren
to u
nder
stan
d th
at a
lthou
gh a
part
icul
ar p
lace
can
be
poin
ted
out o
n th
e gl
obe
and
map
, its
spec
ific
nam
e m
ay n
ot b
e w
ritte
n th
ere
beca
use
of a
lim
itatio
nof
spa
ce.)
13. I
s it
a ne
ighb
orho
od, a
city
, a s
tate
, or
coun
try?
Con
cept
-dev
elop
men
t: N
eigh
borh
ood
in a
city
Whe
n yo
u w
ent t
o th
e H
onol
ulu
You
th C
once
rt d
id y
ou s
ee m
any
child
ren?
Did
they
all
com
e fr
om o
ur n
eigh
borh
ood?
Whe
re d
oyo
u su
ppos
e th
ey a
re f
rom
? (A
sses
smen
t: H
ow a
war
e ar
e th
eyof
dif
fere
nt n
eigh
borh
oods
with
in H
onol
ulu?
)
Nam
e so
me
neig
hbor
hood
s to
giv
e th
em a
n id
ea o
f w
hat i
s m
eant
:K
aim
uki,
Ain
a H
aina
, Kal
ihi,
Man
oa, H
awai
i Kai
, McC
ully
,M
oilii
li, e
tc. )
Mak
e a
char
t of
the
neig
hbor
hood
s th
e ch
ildre
n ha
ve v
isite
d an
dth
e re
ason
they
vis
ited
that
nei
ghbo
rhoo
d.
Nei
ghbo
rhoo
dR
easo
n fo
r V
isit
1.K
alih
ivi
site
d gr
andp
aren
ts2.
Kai
muk
iw
ent t
o th
e de
ntis
t3.
Man
oavi
site
d so
me
frie
nds
Wha
t doe
s th
is c
hart
tell
us a
bout
our
act
iviti
es?
Hav
e ch
ildre
n di
scov
er th
at n
ot a
ll of
thei
r ac
tiviti
es a
re d
one
inth
eir
neig
hbor
hood
. The
y do
go
out t
o ot
her
sect
ions
--ot
her
neig
hbor
hood
s--f
or a
num
ber
of r
easo
ns.
Wha
t are
som
e of
the
plac
es th
at p
eopl
e in
the
diff
eren
tne
ighb
orho
ods
shar
e?(A
la M
oana
Sho
ppin
g C
ente
r, A
laM
oana
Par
k, th
e zo
o, th
e st
adiu
m, H
IC, W
aiki
ki B
each
,W
aiki
ki S
hell)
.If
the
peop
le f
rom
the
diff
eren
t nei
ghbo
rhoo
ds w
ere
aske
d to
nam
e th
eir
city
, wha
t city
wou
ld th
ey n
ame?
Show
the
grou
p a
map
of
the
city
of
Hon
olul
u.T
hen
poin
t out
whe
reso
me
of th
e la
ndm
arks
are
and
the
com
mon
inte
rest
spo
ts a
relo
cate
d.T
hen
show
whe
re th
e di
ffer
ent n
eigh
borh
oods
(on
the
char
t)ar
e lo
cate
d. M
ark
the
boun
dary
of
the
city
of
Hon
olul
u an
d sh
owho
w a
ll th
e ne
ighb
orho
ods
fall
with
in th
at b
ound
ary.
14. C
ity, s
tate
, cou
ntry
Hav
e th
e fo
llow
ing
mat
eria
ls f
or e
ach
child
:
a la
rge
piec
e of
con
stru
ctio
n pa
per
14 c
ircl
es (
one
inch
in d
iam
eter
)
-10-
Obj
ectiv
e:
The
chi
ld c
an d
istin
guis
hbe
twee
n a
city
, sta
te,
and
coun
try.
Obj
ectiv
e:
The
chi
ld c
an a
nsw
er th
equ
estio
ns li
sted
her
e by
refe
rrin
g to
his
"m
ap."
MA
PS A
ND
GL
OB
E S
KIL
LS
.Pa
ss o
ut th
e la
rge
shee
t of
cons
truc
tion
pape
r.T
ell t
he c
hild
ren
that
this
rep
rese
nts
a co
untr
y.
.H
ave
them
fol
d th
e sh
eet i
nto
four
par
ts.
Tel
l the
chi
ldre
n th
at th
ey n
ow h
ave
four
sta
tes:
A, B
, C, D
.
.H
ave
them
pla
ce th
e ci
rcle
s w
hich
rep
rese
nt c
ities
in th
est
ates
: A (
2), B
(4)
, C (
3), D
(5)
.
AB
CD
How
man
y st
ates
doe
s yo
ur c
ount
ry h
ave?
Wha
t are
the
nam
es o
f yo
ur s
tate
s?
Whi
ch s
tate
has
the
mos
t citi
es?
Whi
ch s
tate
has
the
few
est c
ities
?
Whi
ch is
larg
er:
a st
ate
or c
ount
ry?
a ci
ty o
r st
ate?
.W
hat w
ould
you
say
a c
ity is
mad
e up
of?
.W
hat w
ould
you
say
a c
ount
ry is
mad
e up
of?
Show
a m
ap o
f th
e U
nite
d St
ates
. Hav
e th
e ch
ildre
n in
fer
whi
chm
arki
ngs
repr
esen
t sta
tes,
citi
es. N
ame
and
loca
te s
ome
impo
rtan
t citi
es a
nd th
e st
ates
they
are
loca
ted
in.
Obj
ectiv
e:
The
chi
ld c
an r
ead
a m
apof
his
cla
ssro
om e
nvir
on-
men
t:
.H
e ca
n in
terp
ret t
hesy
mbo
ls u
sed.
He
can
plac
e sy
mbo
lsin
app
ropr
iate
pla
ces
on a
par
tially
don
em
ap.
USI
NG
MA
PS A
ND
GL
OB
ES
15. M
ap S
ymbo
ls:
Hav
e fi
ve o
bjec
ts f
rom
the
clas
sroo
m r
eady
to u
se: p
enci
l,co
mpo
sitio
n bo
ok, p
aste
jar,
cra
yon
box,
era
ser.
Prep
are
a se
t of
tem
plat
es o
f th
e ab
ove
obje
cts
mad
e w
ith o
akta
g pa
per.
(Tra
ce th
e ob
ject
s on
the
pape
r, c
ut th
em o
ut,
colo
r th
em.)
Prep
are
anot
her
set o
f oa
k ta
g te
mpl
ates
--id
entic
al in
sha
pe a
sth
e ab
ove
but S
MA
LL
ER
IN
SIZ
E (
SCA
LE
).
Arr
ange
the
five
rea
l obj
ects
on
a de
sk.
The
n ar
rang
e th
esy
mbo
ls f
or th
em (
sam
e sc
ale)
in th
e sa
me
rela
tions
hip
on a
noa
k ta
g sh
eet t
hat i
s th
e sa
me
size
as
the
desk
.
Tak
e th
e sy
mbo
ls o
ff f
rom
the
oak
tag
piec
e.Se
lect
a v
olun
teer
to a
rran
ge th
e fi
ve s
ymbo
ls.
Hav
e a
volu
ntee
r ch
ange
the
arra
ngem
ent o
f th
e re
al o
bjec
ts.
Hav
e an
othe
r vo
lunt
eer
arra
nge
the
sym
bols
acc
ordi
ngly
.
Can
I s
till d
o th
e sa
me
thin
g if
my
sym
bols
wer
esm
alle
r?(H
old
the
sym
bols
whe
n yo
u re
fer
to th
emas
sym
bols
.)
If th
ese
5 sy
mbo
ls r
epre
sent
ing
the
real
obj
ects
are
smal
ler,
wha
t els
e m
ust b
e sm
alle
r?(T
he o
ak ta
g pi
ece
repr
esen
ting
the
desk
top.
)
-12-
Ada
ptat
ion
film
-le
sson
:
Obj
ectiv
e:
The
chi
ld b
egin
s to
be
awar
e of
the
loca
tion
ofob
ject
s in
rel
atio
n to
his
loca
tion.
The
chi
ld b
egin
s to
be
able
to c
lass
ify
obje
cts
acco
rdin
g to
a g
iven
stan
dard
or
cate
gory
.
The
chi
ld b
egin
s to
be
awar
e ho
w li
nes
and
sect
ions
on
a m
ap a
rehe
lpfu
l in
inte
rpre
ting
map
s.
Prac
tice
arra
ngin
g th
e re
al o
bjec
ts w
ith th
e sm
alle
r se
t of
sym
bols
.
.W
hat d
id y
ou f
ind
out a
bout
the
size
of
the
sym
bols
?
Did
it m
ake
any
diff
eren
ce?
.W
hat o
ther
sym
bols
mig
ht w
e us
e to
rep
rese
nt r
eal
obje
cts.
(Elic
it: d
ots,
lette
rs, p
ictu
res,
num
eral
s)
16. A
Sim
ple
Cla
ssro
om M
ap:
Hav
e ch
ildre
n ob
serv
e th
e ob
ject
s in
the
clas
sroo
m. H
ave
them
sugg
est o
bjec
ts th
at b
elon
g in
thes
e tw
o m
ain
cate
gori
es: E
asy
toM
ove
Obj
ects
and
Har
d to
Mov
e O
bjec
ts. R
ecor
d th
eir
resp
onse
son
the
boar
d. D
o a
few
exa
mpl
es to
geth
er a
s a
grou
p.(O
ther
cate
gori
es m
ay b
e us
ed.)
Gro
up c
hild
ren
rand
omly
into
gro
ups
of f
our.
App
oint
or
have
the
grou
p se
lect
a r
ecor
der.
Hav
e th
em c
ontin
ue to
cat
egor
ize
obje
cts
in th
e ro
om a
ccor
ding
to th
e ab
ove
cate
gori
es. H
ave
the
reco
rder
repo
rt th
e gr
oup'
s lis
t.
Exp
lain
to th
e ch
ildre
n th
at y
ou a
re g
oing
to f
ind
the
cent
er o
fth
e ro
om. T
o do
this
, exp
lain
that
you
mus
t fir
st f
ind
the
line
that
goe
s th
roug
h th
e m
iddl
e of
the
room
fro
m th
e fr
ont t
o th
eba
ck; t
hen
you
mus
t fin
d th
e lin
e th
at g
oes
thro
ugh
the
mid
dle
ofth
e ro
om f
rom
sid
e to
sid
e.T
he p
oint
whe
re th
e tw
o lin
es in
ter-
sect
is th
e ce
nter
. Dem
onst
rate
by
wal
king
the
two
mid
lines
.
The
n ill
ustr
ate
wha
t yox
hav
e ju
st d
one.
Exp
lain
that
the
lines
are
imag
inar
y lin
e:!;
,G
ive
a ic
.tter
nam
e to
eac
h se
ctio
n.
-13-
Obj
ectiv
e:
The
chi
ld c
an lo
ok a
t asi
mpl
e m
ap a
nd lo
cate
the
sect
ion
(A, B
, C,
D)
that
rea
l obj
ects
in a
room
are
situ
ated
.
(The
illu
stra
tion
may
be
done
on
the
boar
d at
this
tim
e.A
n ov
erhe
ad tr
ansp
aren
cy w
ill b
e ne
eded
for
the
next
activ
ity.)
A CD
Figu
re 1
Mak
e an
ove
rhea
d tr
ansp
aren
cy (
Figu
re 1
) to
be
used
in th
efo
llow
ing
activ
ity.
Mak
e in
divi
dual
pup
il re
spon
se c
ards
: AB
CD
Flas
h th
e tr
ansp
aren
cy. H
ave
pupi
ls r
espo
nd to
the
ques
tions
abou
t loc
atio
n:
.In
whi
ch s
ectio
n ar
e yo
u si
tting
?
.In
whi
ch s
ectio
n is
the
teac
her's
des
k?
.In
whi
ch s
ectio
n is
the
sink
?
.E
tc.
Obj
ectiv
e:H
old
up a
rec
tang
ular
-sha
ped
piec
e of
oak
tag
repr
esen
ting
the
teac
her's
des
k (i
n pr
oper
sca
le to
the
tran
spar
ency
).T
he c
hild
can
ass
ocia
tea
sym
bol a
s a
repr
e-se
ntat
ion
for
a re
al o
bjec
t..
Wha
t cou
ld th
is s
ymbo
l tak
e th
e pl
ace
of?
-14-
Obj
ectiv
e:T
he c
hild
beg
ins
to b
eaw
are
of th
e ne
ed to
have
map
s dr
awn
tosc
ale.
Eva
luat
ion
Exe
rcis
es:
App
licat
ion
of lo
catin
gob
ject
s on
a s
impl
e m
ap.
.W
hat c
ould
it s
tand
for
?
.W
hat c
ould
it r
epre
sent
?
(It i
s a
sym
bol f
or th
e te
ache
r's d
esk.
It is
not
the
real
desk
--it
only
rep
rese
nts
the
desk
. )
To
deve
lop
the
conc
ept o
f sc
ale,
exa
gger
atio
n of
siz
e do
es h
elp
child
ren
to "
see"
it.
Plac
e an
ove
r-si
zed
rect
angl
e (o
ak ta
gpi
ece)
rep
rese
ntin
g th
e te
z.-.
cher
's d
esk
on th
e ov
erhe
ad tr
ans-
pare
ncy
in th
e ap
prop
riat
e se
ctio
n,
.Is
the
desk
pla
ced
in th
e pr
oper
sec
tion?
(Yes
--bu
t it's
taki
ng u
p to
o m
uch
spac
e. W
e w
on't
be a
ble
to s
how
the
othe
r th
ings
in th
at s
ectio
n. )
Wha
t can
we
do to
cor
rect
the
situ
atio
n?(M
ake
the
card
smal
ler.
)
Exp
lain
to th
e ch
ildre
n th
at th
is id
ea o
f ke
epin
g th
e sy
mbo
ls th
e"r
ight
" si
ze s
o ev
eryt
hing
els
e w
ill f
it ac
cord
ingl
y is
cal
led
scal
e.It
's v
ery
impo
rtan
t to
keep
sca
le in
min
d w
hen
doin
g m
ap w
ork.
17. H
ave
child
ren
fold
a la
rge
shee
t of
pape
r in
to f
our
part
s.In
stru
ct th
em to
rec
ord
the
thin
gs in
the
room
that
inte
rest
them
or
that
are
impo
rtan
t to
them
.
18. H
ave
child
ren
sele
ct o
ne s
ectio
n of
the
room
and
rea
rran
ge th
eob
ject
s in
that
sec
tion
to th
eir
likin
g on
the
map
.
19. H
ome
Ass
ignm
ent:
Mak
e a
map
of
one
of th
e ro
oms
in y
our
hom
e.
20. H
ave
child
ren
mak
e a
map
of
the
kind
of
room
they
wis
hed
they
coul
d ha
ve. W
hen
they
sha
re th
eir
map
s, h
ave
them
exp
lain
why
they
incl
uded
cer
tain
fea
ture
s an
d w
hy th
ey lo
cate
d th
em in
asp
ecif
ic p
lace
. -15-
Obj
ectiv
e:
The
chi
ld c
an r
ead
and
inte
rpre
t a m
ap o
f hi
sow
n sc
hool
.
Eva
luat
ion
Exe
rcis
e:
App
licat
ion
of lo
catin
gpl
aces
in a
larg
erse
tting
and
in tr
acin
g a
spec
ifie
d ro
ute.
Obj
ectiv
e:
The
chi
ld is
abl
e to
appl
y hi
s m
ap s
kills
tone
w s
ettin
gs: n
eigh
bor-
hood
map
, city
of
Hon
olul
um
ap.
21. W
alki
ng T
rip:
Sch
ool G
roun
ds
Tak
e a
wal
king
trip
aro
und
the
scho
ol g
roun
ds. H
ave
child
ren
obse
rve
the
natu
ral a
nd m
ap-m
ade
feat
ures
that
are
pre
sent
.H
ave
them
not
ice
the
posi
tion
of th
e of
fice
, the
libr
ary,
the
cafe
tori
um a
nd th
e pl
aygr
ound
are
a in
rel
atio
n to
thei
r ow
ncl
assr
oom
.
Whe
n th
ey r
etur
n ha
ve th
em v
iew
a tr
ansp
aren
cy o
f th
e m
ap o
fth
eir
scho
ol.
Usi
ng th
is tr
ansp
aren
cy h
ave
them
:
Loc
ate
thei
r ow
n ro
om, t
he o
ffic
e, th
e lib
rary
, etc
.
.T
race
the
rout
e th
ey to
ok f
or th
eir
wal
king
trip
.
.T
race
thei
r us
ual r
oute
to th
e ca
feto
rium
.
.T
race
thei
r us
ual r
oute
to th
e lib
rary
.
.D
eliv
er a
mes
sage
to a
cer
tain
roo
m.
22. D
uplic
ate
a m
ap o
f th
e sc
hool
for
eac
h ch
ild.
Usi
ng a
col
or c
ode,
have
the
child
ren
loca
te s
peci
fic
area
s on
the
scho
ol g
roun
d.If
the
grou
p is
rea
dy to
trac
e a
rout
e, th
at ty
pe o
f ex
erci
se m
ayal
so b
e in
clud
ed.
23, I
f th
e ch
ildre
n ar
e re
ady
for
it, th
e te
ache
r ca
n at
this
tim
e m
ake
a la
rge
map
of
the
com
mun
ity. T
he c
hild
ren
can
then
be
show
nho
w to
loca
te th
e st
reet
s, th
eir
hom
es, a
nd th
e sp
ecia
l lan
dmar
ksof
thei
r pa
rtic
ular
are
a.
-16-
24. I
f th
e ch
ildre
n ar
e re
ady
for
it, th
e te
ache
r ca
n us
e a
map
of
Hon
olul
u (o
r an
ove
rhea
d tr
ansp
aren
cy)
to lo
cate
land
mar
kar
eas
that
are
fam
iliar
to m
ost o
f th
e ch
ildre
n: T
heir
sch
ool,
Ala
Moa
na S
hopp
ing
Cen
ter,
HIC
, the
sta
dium
, the
ir c
omm
unity
,th
e zo
o, th
e aq
uari
um, t
he a
irpo
rt, D
iam
ond
Hea
d, W
aiki
kiB
each
, etc
.
Eva
luat
ion
Exe
rcis
e:C
UL
MIN
AT
ING
AC
TIV
ITY
: EV
AL
UA
TIO
N
25. H
ave
a lo
ng m
ural
-siz
ed s
heet
of
pape
r (b
utch
er p
aper
) on
the
chal
kboa
rd. D
ivid
e th
e pa
per
into
thre
e pa
rts.
(See
sam
ple)
Inte
rest
ing
Wor
ds a
ndId
eas
We
Lea
rned
Act
iviti
es W
eE
njoy
edW
e N
eed
Hel
p In
....
Hav
e ch
ildre
n re
cord
thei
r ow
n re
spon
ses
duri
ng th
eir
free
tim
e.If
the
idea
they
wan
t to
reco
rd is
alr
eady
ther
e, h
ave
them
put
ata
lly m
ark
righ
t aft
er it
.If
they
hav
e di
ffic
ulty
wri
ting
thei
r id
eas
they
can
ask
oth
er c
hild
ren
or th
e te
ache
r fo
r as
sist
ance
.V
aria
tion:
If
the
abov
e pr
oced
ure
is n
ot p
ract
ical
the
teac
her
can
reco
rd th
e re
spon
ses
of th
e gr
oup.
26. W
hat B
IG I
DE
AS
abou
t EN
VIR
ON
ME
NT
hav
e yo
u le
arne
d?
UN
IT II
: PE
OP
LE H
AV
E A
CU
LTU
RA
L E
NV
IRO
NM
EN
T
UN
IT I
I: P
EO
PLE
HA
VE
A C
UL
TU
RA
L E
NV
IRO
NM
EN
T
GE
NE
RA
LIZ
AT
ION
S:
.M
an h
as d
evel
oped
a w
ide
vari
ety
of c
ultu
res,
eac
h in
flue
nced
by
the
hum
an a
ndna
tura
l env
iron
men
t.
An
indi
vidu
al's
cul
tura
l sur
roun
ding
s ex
erts
a p
ower
ful i
nflu
ence
on
him
thro
ugho
uthi
s lif
e.H
e th
inks
, fee
ls, a
nd a
cts
acco
rdin
g to
the
dict
ates
of
his
cultu
r.in
ord
erto
be
an a
ccep
tabl
e pa
rt o
f it.
.T
hrou
gh c
omm
unic
atio
n an
d in
tera
ctio
n, s
ocia
l val
ues
and
beha
vior
are
inte
rnal
ized
.
SUG
GE
STE
D U
NIT
S:
.H
OW
PE
OPL
E L
EA
RN
CU
STO
MS
.PE
OPL
E: S
O D
IFFE
RE
NT
..
. BU
T S
O A
LIK
E
.PE
OPL
E H
AV
E V
AL
UE
S
INT
RO
DU
CT
ION
:
.H
OW
PE
OPL
E L
EA
RN
CU
STO
MS
The
pur
pose
of
this
uni
t is
to h
elp
child
ren
beco
me
awar
e th
at in
tera
ctio
n w
ithpe
ople
is e
ssen
tial f
or le
arni
ng. T
he w
ays
of a
peo
ple-
-cus
tom
s--a
re le
arne
dth
roug
h in
tera
ctio
n w
ith p
eopl
e: f
rom
par
ents
to c
hild
ren,
fro
m f
amily
mem
bers
to c
hild
ren,
fro
m f
rien
ds to
chi
ldre
n, f
rom
chi
ldre
n to
chi
ldre
n, f
rom
peo
ple
tope
ople
.
.PE
OPL
E: S
O D
IFFE
RE
NT
. .. B
UT
SO
AL
IKE
The
pur
pose
of
this
uni
t is
to h
elp
child
ren
beco
me
awar
e of
not
onl
y th
e gr
eat
vari
ety
of c
ultu
res
but a
lso
of th
e ba
sic
need
s th
at p
eopl
e ev
eryw
here
hav
e in
com
mon
.
.PE
OPL
E H
AV
E V
AL
UE
S
The
pur
pose
of
this
uni
t is
to h
elp
the
child
ren
beco
me
awar
e th
at p
eopl
e ha
veva
lues
and
that
thes
e va
lues
are
pas
sed
on f
rom
one
gen
erat
ion
on to
the
next
beca
use
of th
eir
impo
rtan
ce to
that
par
ticul
ar g
roup
of
peop
le.
VO
CA
BU
LA
RY
:
.le
arn,
teac
her,
hab
it, in
tera
ctio
n w
ith p
eopl
e, c
ultu
re, c
usto
m
.ba
sic
need
s, r
esou
rcef
ulne
ss
man
ners
, pol
itene
ss, v
alue
, ski
ll
-19-
LE
AR
NIN
G M
AT
ER
IAL
S FO
R T
EA
CH
ER
S A
ND
ST
UD
EN
TS:
Boo
ks:
Bar
row
s, H
arla
n H
., et
. al.
Our
Big
Wor
ld. M
orri
stow
n, N
. J.:
Silv
er B
urde
tt, 1
968.
Bur
ns, W
illia
m A
. Wor
ld F
ull o
f H
omes
, A. N
ew Y
ork:
McG
raw
-Hill
, 195
3.
Car
ls, N
orm
an. K
now
ing
Our
Nei
ghbo
rs A
roun
d th
e E
arth
. New
Yor
k: H
olt,
Rin
ehar
t and
Win
ston
, 196
6.
Don
an, R
ozel
la a
nd J
ane
Hef
flef
inge
r.Pe
ople
Aro
und
the
Wor
ld. L
os A
ngel
es, C
alif
orni
a:E
lk G
rove
Pre
ss, 1
968.
Jaro
limek
, Joh
n.L
ivin
g in
Pla
ces
Nea
r an
d Fa
r. N
ew Y
ork:
Mac
mill
an, 1
969.
Kir
k, R
uth.
Sige
mi,
A J
a an
ese
Vill
age
Gir
l. N
ew Y
ork:
Har
cour
t, B
race
and
Wor
ld, 1
965.
Tra
de B
ooks
:
Buc
k, P
earl
.T
he C
h:.n
ese
Chi
ldre
n N
ext D
oor
Floe
the,
Lou
ise.
The
Flo
atin
g M
arke
t
Yas
him
a, T
aro.
The
Vill
age
Tre
e
Uch
ida,
Yos
hiko
. Sum
i's P
rize
Film
s:
Fam
ilies
and
Lea
rnin
g--E
very
one'
s A
Tea
cher
-20-
Film
s (c
ontin
ued)
:
Japa
nese
Boy
-- T
he S
tory
of
Tar
o
Japa
nese
Fis
hing
Vill
age
Japa
nese
Mou
ntai
n Fa
mily
NO
TE
S
Obj
ectiv
e:
The
chi
ld c
an b
egin
tobe
aw
are
that
inte
r-ac
tion
with
peo
ple
ises
sent
ial f
or le
arni
ng.
Que
stio
ns--
Act
iviti
es 1
-2
Ada
ptat
ion
of H
arco
urt a
ndB
race
: Soc
ial S
cien
ces,
Con
cept
s an
d V
alue
s (R
edL
evel
: Uni
t I, L
esso
n 1)
LE
AR
NIN
G A
CT
IVIT
IES
HO
W P
EO
PLE
LE
AR
N C
UST
OM
S
1. O
PEN
ER
: How
bab
ies
lear
n to
do
thin
gs.
Dis
play
pic
ture
s of
bab
ies
invo
lved
in v
ario
us a
ctiv
ities
: tal
king
,ea
ting,
wal
king
, etc
.Pr
epar
e a
teac
her-
mad
e ta
pe o
f a
child
lear
ning
to ta
lk (
with
his
mot
her
or a
noth
er p
erso
n he
lpin
g an
den
cour
agin
g hi
m).
Hav
e ch
ildre
n st
udy
the
pict
ures
and
list
en to
the
tape
.
Hav
e th
e ch
ildre
n an
alyz
e th
e pr
oble
m-
situ
atio
n of
a b
aby
lear
ning
to ta
lk.
.W
hat i
s ha
ppen
ing
on th
e ta
pe?
(Obs
erva
tion)
Cou
ld b
abie
s le
arn
to ta
lk if
no
adul
ts h
elpe
d th
em?
How
? W
ho?
(Pre
dict
ion/
Infe
renc
e)H
ow d
o pa
rent
s fe
el w
hen
thei
r ba
by le
arns
to s
ay a
new
wor
d? H
ow d
o yo
u kn
ow?
(Val
ues)
Hav
e th
e ch
ildre
n hy
poth
esiz
e w
hat b
abie
s le
arn
to s
ay f
irst
:
Why
do
you
thin
k ch
ildre
n le
arn
to s
ay "
Ma-
ma"
and
"Da-
da"?
(Inf
eren
ce)
Will
the
baby
lear
n to
say
"co
oky"
and
"m
ilk"
befo
re h
ele
arns
to s
ay "
penc
il" a
nd "
book
"? W
hy?
(Pre
dict
ion/
Infe
renc
e)
Obj
ectiv
e:
The
chi
ld c
an b
egin
to b
eaw
are
that
the
resp
onse
spe
ople
giv
e to
thos
e w
hoar
e le
arni
ng a
new
task
can
enco
urag
e or
dis
-co
urag
e th
e le
arne
r.
Hel
p th
e ch
ildre
n to
rec
all t
heir
ow
n le
arni
ng e
xper
ienc
es.
.W
hat a
re s
ome
of th
e th
ings
you
lear
ned
to d
o be
fore
com
ing
to s
choo
l?
.D
id y
ou le
arn
to d
o th
ese
thin
gs a
lone
? W
ho h
elpe
d yo
u?
Abo
ut f
eelin
gs: (
Val
ues)
How
do
you
thin
k yo
ur p
aren
ts f
elt w
hen
you
lear
ned
to d
oso
met
hing
wel
l? H
ow d
o yo
u kn
ow th
ey f
elt t
hat w
ay?
(Inf
eren
ce/R
ecal
l)
How
do
you
feel
whe
n yo
ur b
roth
er o
r si
ster
lear
ns s
ome-
thin
g w
ell b
ecau
se y
ou h
elpe
d hi
m/h
er?
(Val
ues)
Do
you
som
etim
es g
et im
patie
nt w
hile
you
are
hel
ping
you
ryo
unge
r br
othe
r or
sis
ter?
Wha
t hel
ps y
ou to
be
mor
epa
tient
?(R
ealiz
ing
that
he
is ju
st le
arni
ng a
new
task
;he
nee
ds m
ore
prac
tice.
)
Shou
ld w
e te
ach
our
youn
ger
brot
hers
and
sis
ters
eve
ryth
ing
that
we
can
do?
Why
? W
hy n
ot?
(Inf
eren
ce)
Whi
ch o
f th
ese
thin
gs w
ould
you
teac
h a
four
-yea
r-ol
d ch
ild?
Why
? W
hy n
ot?
(Eva
luat
ion)
.H
ow to
rid
e yo
ur b
icyc
le
.H
ow to
put
his
toys
aw
ay
.H
ow to
but
ton
his
shir
t
-23-
Obj
ectiv
e:
The
chi
ld c
an u
se a
cha
rtto
see
that
fam
ily m
embe
rshe
lp c
hild
ren
to d
o m
any
thin
gs b
efor
e th
ey g
o to
scho
ol.
(For
som
e ch
ildre
n: th
eir
baby
sitte
r or
nei
ghbo
rsm
ay b
e m
ore
invo
lved
inth
eir
lear
ning
than
the
fam
ily m
embe
rs.)
Eva
luat
ion
Exe
rcis
es:
.H
ow to
turn
on
the
TV
set
.H
ow to
..
2. F
amily
mem
bers
hel
p ch
ildre
n le
arn
to d
o m
any
thin
gs
Rec
ord
the
child
ren'
s re
spon
ses
on a
cha
rt s
imila
r to
the
follo
win
g on
e:
WH
AT
I L
EA
RN
ED
BE
FOR
E C
OM
ING
TO
SC
HO
OL
Wha
t I L
earn
edW
ho H
elpe
d M
e
1.bu
tton
my
shir
tm
y M
othe
r2.
turn
on
the
TV
my
Br
othe
r3.
eat w
ith a
for
km
y Fa
ther
As
we
look
at o
ur c
hart
, wha
t can
we
say
abou
t how
we
lear
n to
do th
ings
bef
ore
com
ing
to s
choo
l?(G
ener
aliz
atio
n: P
eopl
e in
our
fam
ily h
elp
us a
lot t
o le
arn
to d
o th
ings
. )
Exp
lain
to th
e ch
ildre
n th
at th
e th
ings
that
we
can
do w
ell
with
out t
hink
ing
abou
t how
to d
o th
em a
re h
abits
. Bec
ause
they
are
aut
omat
ic, t
hey
are
very
use
ful.
Hav
e th
e ch
ildre
n m
ake
a lis
t of
usef
ul h
abits
(br
ushi
ng th
eir
teet
h, c
lear
ing
thei
r se
ctio
n at
the
dinn
er ta
ble,
etc
.).
Hel
p th
em u
nder
stan
d th
at n
ot e
very
one
has
the
sam
e ha
bits
.
3. H
ave
the
child
ren
illus
trat
e an
act
ivity
they
lear
ned
to d
o A
s a
pre-
scho
oler
.(C
heck
to s
ee if
they
incl
ude
an a
dult
or a
noth
erch
ild in
the
pict
ure.
)
-24-
Obj
ectiv
e :
The
chi
ld b
ecom
es a
war
eth
at o
ther
peo
ple
besi
des
fam
ily m
embe
rs h
elp
him
to le
arn
to d
o th
ings
.
Alte
rnat
ive
Act
iviti
es:
4. H
ave
som
e ch
ildre
n dr
amat
ize
how
chi
ldre
n le
arn
to d
o ce
rtai
nta
sks.
(Che
ck to
see
if th
ey in
clud
e in
tera
ctio
n w
ith o
ther
peo
ple
as th
e ch
ild le
arns
the
task
. )
5. W
e le
arn
from
oth
er p
eopl
e, to
o
.D
o w
e le
arn
only
fro
m o
ur f
amily
?
.W
ho e
lse
help
s us
lear
n to
do
thin
gs?
Mak
e a
list o
f pe
ople
who
hel
p us
lear
n: b
abys
itter
, tea
cher
,fr
iend
s, n
eigh
bors
, oth
er c
hild
ren.
Hav
e th
e ch
ildre
n ill
ustr
ate
som
ethi
ng th
ey le
arne
d to
do
from
som
eone
who
is n
ot a
mem
ber
of th
eir
fam
ily.
.W
hat d
oes
this
tell
us a
bout
how
we
lear
n?(G
ener
aliz
atio
n:W
e le
arn
to d
o th
ings
fro
m o
ur f
amily
and
oth
er p
eopl
e.)
6. S
ome
child
ren
(with
per
mis
sion
fro
m th
eir
pare
nts)
may
be
will
ing
to s
hare
hom
e m
ovie
s of
a "
lear
ning
to w
alk"
exp
erie
nce.
7. S
ome
child
ren
may
be
able
to w
rite
a s
hort
sto
ry a
bout
how
they
lear
ned
to d
o a
spec
ific
task
.T
hese
sto
ries
cou
ld b
e co
llect
edan
d pu
t tog
ethe
r as
a b
ookl
et.
The
cla
ss c
ould
dec
ide
on a
title
for
the
book
let.
8. H
ave
the
child
ren
mak
e a
book
let a
bout
thei
r ha
bits
., e.
g.
pict
ure
and
capt
ion.
.I
brus
h m
y te
eth
ever
y m
orni
ng.
I m
ake
my
bed
ever
y m
orni
ng.
I co
mb
my
hair
all
by m
ysel
f.-2
5-
Obj
ectiv
e:
The
chi
ld c
an b
egin
to b
eaw
are
that
inte
ract
ion
with
peo
ple
is e
ssen
tial
not o
nly
for
his
lear
ning
but a
lso
for
that
of
peop
le e
very
whe
re.
Obj
ectiv
e:
The
chi
ld c
an id
entif
y a
sim
ilar
ta.s
k be
ing
done
diff
eren
tly in
ano
ther
cultu
re.
6. P
eopl
e in
Oth
er C
ount
ries
Lea
rn th
e W
ay W
e D
o
Hav
e pi
ctur
es o
f ch
ildre
n fr
om v
ario
us c
ultu
res
invo
lved
inac
tiviti
es w
ith a
dults
and
/or
child
ren.
Wha
t is
happ
enin
g in
thes
e pi
ctur
es?
(Obs
erva
tion)
Do
thes
e ch
ildre
n liv
e in
the
sam
e pl
ace?
How
do
you
know
?(I
nfer
ence
)
How
are
thes
e ch
ildre
n le
arni
ng to
do
thin
gs?
(Obs
erva
tion)
Wha
t can
we
say
abou
t how
we
lear
n th
ings
and
how
chi
ldre
nin
oth
er p
arts
of
the
wor
ld le
arn
to d
o th
ings
?(G
ener
ali-
zatio
n: L
ike
us.
The
y le
arn
from
thei
r fa
mily
and
oth
erpe
ople
.)
Wha
t are
som
e th
ings
chi
ldre
n ev
eryw
here
lear
n to
do?
(Inf
eren
ce: w
alk,
talk
)
10. U
se a
pic
ture
that
sho
ws
a ch
ild d
oing
a ta
sk d
iffe
rent
ly th
an h
owa
child
in o
ur c
ultu
re w
ould
do
a si
mila
r ta
sk (
wri
ting,
was
hing
clot
hes,
hel
ping
i.n
the
"kitc
hen"
).
Que
stio
ns:
.H
ow m
any
of y
ou le
arne
d to
do
the
sam
e th
ing
as th
isch
ild.
.. b
ut d
iffe
rent
ly?
How
?
.If
you
live
d in
his
cou
ntry
, wou
ld y
ou m
ost l
ikel
y le
arn
the
sam
e th
ing?
Why
? W
ho w
ouk.
mos
t lik
ely
teac
h yo
u?(I
nfer
ence
)
-26-
Obj
ectiv
e:
The
chi
ld c
an u
nder
stan
dw
hat t
he te
rm c
usto
mm
eans
.
Hav
e yo
u le
arne
d so
me
thin
gs th
at th
is c
hild
pro
babl
yha
s no
t lea
rned
in h
is c
ount
ry?
Wha
t? W
hy d
o yo
usu
ppos
e he
has
not
lear
ned
the
thin
gs y
ou h
ave?
(Rec
all/
Infe
renc
e)
11. C
once
pt-d
evel
opm
ent:
Cus
tom
s
Rev
iew
with
the
child
ren
the
conc
epts
they
hav
e be
en le
arni
ngin
this
uni
t.
.C
hild
ren
lear
n m
any
thin
gs f
rom
fam
ily m
embe
rs.
.Pe
ople
lear
n fr
om in
tera
ctio
n w
ith o
ther
peo
ple.
.T
here
are
som
e th
ings
we
do s
o of
ten
that
they
bec
ome
habi
ts.
.Pe
ople
's h
abits
dif
fer
thro
ugho
ut th
e w
orld
.
To
help
chi
ldre
n un
ders
tand
that
a c
usto
m is
a h
abit
lear
ned
bya
grou
p of
peo
ple,
ask
the
follo
win
g ty
pe o
f qu
estio
ns:
Wha
t do
you
do w
hen
you
say
the
flag
ple
dge?
(Sta
nd u
p,pu
t my
hand
ove
r m
y he
art,
say
the
pled
ge.)
Wha
t do
we
do a
fter
we
see
a fi
ne s
how
or
perf
orm
ance
?(C
lap
our
hand
s)
Do
we
have
to th
ink
abou
t doi
ng th
ese
thin
gs?
(No.
The
y ar
e lik
e gr
oup
habi
ts.)
Hav
e ch
ildre
n lis
t som
e cu
stom
s th
at m
ost p
eopl
e liv
ing
in th
eir
com
mun
ity o
bser
ve. E
xpla
in th
at c
usto
ms
need
not
nec
essa
rily
be o
bser
ved
by e
very
one
in a
par
ticul
ar g
roup
.
-27-
Shar
ing
info
rmat
ion:
givi
ng s
ourc
e of
info
r-m
atio
n.
Obj
ectiv
e:
The
chi
ld c
an b
ecom
eaw
are
that
thou
gh p
eopl
eth
roug
hout
the
wor
ld h
ave
diff
eren
t cus
tom
s, th
eyar
e ve
ry m
uch
alik
e in
thei
r ba
sic
need
s an
d in
thei
r ha
ving
fee
lings
abou
t thi
ngs.
Inta
ke o
f in
form
atio
n
12. H
ave
child
ren
shar
e w
hat t
hey
know
abo
ut c
usto
ms
of o
ther
plac
es. H
ave
them
giv
e th
eir
sour
ce o
f in
form
atio
n: p
aren
ts,
rela
tives
, or
frie
nds
who
hav
e tr
avel
ed; t
elev
isio
n, tr
avel
film
s, b
ooks
.
PEO
PLE
: SO
DIF
FER
EN
T. .
. BU
TSO
AL
IKE
13. U
sing
sto
ries
and
film
s
Rea
d st
orie
s ab
out c
hild
ren
in o
ther
land
s. H
ave
the
child
ren
notic
e th
at p
eopl
e ev
eryw
here
, tho
ugh
diff
eren
t in
a nu
mbe
r of
way
s, a
re s
imila
r in
thei
r ba
sic
need
s: f
ood,
she
lter,
clo
thin
g;an
d th
at, b
eing
peo
ple,
they
, too
, hav
e fe
elin
gs.
Sugg
este
d st
orie
s:
Yos
hiko
Uch
ida,
Sum
i's P
rize
Lou
ise
Floe
the,
Flo
atin
g M
arke
t.
Tar
o Y
ashi
ma,
The
Vill
age
Tre
e
Pear
l Buc
k, T
he C
hine
se C
hild
ren
Nex
t Doo
r
Hav
e ch
ildre
n m
ake
a bo
okle
t (or
a m
ovie
rol
l) w
ith il
lust
ratio
nssh
owin
g ho
w p
eopl
e ar
e al
ike.
Sugg
este
d fi
lms:
.Ja
pane
se M
ount
ain
Fam
ily
.Ja
pane
se F
ishi
ng V
illag
e
Japa
nese
Boy
--
The
Sto
ry o
f T
aro
-28-
Dis
cus
sion
que
stio
ns f
ollo
win
g fi
lm-
view
ing:
How
are
they
like
us?
How
are
they
dif
fere
nt f
rom
us?
Wha
t is
thei
r en
viro
nmen
t lik
e?
Are
they
usi
ng th
eir
envi
ronm
ent w
ell?
Wha
t thi
ngs
seem
impo
rtan
t to
them
?W
hy d
o yo
u th
ink
so?
Wha
t cus
tom
s di
d yo
u se
e th
at y
ou w
ould
like
to o
bser
ve?
Why
?
Wou
ld a
chi
ld c
omin
g fr
om th
is p
lace
fee
l at h
ome
here
?W
hy?
Why
not
?
Wou
ld y
ou f
eel a
t hom
eW
hy n
ot?
PEO
PLE
HA
VE
VA
LU
ES
Obj
ectiv
e:14
. Peo
ple
Val
ue P
olite
ness
if y
ou v
isite
d th
is p
lace
? W
hy?
The
chi
ld b
egin
s to
be
Hav
e a
char
t sim
ilar
to th
e fo
llow
ing
on d
ispl
ay:
awar
e th
at p
aren
ts p
ass
on to
thei
r ch
ildre
n th
eva
lues
they
con
side
rim
port
ant.
1.H
awai
ian
Mah
alo
2.C
hine
seD
ojay
3.Sp
anis
hG
ratia
s4.
Japa
nese
Ari
gato
go
zai m
a su
5.E
nglis
h
-29-
Obj
ectiv
e:T
he c
hild
can
und
er-
stan
d w
hat i
s m
eant
by
the
term
val
ue w
hen
itis
use
d in
the
cont
ext:
whi
ch d
o yo
u pr
efer
- -
whi
ch is
mor
e im
port
ant
to y
ou.
Exp
lain
to th
e gr
oup
that
mos
t chi
ldre
n in
mos
t cou
ntri
es le
arn
to s
ay th
e ab
ove
phra
ses.
Hav
e th
em in
fer
wha
t the
Eng
lish
equi
vale
nt w
ould
be.
Why
do
mos
t par
ents
--no
mat
ter
whe
re th
ey li
ve-
wan
t the
ir c
hild
ren
to le
arn
this
phr
ase?
(The
y w
ant
thei
r ch
ildre
n to
be
polit
e --
Inf
eren
ce)
Wou
ld y
ou s
ay th
at p
aren
ts th
ink
it is
impo
rtan
t for
thei
rch
ildre
n to
lear
n to
say
"th
ank
you"
?
Exp
lain
to th
e ch
ildre
n th
at w
hen
peop
le th
ink
som
ethi
ng is
ver
yim
port
ant w
e sa
y th
at th
ey v
alue
that
thin
g.
15. C
once
pt-D
evel
opm
ent:
Val
ue
Whi
ch is
mor
e im
port
ant t
o yo
u? W
hich
do
you
valu
e m
ore?
havi
ng a
nea
t, or
derl
y de
sk o
r.
bein
g fi
rst t
o be
out
for
rec
ess
Whi
ch is
mor
e im
port
ant t
o yo
u? W
hich
do
you
valu
e m
ore?
wat
chin
g th
e ne
ws
wat
chin
g a
cart
oon
Whi
ch is
mor
e im
port
ant t
o yo
u? W
hich
do
you
valu
e m
ore?
spen
ding
you
r m
oney
for
can
dysa
ving
it f
or s
omet
hing
that
cos
ts m
ore
16. W
hat a
re s
ome
polit
e w
ays
your
par
ents
con
side
r im
port
ant f
oryo
u to
rem
embe
r? W
hat p
olite
way
s do
they
val
ue?
Wha
t hav
eth
ey ta
ught
you
to d
o?
-30-
Pred
ictin
g
Obj
ectiv
e:
The
chi
ld b
ecom
es a
war
eth
at p
eopl
e in
dif
fere
ntcu
lture
s le
arn
diff
eren
tsk
ills-
-ski
lls th
at a
reus
eful
to th
em n
ow a
ndla
ter
in li
fe.
The
y va
lue
thes
e sk
ills
and
pass
them
on to
thei
r ch
ildre
n.
Sele
ct a
noth
er c
ount
ry a
nd c
ompa
re th
eir
polit
e cu
stom
s.e.
g., i
n Ja
pan,
par
ents
val
ue th
ese
polit
e cu
stom
s:
Bow
ing
and
sayi
ng "
arig
ato
go z
ai m
a su
".(T
hank
you
)Sa
ying
"go
men
ku
da s
ai".
(Par
don
me)
Tak
ing
off
thei
r sh
oes
whe
n en
teri
ng a
hom
e.
Can
you
tell
me
wha
t our
cla
ssro
om w
ould
be
like
if n
o on
eva
lued
pol
ite w
ays?
(Inf
eren
ce)
It w
ould
be
nois
y.
Peop
le w
ould
be
anno
yed
with
eac
h ot
her.
It w
ould
be
hard
to s
ettle
dow
n an
d w
ork.
Wou
ld y
ou b
e ha
ppy
in th
at k
ind
of s
ituat
ion?
Why
? W
hy n
ot?
Are
man
ners
impo
rtan
t to
you?
Wou
ld y
ou p
ass
them
on
toyo
ur c
hild
ren
whe
n yo
u gr
ow u
p?
.W
hich
one
s ar
e es
peci
ally
impo
rtan
t to
you?
17. C
erta
in s
kills
are
impo
rtan
t in
cert
ain
cultu
res
Use
pic
ture
s th
at s
how
chi
ldre
n pe
rfor
min
g a
skill
that
is a
cust
om o
f th
e pe
ople
in th
at p
artic
ular
pla
ce.
Sugg
este
d qu
estio
ns:
Doe
s th
is J
apan
ese
boy
know
how
to u
se a
bru
sh to
wri
te?
Will
he
need
to w
rite
this
way
som
etim
es w
hen
he g
row
s up
?W
ill y
ou?
Why
? W
hy n
ot?
-31-
Obj
ectiv
e:
The
chi
ld b
ecom
es a
war
eth
at th
e en
viro
nmen
t of
peop
le is
a f
acto
r in
the
.kin
ds o
f ac
tiviti
es a
ndsk
ills
they
con
side
rim
port
ant t
o th
em.
.A
re th
e sk
ills
the
child
ren
are
lear
ning
use
ful t
o th
em?
Wou
ld th
ese
skill
s be
use
ful t
o yo
u? W
hy?
Why
not
?
.D
o yo
u th
ink
the
peop
le in
thes
e co
untr
ies
feel
that
it is
impo
rtan
t for
thei
r ch
ildre
n to
lear
n th
ese
skill
s? D
o th
eyva
lue
havi
ng th
eir
child
ren
lear
n th
ese
skill
s w
ell?
18. L
ocat
ion
is a
fac
tor
in w
hat s
kills
peo
ple
lear
n
To
help
the
child
bec
ome
awar
e th
at a
per
son'
s en
viro
nmen
t is
an im
port
ant f
acto
r in
the
kind
s of
act
iviti
es a
nd s
kills
he
valu
es,
pose
the
follo
win
g ty
pes
of q
uest
ions
:
Doe
s ev
eryo
ne le
arn
to s
wim
? W
hy n
ot?
Doe
s ev
eryo
ne le
arn
how
to f
ish?
Why
not
?
Doe
s ev
eryo
ne le
arn
how
to d
rive
a c
ar?
Why
not
?
.W
hat w
ill a
boy
livi
ng n
ear
the
ocea
n pr
obab
ly le
arn
from
his
pare
nts?
Why
?
Wha
t will
chi
ldre
n liv
ing
on a
far
m m
ost l
ikel
y le
arn
from
thei
r pa
rent
s? W
hy?
.W
hat w
ill c
ity p
aren
ts li
ving
in a
n ap
artm
ent w
ant t
heir
child
ren
to le
arn?
Why
?
UN
IT II
I: P
EO
PLE
HA
VE
A S
OC
IAL
EN
VIR
ON
ME
NT
UN
IT I
II: P
EO
PLE
HA
VE
A S
OC
IAL
EN
VIR
ON
ME
NT
GE
NE
RA
LIZ
AT
ION
S:
.A
n in
divi
dual
's c
ultu
ral s
urro
undi
ng e
xert
s a
pow
erfu
l inf
luen
ce o
n hi
m th
roug
hout
his
life.
He
thin
ks, f
eels
, and
act
s ac
cord
ing
to th
e di
ctat
es o
f hi
s cu
lture
inor
der
to b
e an
acc
epta
ble
part
of
it.
.So
ciet
ies
requ
ire
a sy
stem
of
rule
s (c
odif
ied
and
unco
difi
ed)
of b
ehav
ior
for
man
-ki
nd to
sur
vive
.
.M
an is
infl
uenc
ed b
y an
d do
es a
djus
t to
the
soci
al in
stitu
tions
cre
ated
by
his
soci
ety.
SUG
GE
STE
D U
NIT
S:
.C
UST
OM
S H
EL
P PE
OPL
E A
CT
APP
RO
PRIA
TE
LY
.PE
OPL
E N
EE
D R
UL
ES
.PE
OPL
E P
ER
FOR
M V
AR
IOU
S R
OL
ES
INT
RO
DU
CT
ION
:
.C
UST
OM
S H
EL
P PE
OPL
E A
CT
APP
RO
PRIA
TE
LY
The
pur
pose
of
this
uni
t is
to h
elp
the
child
bec
ome
awar
e of
how
cus
tom
s- -
the
habi
ts le
arne
d by
a g
roup
of
peop
le -
- in
flue
nce
the
inte
ract
ion
of p
eopl
e.H
opef
ully
, thi
s aw
aren
ess
shou
ld r
esul
t in
som
e ch
ange
d be
havi
or o
n th
e
-33-
child
's p
art:
that
ther
e is
evi
denc
e th
at h
e re
cogn
izes
the
cust
oms
that
hav
ehe
lped
the
peop
le in
his
com
mun
ity li
ve to
geth
er a
s a
grou
p.
.PE
OPL
E N
EE
D R
UL
ES
The
pur
pose
of
the
activ
ities
pla
nned
in th
is u
nit i
s to
hel
p th
e ch
ild s
ee h
owvi
tal r
ules
are
for
eff
ectiv
e gr
oup
livin
g.H
e is
mad
e aw
are
of th
is th
roug
hso
me
hypo
thet
ical
situ
atio
ns in
whi
ch th
ere
is a
n ab
senc
e of
rul
es. H
e is
als
om
ade
awar
e th
at r
ules
sho
uld
help
, not
hin
der,
the
grou
p, a
nd th
at a
t tim
esru
les
do n
eed
to b
e re
vise
d to
mee
t the
nee
ds o
f th
e gr
oup.
.PE
OPL
E P
ER
FOR
M V
AR
IOU
S R
OL
ES
The
pur
pose
of
this
uni
t is
to h
elp
the
child
bec
ome
awar
e of
the
vari
ous
role
she
per
form
s an
d of
the
vari
ous
role
s ad
ults
per
form
.H
opef
ully
, thi
s aw
aren
ess
will
hel
p hi
m in
und
erst
andi
ng a
nd a
ppre
ciat
ing
othe
r pe
ople
.H
ypot
hetic
alsi
tuat
ions
are
use
d to
hel
p hi
m le
arn
the
proc
ess
of d
ecis
ion-
mak
ing.
VO
CA
BU
LA
RY
:
cust
oms
(app
ropr
iate
beh
avio
r, in
appr
opri
ate
beha
vior
)
rule
s, c
onfu
sion
, pro
tect
ion,
law
role
s, g
roup
, col
lect
ion
of p
eopl
e
LE
AR
NIN
G M
AT
ER
IAL
S FO
R T
EA
CH
ER
S A
ND
ST
UD
EN
TS:
Boo
ks: Use
the
Lis
t for
Maj
or U
nit I
I.
Film
s:
Fam
ilies
and
Rul
es--
Wat
ch H
ow W
ell
Beg
inni
ng R
espo
nsib
ility
Lun
chro
om M
anne
rs
Man
ners
in P
ublic
NO
TE
S
Obj
ectiv
e:
The
chi
ld b
egin
s to
be
awar
e th
at c
usto
ms
help
peop
le b
ehav
e ap
pro-
pria
tely
in th
eir
day-
to-
day
cont
act w
ith p
eopl
e.
Eva
luat
ion
Exe
rcis
es:
LE
AR
NIN
G A
CT
IVIT
IES
CU
STO
MS
HE
LP
PEO
PLE
AC
T A
PPR
OPR
IAT
EL
Y
1. O
PEN
ER
: Wou
ld it
be
appr
opri
ate
to.
.
To
rein
forc
e th
e co
ncep
t tha
t cus
tom
s ar
e ha
bits
lear
ned
by a
grou
p of
peo
ple,
rev
iew
Act
ivity
11
(How
Peo
ple
Lea
rn C
usto
ms)
To
help
chi
ldre
n di
scov
er th
at c
usto
ms
help
peo
ple
to a
ct a
ppro
-pr
iate
ly in
our
rel
atio
nshi
p w
ith o
ther
s:
Show
a p
ictu
re o
f a
fam
ily e
atin
g.A
sk: W
ould
you
wal
kri
ght i
nto
your
nei
ghbo
r's h
ome
with
out k
nock
ing
and
inte
rrup
t the
ir d
inne
r? W
hy n
ot?
Show
a p
ictu
re o
f a
clas
sroo
m w
ith c
hild
ren
wor
king
.A
sk: W
ould
you
run
and
yel
l at t
his
time?
Why
not
?W
here
wou
ld r
unni
ng a
nd y
ellin
g be
app
ropr
iate
?
Show
a p
ictu
re o
f pe
ople
at a
par
ty.
Ask
:' W
ould
you
go
to th
e pa
rty
with
out a
n in
vita
tion?
Why
not
?
Con
tinue
with
oth
er r
elev
ant s
ituat
ions
.
Hel
p th
e ch
ildre
n to
und
erst
and
that
our
cus
tom
s he
lp u
s to
kno
ww
hat i
s ap
prop
riat
e be
havi
or f
or c
erta
in s
ituat
ions
.T
his
help
spe
ople
inte
ract
with
eac
h ot
her
smoo
thly
.
2. H
ave
child
ren
take
the
role
of
a pa
rent
in th
is e
xerc
ise.
Hav
e th
emre
spon
d to
this
sta
tem
ent:
"I w
ould
be
emba
rras
sed
if m
y ch
ild.
.."
(H
ave
the
child
ren
list e
xam
ples
of
"ina
ppro
pria
te b
ehav
ior"
that
wou
ld e
mba
rras
s th
em.)
-36-
Obj
ectiv
e:
The
chi
ld b
egin
s to
be
awar
e of
the
vita
l par
tru
les
play
in h
is e
very
-da
y lif
e.
3. H
ave
the
child
ren
illus
trat
e on
e of
the
sugg
estio
ns g
iven
for
Act
ivity
2 a
bove
.
4. H
ave
the
child
ren
dram
atiz
e so
me
of th
e su
gges
tions
for
Act
ivity
2.
Dis
cuss
the
reac
tion
of p
eopl
e w
hen
they
obs
erve
inap
prop
riat
e be
havi
or.
PEO
PLE
NE
ED
RU
LE
S
5. A
re c
usto
ms
enou
gh?
Wri
te th
is q
uest
ion
acro
ss th
e bo
ard:
Are
cus
tom
s en
ough
tohe
lp th
ings
run
sm
ooth
ly in
our
day
-to-
day
life?
The
n pr
ocee
d to
the
next
act
ivity
:
Hav
e ch
ildre
n pl
ay a
new
gro
up g
ame
such
as
"Ste
al th
e B
acon
"w
ith a
min
imum
of
dire
ctio
ns.
As
the
gam
e pr
ogre
sses
, bec
ause
no b
asic
rul
es h
ave
been
est
ablis
hed,
dis
agre
emen
ts w
ill m
ost
likel
y ar
ise.
Whe
n th
is h
appe
ns, s
top
the
gam
e. G
athe
r th
e gr
oup
for
disc
ussi
on:
Why
was
it n
eces
sary
to s
top
the
gam
e?W
as it
fun
pla
ying
the
gam
e th
e w
ay y
ou d
id?
Why
?W
hat w
ould
hav
e he
lped
pre
vent
this
kin
d of
thin
g fr
omha
ppen
ing?
Wou
ld y
ou s
ay th
at r
ules
are
impo
rtan
t in
play
ing
gam
es?
Why
?
-37-
Hyp
othe
tical
situ
atio
ns:
abse
nce
of a
par
ticul
arru
le.
Val
ues
6. D
iscu
ss th
e ru
les
for
the
abov
e ga
me.
Pla
y th
e ga
me
with
the
set o
f ru
les
agre
ed u
pon.
Aft
er th
e ga
me
eval
uate
bot
hsi
tuat
ions
7 be
fore
/aft
er r
ules
.
Wha
t doe
s th
is e
xper
ienc
e te
ll us
? W
hat e
lse
besi
des
cust
oms
do p
eopl
e. n
eed
to h
elp
them
beh
ave
appr
opri
atel
y.
7. H
ow d
o ru
les
help
fam
ilies
?
. Wha
t are
som
eof
the
rule
s yo
ur f
amily
has
?H
ow a
re th
ey h
elpf
ul to
you
r fa
mily
?
Shou
ld e
very
fam
ily h
ave
the
sam
e ru
les?
Why
? W
hy n
ot?
Hav
e th
e ch
ildre
n ill
ustr
ate
a fa
mily
rul
e.H
ave
them
wri
te a
capt
ion
to a
ccom
pany
the
pict
ure.
8. H
ave
child
ren
dram
atiz
e w
hat t
hey
pred
ict m
ight
hap
pen
if a
fam
ily h
ad n
o ru
les.
..
Abo
ut h
ow lo
ng th
ey c
an w
atch
TV
pro
gram
s on
a s
choo
lni
ght.
Abo
ut a
skin
g fo
r pe
rmis
sion
to g
o to
a f
rien
d's
hous
e af
ter
scho
ol.
Abo
ut w
hat t
hey
can
have
for
sna
cks
befo
re m
eal t
ime.
9. A
sk: W
ould
you
be
happ
y in
a c
lass
room
with
no
rule
s? W
hy?
Why
not
? H
ave
child
ren
list s
ome
of th
e pr
oble
ms
they
mig
htha
ve b
ecau
se o
f an
abs
ence
of
rule
s.
Hav
e ch
ildre
n ill
ustr
ate
a cl
assr
oom
rul
e th
ey a
re h
appy
abo
ut.
-38-
Obj
ectiv
e:
The
chi
ld c
an e
valu
ate
his
clas
sroo
m r
ules
by
deci
ding
whi
ch o
nes
are
need
ed, w
hich
one
s ne
edto
be
revi
sed,
and
whi
chne
w o
nes
need
to b
ead
ded.
Obj
ectiv
e:
The
chi
ld b
ecom
es a
war
eth
at s
ome
rule
s ar
e la
ws;
the
law
s he
lp to
pro
tect
peop
le.
Obj
ectiv
e:T
he c
hild
und
erst
ands
wha
t the
wor
d ro
lem
eans
.
10. E
valu
atin
g th
e C
lass
room
Rul
es
Hav
e th
e ch
ildre
n ev
alua
te th
eir
clas
sroo
m r
ules
.
Do
the
rule
s re
ally
hel
p to
mak
e th
eir
clas
sroo
m f
unct
ion
smoo
thly
?
Are
ther
e so
me
rule
s th
at n
eed
to b
e ch
ange
d? W
hich
one
?W
hy?
Are
ther
e ne
w r
ules
that
nee
d to
be
adde
d? W
hy?
11. H
ave
the
child
ren
wor
k in
gro
ups
of f
our.
Giv
e ea
ch g
roup
ala
rge
shee
t of
draw
ing
pape
r.In
stru
ct th
em to
dra
w a
s m
any
sign
s in
thei
r co
mm
unity
that
hel
p to
pro
tect
them
--tr
affi
c an
dot
hers
.H
ave
them
wor
k fo
r ab
out 1
5 m
inut
es. H
ave
a re
port
erfr
om e
ach
grou
p sh
are
the
grou
p's
pict
ure
and
expl
ain
the
exam
ples
.
Dis
cuss
ion
abou
t LA
WS
.W
hy d
o w
e ne
ed tr
affi
c la
ws?
Why
are
mos
t law
s m
ade?
Why
do
we
say
that
law
spr
otec
t us?
.N
ame
som
e la
ws
you
are
happ
y w
e ha
ve.
PEO
PLE
PE
RFO
RM
VA
RIO
US
RO
LE
S
12. C
once
pt-D
evel
opm
ent:
Rol
e
To
help
the
child
ren
unde
rsta
nd th
e co
ncep
t of
role
hav
e so
me
child
ren
part
icip
ate
in a
n in
form
al d
ram
atic
pla
y, e
. g.,
Gol
dilo
cks
and
the
Thr
ee B
ears
.
-39-
Obj
ectiv
e:
The
chi
ld b
ecom
es a
war
eth
at p
eopl
e ne
ed to
kno
ww
hat i
s ex
pect
ed o
f th
ero
le th
ey a
re p
layi
ng.
Obj
ectiv
e:
The
chi
ld b
ecom
es a
war
eth
at p
eopl
e ha
ve v
ario
usro
les
to p
erfo
rm in
thei
rda
ily li
ving
.
The
cas
t: G
oldi
lock
s, P
apa
Bea
r, M
ama
Bea
r, B
aby
Bea
r
Prep
arat
ion:
Bef
ore
thei
r dr
amat
izat
ion,
hav
e th
e ca
st d
iscu
ssth
e ro
les
they
will
be
perf
orm
ing.
Dur
ing
the
role
-pla
ying
, the
yar
e no
t to
thin
k of
them
selv
es a
s pu
pils
in th
e cl
assr
oom
.In
stea
d, th
e pe
rson
pla
ying
the
role
of
Papa
Bea
r is
to th
ink
ofhi
mse
lf a
s a
fath
er.
He
has
to k
now
wha
t is
expe
cted
of
him
as
a fa
ther
to a
ct o
ut h
is r
ole
effe
ctiv
ely.
In th
e sa
me
way
the
othe
rpe
rfor
mer
s ha
ve to
kno
w th
e ex
pect
atio
ns o
f th
e ro
le th
ey a
repo
rtra
ying
.
Aft
er th
is p
repa
ratio
n, h
ave
the
child
ren
act o
ut o
ne s
cene
.
Hav
e vo
lunt
eers
act
out
the
role
of
som
e of
the
follo
win
g: a
kin
g,a
traf
fic
polic
eman
, a tr
uck
driv
er, a
teac
her,
a s
uper
mar
ket
cler
k, a
com
edia
n, e
tc.
13. O
ne P
erso
n..
.M
any
Rol
es
Que
stio
n: D
o pe
ople
hav
e m
ore
than
one
rol
e to
per
form
in r
eal
life? .
Can
a T
V a
nnou
ncer
als
o be
a f
athe
r?H
ow w
ould
he
act i
n ea
ch r
ole?
.C
an a
foo
tbal
l pla
yer
also
be
a st
uden
t?
Hel
p th
e ch
ildre
n di
scov
er th
at m
ost p
eopl
e ha
ve s
ever
al r
oles
tope
rfor
mth
at it
dep
ends
on
whi
ch g
roup
they
are
with
at t
he ti
me
(fam
ily, s
choo
l, w
ork,
etc
.).
Obj
ectiv
e:
The
chi
ld c
an d
istin
-gu
ish
betw
een
a gr
oup
and
a "c
olle
ctio
n" o
fpe
ople
.
14. A
bout
Gro
ups
Hav
e ch
ildre
n lo
ok a
t pic
ture
s of
gro
ups
of p
eopl
e (p
eopl
e w
hoar
e to
geth
er b
ecau
se o
f so
me
com
mon
inte
rest
s an
d co
mm
ongo
als)
and
at "
colle
ctio
ns"
of p
eopl
e (p
eopl
e w
ho ju
st h
appe
n to
be s
tand
ing
toge
ther
but
not
inte
ract
ing
with
eac
h ot
her-
-at t
hebu
s st
op, w
alki
ng in
the
dow
ntow
n ar
ea, a
cro
wd
of p
eopl
eco
min
g ou
t of
the
stad
ium
.
Dis
cuss
ion
Que
stio
ns:
.W
hich
pic
ture
s sh
ow p
eopl
e do
ing
thin
gs to
geth
er o
rw
orki
ng to
geth
er?
Whi
ch p
ictu
res
show
peo
ple
who
are
toge
ther
but
who
do
not s
eem
to k
now
eac
h ot
her?
Wha
t doe
s th
is g
roup
of
peop
le s
eem
to b
e in
tere
sted
in?
Why
are
they
mee
ting
toge
ther
?
Exp
lain
that
ther
e ar
e la
bels
we
can
give
to th
ese
two
sets
of
pict
ures
: gro
ups
of p
eopl
e an
d co
llect
ions
of
peop
le.
Put t
hese
two
labe
ls o
n th
e bo
ard:
Gro
ups
and
Col
lect
ions
.H
ave
child
ren
give
exa
mpl
es f
or e
ach
cate
gory
.
Gro
ups
Col
lect
ions
1.C
ub S
cout
s1.
Peop
le a
t the
bus
sto
p2.
Bro
wni
es2.
Peop
le o
n th
e bu
s3.
Hul
a C
lass
3.Sh
oppe
rs a
t the
sto
re4.
Litt
le L
eagu
e4.
Obj
ectiv
e:
The
chi
ld c
an b
egin
tobe
aw
are
that
peo
ple
ever
ywhe
re h
ave
role
sto
per
form
. He
also
begi
ns to
be
awar
e th
atin
som
e cu
lture
s a
stro
ng d
istin
ctio
n is
mad
e be
twee
n a
girl
'sro
le a
nd a
boy
's r
ole.
Sele
ct a
pic
ture
to f
ocus
the
disc
ussi
on o
n.
Wha
t rol
e do
the
peop
le in
this
gro
up h
ave?
(Eac
h on
ese
ems
to b
e a
carp
ente
r)
Wha
t oth
er r
ole
mig
ht th
is p
artic
ular
car
pent
er h
ave?
(Fat
her,
sco
ut le
ader
, gol
f pl
ayer
)
Why
is th
is g
roup
toge
ther
?(b
uild
ing
a ho
me)
Show
a p
ictu
re o
f a
grou
p of
chi
ldre
n in
a c
lass
room
.
Wha
t rol
e ar
e th
e ch
ildre
n pe
rfor
min
g he
re?
Wha
t oth
er r
oles
mig
ht th
ey h
ave?
Do
they
act
the
sam
e w
ay w
hen
they
per
form
thei
r ro
les
as s
on, b
roth
er, n
ephe
w, g
rand
son,
fri
end?
15. H
ave
child
ren
pant
omim
e a
day
in th
e lif
t of
a se
cond
gra
der.
Hav
e th
ose
obse
rvin
g gu
ess
whe
ther
the
pant
omim
er is
por
tray
ing
the
role
of
a st
uden
t, a
son,
the
olde
r br
othe
r, a
fri
end,
etc
.
16. E
xpla
in th
at in
som
e cu
lture
s a
boy'
s ro
le is
ver
y di
ffer
ent f
rom
a gi
rl's
rol
e:
.T
he c
hore
s he
nee
ds to
do.
The
pri
vile
ge o
f ha
ving
an
educ
atio
n.T
he g
ames
he
play
s.T
he s
peci
al r
espo
nsib
ilitie
s he
has
.T
he th
ings
he
is n
ot a
llow
ed to
do.
-42-
Are
ther
e so
me
thin
gs in
our
cul
ture
that
are
mai
nly
for
boys
?M
ainl
y fo
r gi
rls?
Show
pic
ture
s of
peo
ple
in o
ther
cul
ture
s in
volv
ed in
spe
cial
role
s: f
arm
er, m
erch
ant,
potte
r, h
unte
r, te
ache
r, p
aren
ts,
relig
ious
lead
ers,
etc
.
Obj
ectiv
e:17
. Con
flic
t of
role
s si
tuat
ion
The
chi
ld b
egin
s to
be
awar
e th
at b
ecau
se a
pers
on h
as s
ever
al r
oles
to p
erfo
rm, s
omet
imes
they
con
flic
t with
eac
hot
her
and
the
pers
on h
asto
dec
ide
whi
ch r
ole
ism
ore
impo
rtan
t at t
hetim
e.
Use
the
follo
win
g si
tuat
ion
as a
sta
rtin
g of
f po
int f
or d
iscu
ssio
n.A
sk th
ese
ques
tions
:
Wha
t tw
o ro
les
does
Jan
e ha
ve in
this
situ
atio
n?W
hat i
s he
r pr
oble
m?
Wha
t are
the
diff
eren
t way
s th
is p
robl
em c
an b
ese
ttled
?W
hich
way
do
you
thin
k Ja
ne is
goi
ng to
dec
ide
to u
se?
Wha
t wou
ld y
ou d
o if
you
wer
e Ja
ne?
The
Situ
atio
n
Jane
is a
res
pons
ible
old
er s
iste
r to
Bet
ty a
nd a
goo
d fr
iend
of
Susi
e.Sh
e an
d Su
sie
had
mad
e pl
ans
to p
lay
at S
usie
's h
ome
righ
taf
ter
scho
ol.
Bet
ty k
now
s ho
w to
go
hom
e by
her
self
now
and
know
s ab
out J
ane'
s pl
ans.
How
ever
, Bet
ty is
not
fee
ling
wel
l in
the
afte
rnoo
n an
d ho
pes
that
Jan
e w
ould
go
hom
e w
ith h
er.
So s
hego
es to
Jan
e's
room
aft
er s
choo
l and
ask
s he
r to
wal
k ho
me
with
her
.
Res
pond
to th
e qu
estio
ns a
sked
ear
lier.
Eva
luat
ion
Exe
rcis
e:
Obj
ectiv
e:
The
chi
ld c
an a
pply
wha
the
has
lear
ned
abou
t how
peop
le b
ehav
e ap
pro-
pria
tely
with
the
help
of
know
ing
cust
oms,
rul
es,
and
wha
t is
expe
cted
of
cert
ain
role
s by
..
.
Hav
e ch
ildre
n sh
are
som
e of
thei
r ow
n ex
peri
ence
s in
whi
chth
ere
was
a c
onfl
ict o
f ro
les.
How
did
you
fee
l whe
n yo
u ha
d to
dec
ide
wha
t to
do?
Why
was
it s
o ha
rd to
mak
e yo
ur d
ecis
ion?
Wha
t was
you
r fi
nal d
ecis
ion?
Why
?
18. H
ave
child
ren
mak
e in
divi
dual
boo
klet
s or
mov
ie r
olls
(sh
oe-b
oxsi
ze)
show
ing
thei
r va
riou
s ro
les.
Hav
e th
em w
rite
sho
rt c
aptio
nsfo
r ea
ch s
cene
.
Exa
mpl
e:
I am
hel
pful
as
a da
ught
er.
I do
thes
e ch
ores
.I
am a
n ol
der
sist
er.
I ta
ke c
are
of m
y ba
by s
iste
r.I
am J
udy'
s fr
iend
.I
shar
e m
y to
ys w
ith h
er.
I am
a s
tude
nt.
I lik
e to
wri
te s
tori
es.
I am
a B
row
nie.
I lik
e to
go
on g
roup
trip
s.
19. W
orki
ng o
n a
grou
p pr
ojec
t
Ass
ign
child
ren
to d
o a
grou
p pr
ojec
t to
a.E
.ess
how
wel
l the
yca
n w
ork
toge
ther
, how
wel
l the
y ar
e ap
plyi
ng w
hat t
hey
lear
ned
in th
is u
nit.
Rev
iew
with
the
child
ren
the
vari
ous
way
s th
at h
elp
peop
le b
ehav
eap
prop
riat
ely
in g
roup
s:
.U
sing
pol
ite c
usto
ms
unde
rsto
od b
y al
l.
-44-
actu
ally
par
ticip
atin
g in
a gr
oup
proj
ect w
ith h
ispe
ers.
Eva
luat
ion
Exe
rcis
e:
.R
espo
ndin
g to
rul
es a
ccep
ted
by th
e cl
ass
and
grou
p..
Acc
epta
nce
of r
ole
in th
e gr
oup
(lea
der,
fol
low
er).
Hav
e a
grou
p de
cide
on
a pr
ojec
t: m
akin
g a
mur
al, a
mov
iero
ll, a
dra
mat
izat
ion,
a d
ispl
ay.
Mak
e ou
t a s
ched
ule
for
wor
king
on
thei
r pr
ojec
ts. T
he g
roup
sne
ed n
ot a
ll w
ork
on th
eir
proj
ects
at t
he s
ame
time.
The
teac
her
may
wan
t to
sche
dule
thei
r pr
ojec
t tim
e so
she
can
conf
er w
ith a
nd o
bser
ve th
e va
riou
s gr
oups
as
they
pla
n an
dca
rry
out t
heir
pro
ject
.
Eva
luat
ion:
Are
the
child
ren
wor
king
as
a gr
oup-
-with
a c
omm
on g
oal?
Is e
very
mem
ber
part
icip
atin
g in
som
e w
ay?
Hav
e th
e m
embe
rs a
ccep
ted
thei
r ro
le--
eith
er a
s le
ader
or s
uppo
rtiv
e fo
llow
ers?
Are
they
obs
ervi
ng c
usto
mar
y po
lite
way
s an
d ru
les
ofbe
havi
or w
ithou
t bei
ng r
emin
ded?
How
are
they
res
olvi
ng th
eir
diff
eren
ces?
How
do
they
fee
l abo
ut th
eir
grou
p ef
fort
?
UN
IT IV
: PE
OP
LE U
SE
TH
E E
AR
TH
'S R
ES
OU
RC
ES
UN
IT I
V: P
EO
PLE
USE
TH
E E
AR
TH
'S R
ESO
UR
CE
S
GE
NE
RA
LIZ
AT
ION
S:
.M
an's
life
is in
flue
nced
by
his
phys
ical
loca
tion
on th
e ea
rth
and
the
avai
labi
lity
of n
atur
al r
esou
rces
.
.M
an's
util
izat
ion
of n
atur
al r
esou
rces
is r
elat
ed to
his
des
ires
and
his
leve
l of
tech
nolo
gy.
SUG
GE
STE
D U
NIT
S:
.T
HE
EA
RT
H S
UPP
LIE
S U
S W
ITH
RE
SOU
RC
ES
.PL
AC
ES
DIF
FER
IN
TH
E R
ESO
UR
CE
S T
HE
Y H
AV
E
.M
AN
'S T
EC
HN
OL
OG
Y A
IDS
HIM
IN
USI
NG
HIS
RE
SOU
RC
ES
.PE
OPL
E A
RE
RE
SOU
RC
ES
INT
RO
DU
CT
ION
:
.T
HE
EA
RT
H S
UPP
LIE
S U
S W
ITH
RE
SOU
RC
ES
The
act
iviti
es in
this
uni
t are
pla
nned
to h
elp
the
child
ren
beco
me
awar
e of
the
eart
h's
plan
ts, a
nim
als,
land
, wat
er, a
nd p
eopl
e as
thei
r pr
imar
y re
sour
ces.
The
chi
ldre
n ar
e gi
ven
expe
rien
ces
in tr
acin
g a
part
icul
ar o
bjec
t bac
k to
its
basi
c so
urce
.
.PL
AC
ES
DIF
FER
IN
TH
E R
ESO
UR
CE
S T
HE
Y H
AV
E
The
pri
mar
y pu
rpos
e in
this
sho
rt u
nit i
s to
re-
emph
asiz
e a
conc
ept l
earn
edea
rlie
r: th
at lo
catio
n on
the
eart
h do
es m
ake
diff
eren
ce--
in th
is u
nit,
the
diff
eren
ce is
in th
e na
tura
l res
ourc
es th
at a
re to
be
foun
d in
a p
artic
ular
are
a.
MA
N'S
TE
CH
NO
LO
GY
AID
S H
IM I
N U
SIN
G H
IS R
ESO
UR
CE
S
It is
..ap
ed th
at th
e se
lect
ed a
ctiv
ities
will
hel
p to
mak
e th
e ch
ildre
n aw
are
that
man
's k
now
ledg
e ab
out t
hing
s an
d hi
s ap
plic
atio
n of
that
kno
wle
dge
have
help
ed h
im to
use
his
res
ourc
es.
.PE
OPL
E A
RE
RE
SOU
RC
ES
Inun
it th
e ne
ighb
orho
od s
uper
mar
ket i
s us
ed a
s a
mod
el f
or s
tudy
.T
hrou
gh th
e va
riou
s ac
tiviti
es it
is h
oped
that
the
child
ren
will
not
onl
ybe
aw
are
that
peo
ple,
incl
udin
g th
eir
pare
nts,
are
a r
esou
rce
but a
lso
beap
prec
iativ
e of
the
peop
le w
ho p
rovi
de th
em w
ith th
e go
ods
and
serv
ices
that
mak
e lif
e m
ore
conv
enie
nt a
nd p
leas
ant f
or th
em.
.V
OC
AB
UL
AR
Y
sour
ce, f
inal
pro
duct
hist
ogra
m, p
rodu
cer,
pro
duct
, sea
coas
tte
chno
logy
, cul
ture
d pe
arl
peri
shab
le (
spec
ializ
atio
n, in
terd
epen
denc
e)
LE
AR
NIN
G M
AT
ER
IAL
S FO
R T
EA
CH
ER
S A
ND
ST
UD
EN
TS:
Cur
ricu
lum
Gui
de:
Dur
kin,
Mar
y C
.T
he T
aba
Soci
al S
tudi
es C
urri
culu
m.
San
Fran
cisc
o St
ate
Col
lege
, 196
9,A
ddis
on-W
esle
y Pu
blis
hing
Com
pany
.(E
xcel
lent
bib
liogr
aphy
--es
peci
ally
its
com
plet
e lis
ting
of b
ooks
abo
ut c
omm
unity
wor
kers
.)
Boo
ks:
Ban
ks, M
arjo
rie.
How
We
Get
Our
Dai
ry F
oods
.W
estc
hest
er, I
llino
is: B
enef
ic P
ress
, 196
3.
Buc
kley
-Jon
es. O
ur G
row
ing
City
. New
Yor
k: H
olt,
Rin
ehar
t and
Win
ston
, 196
8.
Gre
ene,
Car
la.
I W
ant T
o B
e A
..
.C
hica
go: C
hild
ren'
s Pr
ess
Rad
laue
r, E
dwar
d an
d R
uth.
Who
se T
ools
Are
The
se?
Elk
Gro
ve P
ress
, 196
7.Sh
anno
n, T
erry
. Abo
ut R
eady
to-W
ear
Clo
thes
.C
hica
go: M
elm
ont,
1961
.
Film
s:
Egg
s to
Mar
ket
Shee
p an
d Sh
ephe
rds
Whe
re D
oes
Our
Mea
t Com
e Fr
omO
rang
e G
row
er, T
he (
2nd
Ed.
)L
et's
Vis
it a
Poul
try
Farm
Mac
hine
s T
hat H
elp
the
Farm
erM
akin
g W
ork
Eas
ier
New
Hou
se, T
he--
Whe
re I
t Cam
e Fr
omM
akin
g C
otto
n C
loth
ing
NO
TE
S
Obj
ectiv
e:
The
chi
ld is
abl
e to
trac
ea
give
n ob
ject
to it
sor
:gin
al s
ourc
e: la
nd,
wat
er, p
lant
s, a
nim
als.
LE
AR
NIN
G A
CT
IVIT
IES
TH
E E
AR
TH
SU
PPL
IES
US
WIT
H R
ESO
UR
CE
S
1. O
PEN
ER
: Wha
t is
the
orig
inal
sou
rce?
Prep
are
a ch
art s
imila
r to
the
follo
win
g:
Obj
ect
Whe
re T
hey
Com
e Fr
om
1.C
otto
n sh
irt
Cot
ton
plan
t2.
Woo
len
swea
ter
Shee
p3.
Bal
lR
ubbe
r pl
ant
4.Si
lk s
carf
Silk
wor
m
Hav
e th
e ch
ildre
n pi
ck a
n ob
ject
.A
sk th
em to
thin
k of
whe
re it
orig
inal
ly c
ame
from
--a
plan
t, an
ani
mal
, the
sea
, the
land
.
Som
e ch
ildre
n m
ay n
eed
help
in tr
acin
g th
e so
urce
of
an o
bjec
t.It
wou
ld h
elp
to h
ave
pict
ures
of
shee
p be
ing
shea
red,
cro
psbe
ing
harv
este
d, tr
ees
bein
g cu
t for
lum
ber,
etc
. to
help
the
child
ren
do th
is a
ctiv
ity.
If p
ictu
res
are
not r
eadi
ly a
vaila
ble,
use
a s
erie
s of
que
stio
nsto
hel
p ti-
-ter
n:
Whe
re d
id y
ou g
et y
our
shir
t (co
tton)
?
Whe
re d
id th
e st
ore
get y
our
shir
t?
Whe
re d
id th
e fa
ctor
y ge
t the
mat
eria
l?
Whe
re d
id th
e cl
oth
fact
ory
get t
he th
read
?
Wha
t is
the
sour
ce o
f yo
ur s
hirt
?
-49-
Eva
luat
ion
Exe
rcis
e:
Obj
ectiv
e:
The
chi
ld b
egin
s to
unde
rsta
nd th
at la
ndis
one
of
man
's m
ost
impo
rtan
t res
ourc
es.
Aft
er th
e ch
ildre
n ha
ve h
ad ti
me
disc
ussi
ng th
e so
urce
of
obje
cts
with
hel
p, h
ave
them
sug
gest
oth
ers
that
they
can
trac
e ba
ck in
depe
nden
tly.
Hav
e .:h
e ch
ildre
n st
udy
the
char
t.
.W
here
do
mos
t of
the
good
s lis
ted
on th
e ch
art c
ome
fr.)
m?
(Gen
eral
izin
g)
2. T
raci
ng a
pro
duct
bac
k to
its
orig
inal
sou
rce
Hav
e ch
ildre
n di
vide
a s
trip
of
pape
r in
to f
our
part
s.T
hen
have
them
illu
stra
te f
our
step
sfro
m f
inis
hed
prod
uct b
ack
to th
eor
igin
al s
ourc
e--o
f on
e of
the
follo
win
g:
Shir
tSt
ore
Fact
ory
Cot
ton
plan
tSh
oes
Stor
eFa
ctor
yC
ow (
leat
her)
Rai
sins
Stor
eFa
ctor
yG
rape
s
3. L
and
is D
ne
of m
an's
mos
t im
port
ant r
esou
rces
Prep
are
seve
ral p
ots:
(1)
one
with
sta
ndar
d so
il, (
2) o
ne w
ithro
cks,
and
(3)
one
with
san
d. H
ave
som
e se
eds
avai
labl
e.H
ave
child
ren
pred
ict w
hat w
ill h
appe
n to
the
seed
s pl
ante
d in
each
one
.
.W
hich
pot
has
the
best
env
iron
men
t for
the
seed
s? W
hy?
.W
hat m
ight
hap
pen
to th
e se
eds
in th
e ot
her
pots
? W
hy?
-50-
To
help
chi
ldre
n un
ders
tand
that
land
is im
port
ant t
o pl
ants
and
anim
als,
pos
e qu
estio
ns li
ke:
.C
an y
ou n
ame
som
e th
ings
that
gro
w w
ell i
n so
il?G
ive
som
e ex
ampl
es.
.C
an y
ou n
ame
som
e fo
ods
that
do
not g
row
in th
e so
il bu
tne
ed th
e so
il to
live
?G
ive
som
e ex
ampl
es. (
"Mea
t-gi
ving
"an
imal
s -
-tha
t dep
end
on p
lant
foo
d--t
hat d
epen
d on
the
soil:
cow
s, s
heep
.)
Cou
ld w
e ha
ve c
ows
that
pro
vide
us
with
milk
and
mea
tw
ithou
t lan
d? W
hy n
ot?
.W
hat d
oes
this
tell
us a
bout
land
?(G
ener
aliz
ing)
Obj
ectiv
e:4.
Ask
the
child
ren
how
man
y th
ings
they
wou
ld n
ot h
ave:
The
chi
ld b
egin
s to
be
awar
e th
at p
lant
s an
dan
imal
s pr
ovid
e us
with
man
y go
ods.
.If
ther
e w
ere
no c
ows
beef
, milk
, lea
ther
goo
ds--
purs
es, s
hoes
, bel
tsha
mbu
rger
, bee
f te
riya
ki.
If th
ere
wer
e no
pig
s
pork
, bac
on, h
am, k
alua
pig
, pig
skin
leat
her
good
s
.If
ther
e w
ere
no w
heat
flou
r, b
read
, bak
ed g
oods
Hav
e th
e ch
ildre
n se
lect
one
of
the
abov
e an
d ill
ustr
ate
all t
heth
ings
they
wou
ld m
iss
if th
at o
ne it
em w
ere
not i
n ex
iste
nce.
Obj
ectiv
e:
The
chi
ld b
egin
s to
unde
rsta
nd th
at d
iffe
r-en
t kin
ds o
f la
ndpr
ovid
e di
ffer
ent
re s
ourc
e s.
Obj
ectiv
e:
The
chi
ld c
an r
ead
a hi
sto-
gram
and
can
mak
e in
fere
nces
by s
tudy
ing
the
data
on
it.
PLA
CE
S D
IFFE
R I
N T
HE
KIN
DS
OF
RE
SOU
RC
ES
TH
EY
HA
VE
5. T
wo
fact
ors:
clim
ate
and
soil
Hel
p th
e ch
ildre
n di
scov
er th
at th
e cl
imat
e of
a r
egio
n an
d th
eki
nd o
f so
il th
e re
gion
has
are
two
fact
ors
that
infl
uenc
e th
eki
nds
of c
rops
and
ani
mal
s a
part
icul
ar a
rea
may
rai
se.
.D
o pi
neap
ples
gro
w a
nyw
here
?W
here
do
they
gro
w b
est?
Why
?.
.C
an a
pple
s gr
ow w
ell h
ere?
Whe
re d
o th
ey g
row
wel
l? W
hy?
.C
an o
rang
es g
row
wel
l her
e?W
here
do
they
gro
w w
ell?
Why
?
.C
an c
ows
be r
aise
d ea
sily
in A
lask
a?W
hy?
Why
not
?
.W
hat d
oes
this
tell
us a
bout
whe
re c
erta
in c
rops
and
anim
als
may
be
rais
ed?
(Gen
eral
izin
g)
6. I
nter
pret
ing
hist
ogra
ms
for
info
rmat
ion
Loo
k up
info
rmat
ion
on a
pple
s, o
rang
es, w
heat
, ric
e, e
tc. i
n a
rece
nt e
ditio
n of
enc
yclo
pedi
a. C
heck
to s
ee if
ther
e is
a h
isto
-gr
am s
how
ing
the
lead
ing
prod
ucer
s of
that
par
ticul
ar it
em.
Sele
ct o
ne to
use
with
the
clas
s. M
ake
an o
verh
ead
tran
spar
ency
of it
.U
se th
is f
irst
one
mai
nly
to h
elp
them
kno
w w
hat a
his
togr
amis
and
how
to in
terp
ret t
he s
ymbo
ls.
-52-
Obj
ectiv
e:
The
chi
ld b
ecom
es a
war
eth
at th
e se
a is
a n
atur
alre
sour
ce.
Obj
ectiv
e:
The
chi
ld b
egin
s to
see
how
man
use
s hi
s en
viro
n-m
ent t
o th
e fu
llest
to m
eet
his
need
s.
Sele
ct a
noth
er o
ne.
Dup
licat
e co
pies
of
it fo
r th
e ch
ildre
nto
stu
dy.
.H
ave
them
exp
lain
wha
t the
his
togr
am's
dat
a is
.
.H
ave
the
child
ren
loca
te th
e pl
aces
men
tione
d on
the
glob
e.(I
f po
ssib
le, e
ach
grou
p of
two
child
ren
shou
ldha
ve a
stu
dent
glo
be to
wor
k w
ith.)
.H
ave
the
child
ren
infe
r w
hy th
ese
part
icul
ar p
lace
s ar
eth
e le
adin
g pr
oduc
ers.
7. T
he s
ea is
a r
esou
rce
Bri
ng s
ome
nori
(Ja
pane
se d
ried
sea
wee
d) to
cla
ss.
.D
o yo
u kn
ow th
e or
igin
al s
ourc
e of
this
foo
d ite
m?
.W
hat c
ount
ry is
this
fro
m?
Exp
lain
to th
e ch
ildre
n th
at n
ori i
s ha
rves
ted
from
the
sea
inse
a vi
llage
s in
Jap
an.
Show
a m
ap o
f Ja
pan.
Poin
t out
how
mou
ntai
nous
mos
t of
Japa
n is
.
If a
cou
ntry
is m
ount
aino
us, w
hat k
ind
of p
robl
em(s
)m
ight
it h
ave?
(Inf
eren
ce: n
ot e
noug
h le
vel l
and
for
farm
ing,
har
d to
get
fro
m o
ne p
lace
to a
noth
er b
y la
nd.)
Hav
e th
e ch
ildre
n st
udy
the
map
of
Japa
n an
d di
scov
er th
e lo
ngse
acoa
st J
apan
has
. Wha
t doe
s ha
ving
a lo
ng s
eaco
ast m
ean
to
-53-
Obj
ectiv
e:
The
chi
ld b
egin
s to
be
awar
e th
at m
an u
ses
mac
hine
s w
hich
he
inve
nts
to m
ake
use
ofhi
s re
sour
ces.
(tec
hnol
ogic
al s
kills
)
the
peop
le o
f Ja
pan?
(Inf
eren
ce: t
hey
can
mak
e us
e of
it b
yge
tting
sea
food
.)
.W
hat k
inds
of
reso
urce
s co
me
from
the
sea
A, c
lam
s,oy
ster
s, lo
bste
rs, c
rabs
, eel
s, s
eaw
eed,
octo
pus.
..)
8. H
ave
child
ren
visi
t the
nei
ghbo
rhoo
d su
per
mar
ket o
r an
yJa
pane
se f
ood
depa
rtm
ent w
ith th
eir
pare
nts
whe
n th
ey d
o th
eir
regu
lar
mar
ketin
g. H
ave
them
obs
erve
the
vari
ety
of s
eafo
odite
ms
ther
e ar
e.
9. H
ave
child
ren
brin
g la
bels
of
seaf
ood
item
s to
sch
ool.
Tra
ceth
e co
untr
y th
e fo
od it
em is
fro
m. U
se th
e gl
obe
to s
ee if
the
plac
e th
e pr
oduc
t is
prod
uced
is n
ear
a bo
dy o
f w
ater
.
10. H
ave
a co
mm
ittee
wor
k on
a m
ural
dep
ictin
g th
e se
a as
a s
ourc
eof
goo
ds.
The
com
mitt
ee c
an m
ake
the
back
grou
nd a
nd a
sk th
ecl
ass
mem
bers
to m
ake
cut-
outs
to b
e pa
sted
or
stap
led
on.
MA
N'S
TE
CH
NO
LO
GY
AID
S H
IM I
N U
SIN
G H
IS R
ESO
UR
CE
S
11. M
akin
g co
mpa
riso
ns: t
he o
ld w
ay v
ersu
s th
e m
oder
n w
ay
Show
con
tras
ting
pict
ures
of
old
time
farm
ing
and
mod
ern
farm
ing. W
hat w
ould
you
say
is th
e m
ain
diff
eren
ce in
far
min
g lo
ngag
o an
d to
day?
(Com
pari
ng: b
ette
r m
achi
nes.
The
y he
lpth
e fa
rmer
to d
o hi
s w
ork
fast
er a
nd b
ette
r.)
Obj
ectiv
e:
The
chi
ld b
egin
s to
be
awar
e th
at m
an, w
ith h
iste
chno
logi
cal s
kill,
can
use
natu
ral t
hing
s to
bene
fit h
im.
Mor
e co
mpa
riso
ns:
Hav
e th
e ch
ildre
n co
mpa
re "
Lon
g A
go's
" w
ay o
f do
ing
thin
gsw
ith th
e "M
oder
n" w
ay o
f do
ing
thin
gs.
Prep
are
a ch
art l
ike
the
follo
win
g:
Lon
g A
goT
oday
.H
and
tool
s.
Big
mac
hine
s
The
Dif
fere
nce
.Fa
rmer
can
wor
k fa
ster
Wha
t doe
s th
e in
form
atio
n on
the
char
t tel
l us?
Exp
la. n
that
peo
ple
use
the
labe
l tec
hnol
ogy
whe
n th
ey ta
lk a
bout
how
man
use
s sp
ecia
l mac
hine
s an
d ot
her
inve
ntio
ns to
hel
p hi
mdo
his
wor
k ef
fici
ently
.
12. I
s th
is p
earl
a n
atur
al o
r m
an-m
ade
feat
ure.
.. o
r bo
th?
Hol
d a
cultu
red
pear
l rin
g be
fore
the
grou
p.
Whe
re d
id th
is p
earl
com
e fr
om--
wha
t is
its o
rigi
nal s
ourc
e?W
here
do
mos
t of
our
cultu
red
pear
ls c
ome
from
?
.D
o al
l oys
ters
for
m p
earl
s w
ithou
t any
hel
p fr
om m
an?
Wha
t is
the
diff
eren
ce b
etw
een
a na
tura
l pea
rl a
nd a
cultu
red
pear
l?
Exp
lain
the
proc
ess
of c
ultu
red
pear
ls.
Why
wou
ld m
an w
ant t
o us
e th
is p
roce
ss?
Wha
t thi
ngs
wou
ld b
e di
ffer
ent i
n th
e w
orld
if n
o on
e kn
ewho
w to
mak
e cu
lture
d pe
arls
?-5
5-
Hav
e ch
ildre
n ill
ustr
ate
(1)
the
enjo
ymen
t som
e pe
ople
hav
eof
wea
ring
pea
rl je
wel
ry o
r (2
) th
e pe
ople
who
hav
e jo
bs b
ecau
seth
ere
are
pear
ls.
PEO
PLE
AR
E R
ESO
UR
CE
S
Obj
ectiv
e:13
. Mod
el: T
he S
uper
Mar
ket
The
chi
ld b
egin
s to
be
awar
e th
at p
eopl
e ar
ea
natu
ral r
esou
rce:
as
prod
ucer
s of
goo
ds a
ndse
rvic
es.
Tak
e a
wal
king
trip
to th
e ne
ighb
orho
od s
uper
mar
ket.
Hav
e th
ech
ildre
n ob
serv
e go
ods
and
serv
ices
pro
vide
d by
the
mar
ket.
Obs
erve
who
the
wor
kers
are
and
wha
t spe
cial
job
each
has
.
Follo
w-u
p:
Hav
e th
e ch
ildre
n lis
t all
the
good
s th
ey c
an th
ink
of th
atth
eir
fam
ily n
eeds
for
com
fort
and
con
veni
ence
(th
at a
reav
aila
ble
at th
e su
per
mar
ket)
.H
ave
them
gro
up th
e go
ods
and
give
labe
ls f
or th
e gr
oups
.
To
help
chi
ldre
n un
ders
tand
the
impo
rtan
ce o
f pe
ople
as
a re
sour
ceju
st in
one
bus
ines
s, u
se a
cha
rt s
imila
r to
the
sam
ple
for
data
gath
erin
g. Wor
ker
Serv
ices
Pro
vide
dG
oods
Mad
e
.St
ock
room
.B
ring
s go
ods
from
the
cler
kst
orer
oom
.C
heck
-out
Add
s up
the
cust
omer
&cl
erk
purc
hase
sT
he th
ird
colu
mn,
Goo
ds M
ade,
is p
lace
d in
the
char
t so
the
child
can
infe
r th
at th
e w
orke
rs a
t the
mar
ket a
re m
ainl
y pr
oduc
ers
ofse
rvic
es--
the
thir
d co
lum
n w
ill b
e em
pty
for
the
mos
t par
t.
-56-
Obj
ectiv
e:
The
chi
ld b
egin
s to
be
awar
e th
at s
peci
aliz
a-tio
n an
d in
terd
epen
denc
ear
e im
port
ant i
n ou
rm
oder
n liv
ing.
(The
wor
ds s
peci
aliz
a-tio
n an
d in
terd
epen
denc
ear
e 1-
ighl
y ab
stra
ct.
14. W
here
did
the
good
s at
the
mar
ket c
ome
from
?
Use
the
list o
f go
ods
from
Act
ivity
13
for
the
follo
win
g ac
tivity
.
.If
the
mar
ket w
orke
rs a
re n
ot p
rodu
cers
of
good
s--
who
prod
uced
the
good
s th
at th
e m
arke
t is
so f
ull o
f?
.H
ave
the
child
ren
chec
k th
e lis
t and
trac
e w
here
som
ecf
the
good
s ca
me
from
.St
art w
ith th
e ite
ms
they
thin
kco
me
from
Hon
olul
u. B
ranc
h ou
t to
thos
e ite
ms
that
they
thin
k co
me
from
the
neig
hbor
isla
nds.
.H
ave
child
ren
infe
r w
here
the
othe
r go
ods
com
e fr
om?
How
do
good
s fr
om th
e ne
ighb
or is
land
s, f
rom
the
mai
nlan
d an
d ot
her
coun
trie
s co
me
here
?H
ow a
re p
eris
habl
es ta
ken
care
of?
Why
do
fres
h fo
od it
ems
from
oth
er p
lace
s co
st s
o m
uch?
Hav
e th
e ch
ildre
n lo
cate
the
plac
es w
here
som
e of
thes
e go
ods
com
e fr
om.
15. S
peci
aliz
atio
n an
d In
terd
epen
denc
e at
the
suer
mar
ket
To
help
chi
ldre
n un
ders
tand
the
impo
rtan
ce o
f sp
ecia
lizat
ion
and
inte
rdep
ende
nce
in a
mod
ern
com
mun
ity, h
ave
them
infe
r w
hat
mig
ht h
appe
n IF
:
A m
arke
t cas
hier
leav
es h
er p
ost t
o ge
t an
item
fro
m th
est
orer
oom
for
one
cus
tom
er.
..
How
wou
ld th
e ot
her
peop
le in
the
line
feel
?
Wha
t wou
ld b
e a
bette
r w
ay to
hel
p th
e cu
stom
er?
-57-
The
y ne
ed n
ot b
e us
edw
ith th
e ch
ildre
n- -
but t
heco
ncep
ts m
ay b
e br
ough
tou
t und
er s
impl
er la
bels
.)
Obj
ectiv
e:
The
chi
ld c
an b
egin
tobe
aw
are
that
his
ow
npa
rent
s ar
e a
natu
ral
reso
urce
: the
y ar
epr
oduc
ers
of g
oods
and/
or s
ervi
ces.
.A
sto
ckro
om c
lerk
leav
es h
is p
ost t
o be
a c
ashi
er
Wha
t hap
pens
to c
erta
in s
helv
es th
at a
re n
otre
stoc
ked?
.W
hat k
inds
of
prob
lem
s m
ight
he
have
if h
e ha
d no
tbe
en tr
aine
d to
be
a ca
shie
r?
Hal
f of
the
wor
kers
wer
e do
wn
with
the
flu
and
coul
d no
tco
me
to w
ork?
Wha
t kin
ds o
f pr
oble
ms
wou
ld th
ey h
ave?
How
wou
ld th
e cu
stom
ers
feel
?
The
re w
ere
a sh
ippi
ng s
trik
e
Why
wou
ld th
e m
anag
er b
e co
ncer
ned?
Why
wou
ld th
e cu
stom
ers
be c
once
rned
?(R
efer
toth
e lo
cal n
ewsp
aper
s fo
r ne
ws
abou
t the
Sum
mer
,19
71 s
trik
e. )
16. O
ur P
aren
ts a
re R
esou
rces
Hav
e ch
ildre
n m
ake
a cu
t-ou
t of
thei
r pa
rent
s. H
ave
them
giv
eso
me
clue
as
to w
hat k
ind
of w
orke
r th
ey a
re--
clot
hes,
spe
cial
tool
, spe
cial
hea
d ge
ar, e
tc.
Hel
p th
em la
bel t
heir
pic
ture
s:nu
rse,
car
pent
er, m
echa
nic,
plu
mbe
r, s
tore
cle
rk, s
ecre
tary
,et
c.D
ispl
ay th
ese
cut-
outs
on
the
bulle
tin b
oard
. Hav
e th
ech
ildre
n th
ink
of a
cap
tion
or ti
tle to
acc
ompa
ny th
e di
spla
y.H
ave
som
e ch
ildre
n vo
lunt
eer
to te
ll so
met
hing
abo
ut th
eir
pare
nts'
job.
Obj
ectiv
e :
The
chi
ld c
an g
ive
ash
ort,
sim
ple
repo
rtab
out a
wor
ker
of h
isch
oice
.H
is r
epor
tw
ould
incl
ude
info
rm
a-tio
n ab
out w
hat h
isw
orke
r sp
ecif
ical
lydo
es, w
here
he
does
his
wor
k, a
nd w
hat
good
s or
ser
vice
s he
prov
ides
.
17. R
epor
ts A
bout
Wor
kers
Dis
play
the
I W
ant t
o B
e..
. boo
ks f
or th
e ch
ildre
n to
exa
min
e.H
ave
othe
r bo
oks
abou
t wor
kers
on
disp
lay
also
.
Hav
e th
e ch
ildre
n se
lect
a w
orke
r of
thei
r ch
oice
.H
ave
them
then
sel
ect t
he b
ooks
they
nee
d to
get
som
e in
form
atio
n ab
out
thei
r pa
rtic
ular
wor
ker.
(Som
etim
es th
ey w
ill u
se a
boo
k ju
stfo
r an
illu
stra
tion
or tw
o.)
Som
e gu
ide
ques
tions
:
Wha
t doe
s th
e w
orke
r do
?
Is h
e a
prod
ucer
of
good
s or
ser
vice
s?W
here
doe
s he
wor
k?
Wha
t doe
s he
nee
d to
kno
w?
Wha
t is
his
trai
ning
like
?
Who
use
s hi
s go
ods
or s
ervi
ces?
Enc
oura
ge th
e ch
ildre
n to
bri
ng it
ems-
-too
ls, u
nifo
rms,
or
any
othe
r ap
prop
riat
e an
d in
tere
stin
g th
ing-
-to
show
as
they
giv
eth
eir
shor
t rep
ort o
f th
eir
wor
ker.
-59-
UN
IT V
: PE
OP
LE A
DA
PT
TO
CH
AN
GE
UN
IT V
:PE
OPL
E A
DA
PT T
O C
HA
NG
E
GE
NE
RA
LIZ
AT
ION
S:
.C
hang
e ha
s be
en a
uni
vers
al c
ondi
tion
of h
uman
soc
iety
.
.M
an c
hang
es h
is c
ultu
re to
cop
e w
ith n
ew p
robl
ems.
He
has
surv
ived
in h
ostil
een
viro
nmen
ts w
here
less
-ada
ptab
le c
reat
ures
hav
e be
en f
orce
d in
to e
xtin
ctio
n.
.C
hang
es w
ithin
a c
ultu
re m
ay b
e br
ough
t abo
ut th
roug
h co
ntac
t with
oth
er c
ultu
res
and
soci
etie
s.
.T
he p
hysi
cal a
nd s
ocia
l env
iron
men
t inf
luen
ces
man
's w
ay o
f liv
ing;
man
, in
turn
,in
flue
nces
the
envi
ronm
ent.
SUG
GE
STE
D U
NIT
S:
.W
HA
T I
S C
HA
NG
E?
.PE
OPL
E A
RE
RE
SOU
RC
EFU
L
.M
AN
IN
FLU
EN
CE
S H
IS E
NV
IRO
NM
EN
T
.C
ON
TA
CT
WIT
H O
TH
ER
CU
LT
UR
ES
INT
RO
DU
CT
ION
:
.W
HA
T I
S C
HA
NG
E?
The
bas
ic p
urpo
se o
f th
is u
nit i
s to
hel
p th
e ch
ildre
n re
aliz
e th
at c
hang
e is
a r
eal
part
of
thei
r liv
es--
they
cha
nge
by g
row
ing
and
deve
lopi
ng; t
heir
env
iron
men
t cha
nges
;
-60-
thei
r cu
stom
s ch
ange
. The
tim
e lin
e is
intr
oduc
ed a
s a
help
ful t
ool i
n se
eing
chan
ge o
ver
a pe
riod
of
time.
.PE
OPL
E A
RE
RE
SOU
RC
EFU
L
To
help
chi
ldre
n un
ders
tand
and
app
reci
ate
man
's r
esou
rcef
ulne
ss in
ada
ptin
gto
his
env
iron
men
t, th
e de
sert
nom
ad w
ho li
ves
in a
par
ticul
arly
har
sh e
nvir
on-
men
t is
used
as
a m
odel
to s
tudy
.In
fere
nce-
type
que
stio
ns a
re p
osed
. The
child
ren
are
give
n a
chan
ce to
app
ly s
ome
of th
e co
ncep
ts le
arne
d ea
rlie
r in
resp
ondi
ng to
the
ques
tions
ask
ed in
this
uni
t.T
he te
ache
r ca
n us
e th
eir
resp
onse
sto
eva
luat
e so
me
of th
e ea
rlie
r ac
tiviti
es.
.M
AN
IN
FLU
EN
CE
S H
IS E
NV
IRO
NM
EN
T
To
deve
lop
the
conc
ept t
hat m
an d
oes
infl
uenc
e hi
s en
viro
nmen
t, se
lect
ed e
xam
ples
are
used
as
a fo
cal p
oint
for
dis
cuss
ion:
the
hote
ls in
Wai
kiki
, the
bui
ldin
g of
new
shop
ping
are
as, t
he d
evel
opm
ent o
f ne
w r
esid
entia
l are
as.
.C
ON
TA
CT
WIT
H O
TH
ER
CU
LT
UR
ES
The
con
cept
of
cultu
ral c
onta
ct h
as a
lrea
dy b
een
intr
oduc
ed in
ear
lier
activ
ities
.T
he e
mph
asis
of
this
uni
t is
to h
elp
the
child
ren
see
that
peo
ple
do c
hang
e so
me
of th
eir
way
s w
hen
they
mee
t oth
er c
ultu
res.
Ver
y of
ten,
aft
er a
per
iod
of ti
me,
thes
e ch
ange
s be
com
e a
part
of
thei
r cu
ltura
l env
iron
men
t.
VO
CA
BU
LA
RY
:
.A
dult,
pre
sent
(to
day)
, pas
t (ye
ster
day)
, tim
e lin
e
.W
eath
er, c
limat
e, s
easo
ns: s
umm
er, a
utum
n (f
all)
, win
ter
.A
dapt
atio
n, n
omad
, des
ert,
reso
urce
ful
-61-
LE
AR
NIN
G M
AT
ER
IAL
S FO
R T
EA
CH
ER
S A
ND
ST
UD
EN
TS:
Boo
ks:
Cur
ren,
Pol
ly.
Thi
s is
a T
own.
Chi
cago
: Fol
lett
Publ
ishi
ng C
o., 1
957.
A s
tory
to s
tart
chi
ldre
n w
onde
ring
abo
ut th
eir
tow
n an
d w
hat i
t was
like
bef
ore
anyo
ne li
ved
ther
e, h
ow it
sta
rted
, wha
t it w
as li
ke in
thei
r gr
andp
aren
t's ti
me,
and
how
it h
as c
hang
ed w
ith th
e pa
ssag
e of
tim
e.
Folle
tt, D
wig
ht.
Litt
le C
reek
, Big
Riv
er.
Chi
cago
: Fol
lett
Publ
ishi
ng C
o., 1
961.
A b
ook
to h
elp
youn
g ch
ildre
n un
ders
tand
how
str
eam
is f
orm
ed a
nd g
row
s in
to a
cre
ekan
d th
en a
riv
er; h
ow a
nim
als
use
it; h
ow m
an u
ses
it an
d co
ntro
ls it
; and
how
the
rive
rch
ange
s th
e la
nd a
s it
mak
es it
s w
ay to
the
sea.
Gid
al, S
onia
.So
ns o
f th
e D
eser
t. N
ew Y
ork:
Pan
theo
n B
ooks
, 196
0.
Goe
tz, D
elia
.D
eser
ts. N
ew Y
ork:
Will
iam
Mor
row
, 196
8.
Film
s:
Ara
bian
Chi
ldre
n
Oas
is
Oas
is o
f th
e Sa
hara
NO
TE
S
Obj
ectiv
e:
The
chi
ld c
an o
bser
vech
ange
in h
is o
wn
life:
his
own
grow
th a
ndde
velo
pmen
t, hi
s ho
me
and
fam
ily, h
is s
choo
l,hi
s ne
ighb
orho
od, h
isco
mm
unity
.
LE
AR
NIN
G A
CT
IVIT
IES
WH
AT
IS
CH
AN
GE
?
1. O
PEN
ER
:
To
help
chi
ldre
n be
com
e aw
are
that
phy
sica
l gro
wth
is o
ne k
ind
of c
hang
e, h
ave
a se
t of
pict
ures
of
wel
l-kn
own
peop
le a
s ad
ults
and
anot
her
set o
f th
ese
sam
e ad
ults
as
child
ren.
(e.g
.,Pr
esid
ent N
ixon
, Que
en E
lizab
eth,
the
astr
onau
ts, e
tc.)
Hav
e a
shor
t dis
cuss
ion
abou
t the
peo
ple
as a
dults
.T
hen
ask:
Do
you
supp
ose
they
wer
e on
ce s
even
-yea
r ol
ds, t
oo?
Wha
t kin
dof
pro
of c
ould
ther
e be
to s
how
that
they
rea
lly w
ere
seve
n-ye
arol
ds?
(pic
ture
s)
Show
the
set o
f ba
by p
ictu
res.
Hav
e th
em m
atch
the
pict
ures
with
the
corr
ect a
dult
pict
ure.
Why
do
you
thin
k th
is p
ictu
re g
oes
with
this
per
son?
In w
hat w
ays
have
the
adul
ts c
hang
ed?
Nam
e so
me
of th
e th
ings
they
can
do
as a
dults
that
they
wer
e no
t abl
e to
do
as c
hild
ren?
Hav
e th
e ch
ildre
n lis
t thi
ngs
that
they
can
do
NO
W th
at th
eyco
uld
not d
o be
fore
com
ing
to s
choo
l.E
xplo
re th
e re
ason
s "w
hy. "
.D
o yo
u th
ink
you
have
cha
nged
sin
ce y
ou w
ere
in k
inde
r-ga
rten
?Si
nce
firs
t gra
de?
Sinc
e la
st m
onth
?
-63-
Obj
ectiv
e:
The
chi
ld c
an a
rran
gehi
s sc
hool
exp
erie
nces
in p
rope
r se
quen
ce.
Inte
rpre
ting
a tim
e lin
e:
Hav
e th
e ch
ildre
n br
ing
thei
r ba
by p
ictu
res
to c
lass
. A v
arie
tyof
thin
gs m
ay b
e do
ne: m
atch
ing,
dis
play
on
the
bulle
tin b
oard
,ar
rang
emen
t by
birt
hday
s.
Hav
e th
e ch
ildre
n br
ing
clot
hing
item
s th
at th
ey h
ave
outg
row
n.
2. M
akin
g a
sim
ple
time
line
To
help
the
child
ren
unde
rsta
nd th
e se
quen
ce o
f ev
ents
, rev
iew
the
conc
epts
of
toda
y, y
este
rday
, tom
orro
w. H
ave
the
child
ren
list a
ctiv
ities
that
they
did
as
a cl
ass
in r
elat
ion
to th
ose
thre
eda
ys.
Hav
e th
e ch
ildre
n re
call
wha
t sig
nifi
cant
thin
gs h
appe
ned
duri
ngth
eir
scho
ol y
ears
. Hel
p th
em to
plo
t out
thos
e ex
peri
ence
s on
a ve
ry s
impl
e tim
e lin
e.
Exa
mpl
e:
1969
1970
1971
K1s
t2n
d.
..
.V
isite
d th
e fi
re.
Won
the
PTA
.V
isite
d th
est
atio
nba
nner
supe
r m
arke
t
Aft
er th
e ch
ildre
n ha
ve g
iven
abo
ut tw
o or
thre
e ex
peri
ence
s fo
rea
ch y
ear
of th
eir
scho
ol li
fe, a
sk th
em s
ome
ques
tions
like
the
follo
win
g:
Wha
t yea
r di
d yo
u w
in th
e PT
A b
anne
r? W
hat g
rade
wer
eyo
u in
?.
Wha
t yea
r di
d yo
u vi
sit t
he f
ire
stat
ion?
Wha
t gra
de w
ere
you
in?
Sam
ple
lette
r to
par
ents
:as
king
for
coo
pera
tion
inda
ta c
olle
ctin
g
Dat
a ga
ther
ing
Hav
e th
e ch
ildre
n w
ork
on a
tim
e lin
e.W
ith th
eir
pare
nts'
help
, hav
e th
em r
ecal
l at l
east
one
sig
nifi
cant
eve
nt f
or e
ach
year
of
thei
r lif
e.T
hey
coul
d ei
ther
illu
stra
te th
e ev
ents
or
wri
te a
sho
rt c
aptio
n.
A s
ugge
sted
lette
r to
the
pare
nts
Dea
r Pa
rent
s:
The
cla
ss is
lear
ning
how
to u
se th
e tim
e lin
e in
talk
ing
abou
t wha
t is
happ
enin
g no
w a
nd w
hat h
as h
appe
ned
in th
e pa
st. W
e w
ould
app
reci
ate
havi
ng y
ou h
elp
reca
ll so
me
sign
ific
ant e
vent
s in
his
life
.H
e w
ill a
lso
need
your
hel
p in
kno
win
g w
hen
thes
e ev
ents
occ
urre
d.
Plea
se h
elp
him
fill
in th
e fo
llow
ing
char
t. W
e w
illhe
lp h
im p
lot t
he in
form
atio
n on
a. t
ime
line
in s
choo
l.
Yea
r19
6519
6619
6719
6819
6919
7019
71
Eve
ntI
was
bor
n th
is y
ear
!M
y G
rand
mot
her
cam
e to
see
me!
Tha
nk y
ou,
Hav
e tim
e lin
e st
rips
rea
dy f
or e
ach
child
.H
elp
them
use
thei
r da
ta in
rec
ordi
ng th
e in
form
atio
n on
thei
r tim
e lin
eye
ar b
y ye
ar.
Hav
e ch
ildre
n sh
are
thei
r co
mpl
eted
tim
e lin
es.
-65-
Obj
ectiv
e :
The
chi
ld c
an id
entif
y at
leas
t one
cha
nge
in h
issc
hool
, nei
ghbo
rhoo
d,an
d co
mm
unity
env
iron
-m
ent.
Obj
ectiv
e :
The
chi
ld c
an u
nder
stan
dw
hat.
is m
eant
by
the
wor
dpa
st a
nd h
isto
ry b
y be
ing
able
to s
tate
som
ethi
ngth
at d
id h
appe
n at
leas
tte
n ye
ars
ago.
3. O
bser
ving
Cha
nges
in th
e E
nvir
onm
ent
Hav
e ch
ildre
n lis
t the
cha
nges
they
hav
e no
ticed
on
the
scho
olgr
ound
s si
nce
kind
erga
rten
tim
e:
.3
-on
-2 c
hang
es: m
ore
child
ren
in a
cla
ss, n
o w
alls
.
Old
bui
ldin
g de
mol
ishe
d; r
epla
ced
by a
two-
stor
y bu
ildin
g.
Hav
e ch
ildre
n lis
t the
cha
nges
in th
eir
neig
hbor
hood
:
.N
ew a
part
men
ts b
eing
bui
lt.
.T
heir
ntr
eet i
s be
ing
resu
rfac
ed.
Hav
e ch
ildre
n lis
t cha
nges
in H
onol
ulu:
.D
iffe
rent
traf
fic
patte
rns
duri
ng r
ush
hour
.
.B
ig o
ffic
e bu
ildin
gs ta
ke a
long
tim
e to
be
com
plet
ed.
Enc
oura
ge th
e ch
ildre
n to
look
for
pic
ture
s in
the
new
spap
er th
atsh
ow c
hang
e in
pro
gres
s.
4. T
he P
ast.
..
His
tory
..
. Lon
g A
go
Hav
e ch
ildre
n lo
ok a
t pic
ture
s an
d m
odel
s of
car
s to
not
ice
the
chan
ges
thro
ugh
the
year
s.
Var
iatio
n: a
irpl
anes
, fas
hion
s, s
tyle
of
hom
es
Hav
e ch
ildre
n in
terv
iew
par
ents
, fri
ends
, rel
ativ
es to
fin
d ou
tab
out t
ile c
hang
es th
at h
ave
com
e ab
out i
n H
onol
ulu
the
past
20-2
5 ye
ars.
-66-
The
chi
ldre
n co
uld
Wha
t was
the
loca
tion
of H
IC b
efor
e..
. ?hy
poth
esiz
e an
d gi
ve th
eir
answ
ers
firs
t bef
ore
ask-
Wha
t was
Haw
aii.
Kai
. lik
e te
n ye
ars
ago?
ing
thei
r fa
mili
es a
ndW
hat w
as H
onol
ulu
like
the
year
I (
the
stud
ent)
was
bor
n?fr
iend
s.T
hey
can
late
rW
hat w
ere
the
cars
like
?ch
eck
how
acc
urat
e th
eyw
ere.
Invi
te a
res
ourc
e pe
rson
to s
hare
info
rmat
ion
abou
t wha
t thi
ngs
wer
e lik
e fo
r hi
m w
hen
he w
as a
chi
ld g
oing
to e
lem
enta
rysc
hool
.
Obj
ectiv
e:
The
chi
ld b
egin
s to
be
awar
e th
at th
ere
are
seve
ral r
easo
ns w
hy a
pers
on o
r fa
mily
cha
nges
his/
thei
r ho
me.
5. P
eopl
e ch
ange
thei
r ho
mes
for
a n
umbe
r of
rea
sons
.H
ow m
any
of y
ou h
ave
mov
ed a
t lea
st o
ne ti
me?
Why
did
you
r fa
mily
mov
e?
Fath
er h
ad a
new
job.
The
fam
ily n
eede
d a
bigg
er h
ouse
.A
hig
hway
was
goi
ng to
be
built
thro
ugh
thei
r pr
oper
ty.
Ren
t had
bee
n. r
aise
d.
Hav
e th
e cl
ass
list o
ther
rea
sons
why
peo
ple
mov
e.
Con
tinue
the
disc
ussi
on:
Are
thes
e ch
ange
s ea
sy to
mak
e? W
hy?
Is it
eas
ier
for
adul
ts to
mak
e ch
ange
s?E
xpla
in.
Wha
t are
som
e re
ason
s w
hy a
per
son
mig
ht b
e ha
ppy
abou
t mov
ing?
Wha
t are
som
e re
ason
s w
hy a
per
son
mig
ht n
ot b
e ha
ppy
abou
t mov
ing.
-67-
Obj
ectiv
e:
The
chi
ld b
egin
s to
be
awar
e of
the
infl
uenc
e of
wea
ther
and
clim
ate
(the
seas
ons)
hav
e on
our
activ
ities
.
Hyp
othe
sizi
n.
How
wou
ld y
ou f
eel i
f yo
ur f
amily
had
to m
ove
next
wee
k?W
hy w
ould
you
fee
l thi
s w
ay?
6. W
eath
er a
nd S
easo
ns a
ffec
t our
act
iviti
es
Hav
e so
me
girl
s dr
amat
ize
wha
t hap
pens
whe
n th
ere
is b
adw
eath
er o
n M
othe
r's r
egul
ar w
ashi
ng d
ay a
nd h
ow s
he f
eels
.H
ave
a fo
llow
-up
disc
ussi
on o
n th
e ef
fect
wea
ther
has
on
our
activ
ities
.
Var
iatio
n: r
ainy
wea
ther
on
our
P. E
. day
, pic
nic
day,
sta
dium
even
t, st
ate
fair
.
Why
do
you
thin
k m
erch
ants
are
som
etim
es u
nhap
py a
bout
poo
rw
eath
er?
Whi
ch o
ther
gro
ups
of p
eopl
e m
ay b
e so
mew
hat
conc
erne
d ab
out p
oor
wea
ther
? W
hy?
Wha
t kin
ds o
f pr
oble
ms
do y
ou th
ink
they
will
hav
e?
7. S
easo
ns
Rev
iew
the
conc
ept o
f se
ason
s w
ith th
e ch
ildre
n.U
se s
tudy
prin
ts, p
ictu
res,
and
film
stri
ps to
sho
w th
e m
ajor
fea
ture
s of
the
envi
ronm
ent a
t eac
h pa
rtic
ular
sea
son:
fal
l (au
tum
n), w
inte
r,sp
ring
, sum
mer
.
Hav
e a
disp
lay
of w
inte
r ar
ticle
s: s
now
shoe
s, m
itten
s, h
eavy
over
coat
, etc
.v4
ir
Do
stor
es in
Hon
olul
illia
ve th
ese
good
s? W
hy n
ot?
.In
whi
ch p
lace
s do
you
thin
k th
e m
erch
ants
will
sel
l goo
dsof
this
type
? W
hy?
.W
hat t
ime
of th
e ye
ar w
ould
he
mos
t lik
ely
sell
them
? W
hy?
-68-
Gen
eral
izin
g:
Obj
ectiv
e :
The
chi
ld b
ecom
es a
war
eth
at p
eopl
e ad
apt t
o th
eir
envi
ronm
ent t
o m
eet t
heir
basi
c ne
eds.
Hyp
othe
sizi
ng:
Obj
ectiv
e:
The
chi
ld c
an f
ollo
w th
est
eps
of h
ypot
hesi
zing
,le
adin
g to
pro
blem
sol
ving
.
Is it
like
ly th
at.
.. ?
Why
? W
hy n
ot?
Peop
le w
ould
be
wea
ring
mitt
ens
in N
ew Y
ork
City
? W
hy?
Peop
le in
Haw
aii w
ould
be
wea
ring
mitt
ens?
Why
not
?
Peop
le in
Haw
aii w
ould
be
eatin
g m
ango
es in
the
sum
mer
?Pe
ople
in A
lask
a w
ould
be
eatin
g m
ango
es in
the
sum
mer
?
Wha
t doe
s th
is te
ll us
abo
ut s
easo
ns a
nd p
eopl
e's
activ
ities
?
PEO
PLE
AR
E R
ESO
UR
CE
FUL
8. D
evel
op th
e co
ncep
t of
adap
tatio
n by
sho
win
g ho
w a
nim
als
adap
tto
thei
r en
viro
nmen
t: th
e ca
mel
in th
e de
sert
, the
pol
ar b
ear
inth
e A
rctic
, the
hib
erna
ting
anim
als
duri
ng w
inte
r.
Show
pic
ture
s of
the
dese
rt.
Pose
the
follo
win
g ty
pe o
f qu
estio
ns:
.W
hat k
inds
of
prob
lem
s w
ould
you
hav
e if
this
wer
e yo
uren
viro
nmen
t?
9. R
ecog
nizi
ng a
pro
blem
for
stu
dy
How
can
the
dese
rt n
omad
man
age
to li
ve in
a h
ot, d
ry p
lace
like
the
dese
rt?
Form
ulat
ing
a hy
poth
esis
Wha
t are
the
thin
gs th
at a
ll pe
ople
nee
d in
any
pla
ce?
How
doe
s he
get
his
foo
d an
d w
ater
?H
ow d
oes
he p
rovi
de s
helte
r fo
r hi
s fa
mily
?
-69-
How
do
they
get
the
mat
eria
l the
y ne
ed f
or c
loth
ing?
Wha
t too
ls d
oes
he h
ave?
Wha
t ani
mal
s do
es h
e us
e? H
ow d
oes
he u
se th
em?
A d
eser
t nom
ad m
anag
es to
live
in a
hot
, dry
pla
ce li
ke th
ede
sert
by.
..
Gat
heri
ng d
ata
.B
ooks
abo
ut th
e de
sert
:
Eps
tein
, All
Abo
ut th
e D
eser
tPo
seil,
The
Tru
e B
ook
of th
e D
eser
tG
idal
, Son
s of
the
Des
ert
Sim
on, B
east
s of
Bur
den
tran
spor
tatio
n: p
p. 5
3-59
Goe
tz, A
t Hom
e A
roun
d th
e W
orld
food
: pp.
137
-138
; clo
thin
g: P
. 137
wat
er: p
. 136
Bar
row
s, O
ur B
ig W
orld
hous
ing:
p. 9
1; c
loth
ing:
pp.
91-
92; w
ater
: p. 9
3K
ing,
Reg
ions
and
Soc
ial N
eeds
food
: pp.
58-
59; h
ousi
ng: p
. 54;
clo
thin
g: p
p. 5
8-59
Stud
y pr
ints
and
pic
ture
s
Film
s
Ara
bian
Chi
ldre
n
Ana
lyzi
ng, e
valu
atin
g, a
nd in
terp
retin
g da
ta
Use
a r
etri
eval
cha
rt li
ke th
e fo
llow
ing
one
to r
ecor
d th
eap
prop
riat
e da
ta in
the
appr
opri
ate
colu
mns
as
book
s, f
ilms,
etc.
, are
dis
cuss
ed:
FOO
D/W
AT
ER
SHE
LT
ER
CL
OT
HIN
GC
UST
OM
S
Wha
t doe
s th
is in
form
atio
n te
ll us
abo
ut h
ow th
e de
sert
nom
adm
anag
es to
live
in a
hot
, dry
pla
ce li
ke th
e de
sert
?
Eva
luat
ing
the
hypo
thes
is
Rew
rite
the
hypo
thes
is
A d
eser
t nom
ad m
anag
es to
live
in a
hot
, dry
pla
ce li
ke th
e de
sert
by.
Stat
e a
gene
raliz
atio
n
MA
N I
NFL
UE
NC
ES
HIS
EN
VIR
ON
ME
NT
10. D
id W
aiki
ki a
lway
s ha
ve h
dtel
s?W
ho p
ut th
e ho
tels
ther
e?H
ow h
as it
cha
nged
thin
gs b
ecau
se th
ey a
re th
ere?
.A
re s
ome
of th
e ch
ange
s go
od?
Hav
e so
me
prob
lem
s co
me
abou
t bec
ause
ther
e ar
e so
man
y ho
tels
in W
aiki
ki?
Obj
ectiv
e:T
he c
hild
's a
war
enes
sth
at p
eopl
e le
arn
thro
ugh
inte
ract
ion
with
peo
ple
is g
iven
furt
her
rein
forc
emen
t.
Oth
er e
xam
ples
:
.A
new
res
iden
tial a
rea
Cha
nge
in tr
affi
c pa
ttern
s
Rel
ocat
ing
stor
es, h
omes
..
. bui
ldin
ghi
ghw
ay
11. T
hrou
gh d
iscu
ssio
ns, h
ave
child
ren
disc
over
that
whe
n m
anm
akes
cha
nges
in h
is e
nvir
onm
ent (
build
ing,
rel
ocat
ing,
reno
vatin
g, e
tc.)
it a
ffec
ts a
num
ber
of p
eopl
e an
d th
eir
lives
.
CO
NT
AC
T W
ITH
OT
HE
R C
UL
TU
RE
S
12. S
how
a p
hoto
grap
h of
New
Yea
r's D
ay in
Hon
olul
u.
.D
o ot
her
Am
eric
an c
ities
obs
erve
New
Yea
r's D
ay th
ew
ay w
e do
her
e in
Hon
olul
u?
.If
you
wer
e fr
om a
noth
er A
mer
ican
city
and
had
no
idea
how
New
Yea
r's w
as o
bser
ved
in H
onol
ulu,
how
wou
ld y
oufe
el a
t mid
nigh
t? W
hy?
.W
hy d
o w
e ce
lebr
ate
our
New
Yea
r's s
o di
ffer
ently
?
.D
oes
ever
yone
cel
ebra
te b
y bu
rnin
g fi
recr
acke
rs?
Hav
e ch
ildre
n di
scov
er th
at ju
st a
s w
e le
arn
from
inte
ract
ion
with
our
ow
n fa
mily
and
fri
ends
and
peo
ple
of o
ur o
wn
cultu
re,
we
also
lear
n fr
om in
tera
ctio
n w
ith p
eopl
e of
oth
er c
ultu
res
and
we
acce
pt s
ome
of th
eir
cust
oms
and
mak
e th
em p
art o
f ou
r ow
n.
Oth
er e
xam
ples
:
Rem
ovin
g sh
oes/
slip
pers
bef
ore
ente
ring
a h
ome.
.G
ivin
g an
d re
ceiv
ing
leis
.-7
2-
