PASSPORT TO THE WORLD… · · 2016-11-113. Reading and Language Comprehension, Fiction &...

2004 Core Knowledge® National Conference, Passport to the World, Kindergarten 1

PASSPORT TO THE WORLD Grade Level: Kindergarten Written By: Janet Bartley, Elizabeth Cordell, Michelle Gooden, Jane Lee, and Pam Stansell, Snow Hill

Elementary Ooltewah, TN Length of Unit: All year long I. ABSTRACT

Come join us on a field trip around the world. To determine our mode of travel we must identify each geographical location on a map or globe. We will then explore the climate, people, customs, landmarks, and animals of each continent or ocean. So pack your bags and grab your passport for a yearlong adventure around the world!

II. OVERVIEW

A. Concept Objectives 1. Students will understand the geographical location of each continent and ocean. 2. Students will learn the physical characteristics of each continent -its land, climate,

and landmarks. 3. Students will acquire a basic knowledge of each continent and ocean animal life

within its own habitat. 4. Students will compare and contrast the people, climate, food, and wild life of each

continent/ocean. B. Content from the Core Knowledge Sequence

1. World History and Geography - Spatial Sense and An Overview of the Seven Continents

2. American History and Geography 3. Reading and Language Comprehension, Fiction & Literary Terms 4. Music - Listening and Understanding & Songs 5. Visual Arts - Sculpture

C. Skills Objectives 1. Recite the names of the continents and oceans 2. Locate continents and oceans on the map 3. Listen to and understand a variety of texts both fiction and nonfiction. 4. Understand and follow oral directions 5. Construct maps 6. Develop extensive vocabulary 7. Classify animals and landmarks according to continents 8. Compare and contrast the people, climate, food, and wildlife of each continent/ocean.

III. BACKGROUND KNOWLEDGE

A. For Teachers 1. Hirsch, Jr. E.D. What Your Kindergarten Needs To Know. New York: Dell

Publishing, 1996, ISBN:0-385-31841-3 2. Core Knowledge Sequence. Core Knowledge Foundation, 1998.

B. For Students 1. Basic Map Skills 2. The names of the seven continents and the four oceans.

IV. RESOURCES

A. For literature selections, please see the bibliography B. Maps of the world


C. Maps of each continent D. My First Amazing World Explorer 2.0. New York: DK Interactive Learning, 1998,

ISBN 0439-24797-7 V. LESSONS

Lesson One: North America A. Daily Objectives

1. Concept Objectives a. Students will understand the geographical location of each continent. b. Students will learn the physical characteristics of each continent -its land,

climate, and landmarks. c. Students will acquire a basic knowledge of each continent and ocean animal

life within its own habitat. d. Students will compare and contrast the people, climate, food, and wild life of

each continent/ocean. 2. Lesson Content

a. World History and Geography - Spatial Sense and An Overview of the Seven Continents

b. American History and Geography c. Reading and Language Comprehension, Fiction & Literary Terms d. Music - Listening and Understanding & Songs e. Visual Arts - Sculpture

3. Skills Objectives a. Recite the names of the continents and oceans b. Locate continents and oceans on the map c. Listen to and understand a variety of texts both fiction and nonfiction. d. Understand and follow oral directions e. Construct maps f. Develop extensive vocabulary g. Classify animals and landmarks according to continents h. Compare and contrast the people, climate, food, and wildlife of each

continent/ocean. B. Materials

1. maps 2. items for display 3. literature selections (see bibliography) 4. art supplies 5. toilet paper rolls 6. clay 7. leather cord 8. craft bead 9. candy corn, M&M's, Tootsie rolls 10. little clay pots

C. Key Vocabulary 1. Christopher Columbus – a European explorer who came from Spain and discovered

America in 1492 2. Native American – first people born in America. 3. tribe – a group of people who have the same customs, language, and ancestors of a

country 4. President – a leader chosen by the people of a country


5. Revolutionary War – a war fought so that American colonies would be free from England 1775-1783

6. Civil War – a war in the United States between the north and south 1861-1865 7. allegiance – loyalty to something 8. Declaration of Independence – a document stating that the American colonies were

independent (free) from England D. Procedures/Activities

1. The children will be introduced to North America at the beginning of the year when basic map skills and the seven continents are introduced. The students will label on map the four countries contained in North America. Appendix A

2. In October, the teacher will begin the study of North America by introducing Christopher Columbus.

3. The students will make a map of blue construction paper representing the ocean and green torn construction paper representing Europe and North America. The students will then make or draw the three ships representing the Nina, Pinta, and Santa Maria.

4. In November, the teacher will start a study of the people who inhabited North America. These five Native American tribes and their region will be the focus of study. (Chinook-Northwest, Navajo- Southwest, Iroquois-Northeast, Cherokee- Southeast, and Sioux-Plains)

a. The Chinook were famous for trading salmon, canoes, and shells. They built totem poles to represent their families and their dead friends and relatives. The students will participate in making totem poles out of toilet paper rolls. They will make a design using tribal symbols and figures to place on their totem poles. They lived in long, red, cedar lodges.

b. The Navajo tribe lived in hogans which were made out of earth and wooden poles or logs. They are known for their beautiful crafts that include woven woolen blankets, fine jewelry of turquoise and silver, and clay coil pots. The students will make clay pots by rolling long ropes of clay with the palm of their hands, spiraling the ropes round and round the flat slab of clay used as the base. The pots will then need to air dry completely.

c. The Iroquois tribe lived in longhouses in northeastern area of the country. The men and women wore deerskin leggings and moccasins. The women also wore beaded jewelry. The students will make beaded bracelets using leather rope and craft beads.

d. The Cherokee tribe lived in homes made with clay and dried grass. The roofs were shingled with tree bark. The teacher will read Itse Selu, which is the story of the Green Corn Festival, which marked the end of an old year and the beginning of a new year. The students will participate in a ceremony using little clay pots, candy corn for fire, M & M's for rocks, and Tootsie rolls for the logs. The Trail of Tears will be briefly discussed. The students will be introduced to Squanto and create a snack consisting of crushed Oreos for the dirt, gummy fish for the fertilizer, and candy corn for the corn to demonstrate the planting techniques that Squanto taught the early settlers.

e. The students will be introduced to the Sioux tribe by listening to the story, The Legend of the Indian Paintbrush. The students will discover that this tribe lived in teepees made from skins of animals. They also will learn that the people made parfleches which were used to store and carry food.


(buffalo hide pouch) The students will make teepees out of construction paper, toothpicks, and markers.

5. In February, the U.S.A. will be taught through the Pledge of Allegiance. The students will learn about Betsy Ross and the first American flag. The students will compare the first flag with the current flag. Then using finger paint, the students will make an American flag. To be even more creative, have the students make a flag using graham crackers, white icing, blue M&M's and red licorice.

6. The students will be introduced to the following symbols through numerous stories: Statue of Liberty, Liberty Bell, Mount Rushmore, and the White House. The students will make an American symbol mobile using blue construction paper for the band with torn red and white paper to spell out U.S.A. on the band. The symbols taught will hang on the mobile. Appendix B

7. The following Presidents will be studied and read about during the week of President’s Day:

a. Abraham Lincoln – The students will read several books about Abraham Lincoln’s childhood and discover how the hardships he endured helped him to be a great president. (honesty, hard work, love of books, and poverty) The students will construct on paper a log cabin out of pretzel sticks and place a penny on the door. The teacher will briefly explain slavery, the Civil War, and Lincoln’s death.

b. Teddy Roosevelt - The students will bring in their favorite Teddy bear to school and share with the class something special about it. They will learn about the first Teddy bear and how it is connected with Teddy Roosevelt.

c. Thomas Jefferson – The students will be introduced to the Declaration of Independence and some of the items Thomas Jefferson invented. They will learn about his home, Monticello.

d. George Washington - Father of our Country. The student will make cherry pies using biscuit dough and cherry pie filling, after reading about the childhood of George Washington. The students will learn about the reason for the Revolutionary War. The teacher will be the king/queen of England and tax the students for various reasons. The students will pay their taxes using M&M’s. The students will understand the frustrations of the early settlers. They will then participate in the Boston Tea Party. The class will be divided into two groups - one will be the British soldiers demanding taxes and the second group will be the American settlers who throw the tea overboard. While learning about our first President, the students will read about the job of a President.

7. The students will recite the following poems: Thanksgiving Day, The Pilgrims Came, and I Wish I Could Be President. Appendix C

E. Assessment/ Evaluation 1. Teacher Observation – classroom discussions, literature discussions 2. Recitation of Poetry – The student will recite the following poems at the end of the

unit: Thanksgiving Day, The Pilgrims Came, I Wish I Could Be President 3. Journals

a. Native American Journals- journals are made from brown construction paper covers with a “V” cut out of the top and the bottom is fringed to look like a Native American vest. The students will draw and write sentences about their tribe.

b. President’s Journal – The student will write and illustrate about the four Presidents studied. They will also include the symbols of America.


4. Classification – match animals and landmarks to the correct region on the map 5. Use blue ribbon to represent the rivers and green rick-rack to represent the

mountains Appendix D

Lesson Two: Europe A. Daily Objectives

1. Concept Objectives a. Students will understand the geographical location of each continent and

ocean. b. Students will learn the physical characteristics of each continent – its land,

climate, and landmarks. c. Students will compare and contrast the people, climate, food, and wildlife of


a. World History and Geography b. Reading and Language Comprehension & Fiction & Literary Terms c. Music – Listening and Understanding & Songs

3. Skills Objectives a. Recite the names of the continents and oceans. b. Locate oceans and continents on the map. c. Listen and understand a variety of texts both fiction and nonfiction. d. Understand and follow oral directions. e. Construct maps. f. Develop extensive vocabulary. g. Classify animals and landmarks according to continents. h. Compare and contrast the people, climate, food and wildlife of each


1. maps 2. literature selections (see bibliography) 3. art supplies 4. Christmas card

C. Key Vocabulary 1. caroling – singing songs of joy or praise at Christmas 2. Yule log- a large log burned in a fireplace on Christmas Eve 3. Nativity- the birth of Jesus

D. Procedures/Activity 1. This unit is taught at Christmas and incorporates the American Christmas customs

that have originated from five European countries. As each custom is studied, the students will locate on the map the country from which it originated.

2. The teacher will say, “We are going to travel to a new continent today! Does anyone remember which continent we briefly visited when we met Christopher Columbus and the Pilgrims? Let’s sail back to Europe and discover how people in the European countries celebrate Christmas."

3. The class will participate in various activities from each of the following countries. a. England – Christmas card, caroling and crackers - Santa Claus is called Father

Christmas b. Sweden – Santa Lucia and Festival of Lights - Santa Claus is called

Jultomten. c. Germany – Christmas tree, Advent Wreath, Song - Tannenbaum, Gingerbread

Houses Santa Claus is called Kris Kringle.


d. France – Yule log, the word “Noel”, Song – The First Noel, Twelfth Night Cake - Santa Claus is called Pierre Noel.

e. Italy – Nativity, La Befana., Panettone is given like we give fruitcake as a gift Santa Claus is called Babbo Natal.

3. As a culminating activity the students will travel to each of the five kindergarten classrooms which have each focused on one of these European countries. While in each class they will make a Christmas snack from each country.

a. England- hot tea and tea cookies b. Sweden – sweet rolls and warm cocoa c. Germany – gingerbread men cookies and sugar ice cream cone turned upside

down frosted with green icing and decorated with sprinkles and/or popcorn d. France – Yule logs – swiss rolls with decorating icing for the holly and berries e. Italy - cannolis – pastry shells filled with vanilla pudding

E. Assessment/ Evaluation 1. Teacher Observation – class discussions, literature discussions 2. Christmas Journals – The student will draw one or more things they learn from each

country. 3. Classification – The students will match the correct Christmas custom to the region

on the map. 4. Appendix E

Lesson Three: Asia A. Daily Objectives




life within its own habitat. d. Students will compare and contrast the people, climate, food, and wildlife of





1. maps 2. items for display 3. literature selections (see bibliography) 4. art supplies


5. ingredients for bliny and Russian tea 6. fortune cookies and fried rice

C. Key Vocabulary 1. tundra – flatlands in the Arctic regions where there are no trees and where snow

melts for a short time in the summer 2. taiga – cold forest containing cone bearing trees 3. steppes – flatlands in Europe and Asia that have no trees 4. semi-desert – area of land having some of the characteristics of a desert and usually

lying between desert and grassland 5. briny – Russian pancakes 6. Babushka – Ukrainian name for grandmother 7. Himalayas – famous high mountain range located in Asia 8. import – to bring goods into one country from another

D. Procedures/Activities 1. In preparing for the unit, display maps, pictures, stuffed animals and Asian artifacts. 2. Review the names of the continents by singing the continent song. 3. The teacher will say, “We are going to travel to the largest continent in the world! It

is connected to another continent as well. Can someone tell us what it is? Asia is so large that we are only going to study two of its countries.”

4. The teacher will read the story, The Mitten. Throughout the story, the students will compare/contrast homes, clothing, and climate/location of the Ukraine.

5. The students will learn about the animals and the four different climates of Russia (tundra, taiga, steppes, and semi-desert). They will classify animals according to their region on a map.

6. The teacher will conduct an author study of Patricia Polacco as a springboard to learn about Russian cultures, architecture. (onion dome roofs of various cathedrals), and customs.

7. As a culminating activity, the students will eat bliny (pancakes) and drink Russian tea.

8. To introduce the country of China, the teacher will read The Emporer and the Kite. 9. After the story, the students will make a fish kite, learn about importing, and explore

a display of various items that are made in China. 10. The students will learn that the Giant Panda is an endangered species. 11. The students will learn and locate the Great Wall of China and the Himalayan

Mountains on a map. 12. As a culminating activity, the students will eat fried rice, fortune cookies, and drink

hot tea. E. Assessment/ Evaluation

1. Teacher Observation – classroom discussions, literature discussions 2. Journals- The students will make drawings of onion dome roofs and imported items

from China. 3. Classification- The students will match animals and landmarks to the correct region

and use green rick-rack to represent the mountains. Appendix F

Lesson Four: Antarctica A. Daily Objectives

1. Concept Objectives a Students will understand the geographical location of each continent and


climate, and landmarks.


c. Students will acquire a basic knowledge of each continent and ocean animal life within its own habitat.

d. Students will compare and contrast the people, climate, food, and wildlife of each continent/ocean.

2. Lesson Content a. World History and Geography b. Reading and Language Comprehension & Fiction & Literary Terms c. Music – Listening and Understanding & Songs



1. maps/globe 2. items for display 3. literature selections (see bibliography) 4. art supplies 5. teacher made glacier and frozen tundra 6. Klondike Bars, hot chocolate

C. Key Vocabulary 1. permafrost – any soil or rock which has remained frozen through two consecutive

winters and the summer between 2. tundra – flatlands in the Arctic regions where there are no trees and where snow

melts f or a short time in the summer 3. iceberg – a large piece of floating ice in the ocean 4. immigrate – to move to or go live in a country in which one was not born 5. Inuit – another name for Eskimo 6. igloo – a house made from blocks of ice 7. Northern Lights – skies over the North and South Poles that are filled with streaks of

blue, purple, and green light D. Procedures/Activities

1. In preparing for the unit, display maps, pictures, stuffed animals and Antarctica/Arctic artifacts.

2. Review the names of the continents by singing the continent song. 3. Review the continents studied previously. The teacher will then say “We are now

going to the coldest continent which is at the bottom of the world or globe. Why do you think it’s cold? Do you think that many people live there?”

4. During this unit of study the children will learn about Antarctica and the Arctic region so that they will be able to compare/contrast these two regions. (animals, climate, landforms, and plant life)

5. The students will learn the opposite locations of the Arctic and Antarctica by exploring the globe.

6. During a science lesson, the students will interact with a teacher-made iceberg and frozen tundra. (See Appendix L for details.)


7. The students will predict which animals live in each region. (shelter, food, and physical adaptability)

8. The students will discover how people can live in the Arctic and make adaptations for survival. (igloos, uses of whales, animals' skins, ice fishing for food, etc.)

9. The students will recite the following poems: Polar Bear, Five Penguins, and Penguins. Appendix C

10. As a culminating activity, the students will taste Klondike Bars and hot chocolate. E. Assessment/ Evaluation

1. Teacher Observation – classroom discussions, literature discussions 2. Recitation of Poetry - The students will recite the following poems at the end of the

unit: Polar Bear, Five Penguins, and Penguins 3. Journals – The students will write and draw pictures comparing the two regions and

the various animals that live in each region. 4. Classification - The student will match the animals in the correct region. Appendix G

Lesson Five: The Four Oceans A. Daily Objectives









1. maps 2. items for display 3. literature selections (see bibliography) 4. art supplies 5. gummy whales and fish 6. cups of blue jello

C. Key Vocabulary 1. None

D. Procedures/Activities 1. In preparing for the unit, display maps, pictures, stuffed animals and ocean artifacts.


2. Review the names of the oceans. 3. The teacher will say, “At the beginning of the year, we learned there were two parts

to our earth – land and water. Let’s explore what is under the water that we see.” 4. Through the use of literature, discussion, and the manipulation of the artifacts the

students will learn about many creatures that live in the ocean. (oyster, starfish, seahorse, crabs, octopus, puffer fish, jellyfish, sharks, whales and stingray)

5. The students will make an ocean journal by writing and drawing about each creature as it is discussed.

6. The students will make an ocean in a cup by placing gummy whales and fish in a clear cup of Jello.

7. The students will recite the following poem: Underneath the Water. Appendix C E. Assessment/Evaluation

1. Teacher Observation - classroom discussions, literature discussions 2. Recitation of Poetry - The students will recite the following poem at the end of the

unit: Underneath the Water. 3. Journals - The students will write and draw ocean creatures in their ocean journal. 4. Classification - The students will match the names of the ocean on the map of the

world. Appendix H

Lesson Six: Australia A. Daily Objectives






a. World History and Geography b. Reading and Language Comprehension & Fiction & Literary Terms c. Music – listening and understanding & songs



1. maps 2. items for display 3. Walkie-Talkie 4. literature selections (see bibliography) 5. art supplies 6. American and Australian flags


7. ingredients for peach melbas and barbie-que C. Key Vocabulary

1. Aborigines – the first people known to have lived in a certain place 2. Ayers Rock – a great sandstone rock that is a famous landmark in the Australian

Outback 3. boomerang – a flat, curved stick that can be thrown so it will come back to the

thrower It can be used as a weapon by the natives of Australia. 4. Great Barrier Reef – world’s largest chain of coral reef found along the coast of

Australia marsupials – a female animal that has a pouch on the outside of her body in which her babies can be carried and nursed

5. Aussie – another name for an Australian 6. eucalyptus – a tall tree that grows in Australia – Koalas live in these trees and eat the

leaves. 7. didgeridoo – one of the oldest musical instruments known to man - The Aborigines

play this instrument. D. Procedures/Activities

1. In preparing for the unit, display maps, pictures, stuffed animals and Australian artifacts.

2. Review the names of the continents by singing the continent song. 3. The teacher will say, “It’s time to travel to a new continent. We are going to the land

‘down under’. Let’s see if we can find a continent that is totally below the equator 4. During this unit the students will participate in the following activities:

a. Conduct a listening activity in which the students will experience school in the outback! The teacher will give directions over a walkie-talkie to the students about the map of Australia. The children will cut out prepared state name labels and glue them on the appropriate states. Appendix I

b. As the students learn about the various landmarks of Australia, they will label them on the map. (Ayers Rock, Outback, Sydney Opera House, and Great Barrier Reef) Appendix I

c. As the students learn and make various animals of Australia, they will label them on the map. ( koalas, kangaroos, duckbill platypus, and crocodiles) Appendix I

d. The students will compare and contrast the Australian and American flags. 5. As a culminating activity the students will participate in a Barbie-Que and eat Peach

Melba for dessert. Recipe for Peach Melba – short cakes, peaches and cool whip layered in that order.

6. The student will recite the following poem: The Kind Kangaroo. Appendix C E. Assessment/ Evaluation

1. Teacher Observation - Comparing /contrasting the two flags 2. Recitation of Poetry - The students will recite the following poem at the end of the

unit: The Kind Kangaroo 3. Journals- The students will draw their favorite Australian animal/animals in their

journal. 4. Classification - The students will match animals and landmarks to the correct region

on the map. Appendix I

Lesson Seven: South America A. Daily Objectives


ocean.


b. Students will learn the physical characteristics of each continent – its land, climate, and landmarks.

c. Students will acquire a basic knowledge of each continent and ocean animal life within its own habitat.

d. Students will compare and contrast the people, climate, food, and wildlife of each continent/ocean.




1. maps 2. items for display 3. butcher paper 4. literature selections (see bibliography) 5. chart paper 5. sack with eraser, rubber band, chocolate, banana, block of wood, cinnamon, perfume,

cough drop, chewing gum, and peanuts 7. items for the tropical mix and fruit punch.

C. Key Vocabulary 1. emergent layer emergent layer – a layer of the rainforest made up of tall trees that

rise above the rainforest’s canopy 2. canopy – main top layer of the rainforest – It is made up of trees whose tops are very

close together. 3. understory – the layer of the rainforest made up of shrubs, ferns, and small trees 4. forest floor – the layer of the rainforest made up of fungi (plants that do not have

flowers or leaves), mosses, and decaying leaves 5. tropical – the regions located on either side of the equator 6. camouflage – a way of hiding or disguising people, animals, or things with colors and

patterns that make them look like their surroundings 7. herbivores – animals that feed entirely on plants or plant parts

D. Procedures/Activities 1. In preparing for the unit, display maps, pictures, stuffed animals and South American

artifacts. Using butcher paper, the teacher will create the four layers of the rainforest by twisting and shaping the paper into tree trunks, vines, branches and leaves. As each layer is discussed with the children, labels and animals will be added to the room display.

2. Review the names of the continents by singing the continent song. 3. The teacher will say, “We’re now going to travel to a continent that is home to a

special forest called a rainforest. What do you think it’s like in a rainforest? Do you


think it’s hot or cold? Do you think people live there? What type of animals might live there?”

4. The teacher will read The Great Kapok Tree. This story will be a great introduction to the rainforest, the animals that live there, and the people who inhabit this region.

5. The teacher will then direct the students in completing a K-W-L chart. 6. The teacher will lead the children in a motion story called “Walk Through the

Rainforest”. Appendix C 7. The teacher will read The Shaman’s Apprentice: a Tale of the Amazon Rain Forest

and the class will discuss the book. The teacher will explain to the students that many of the things that are used in our everyday life come from the rainforests. The teacher will have a bag with products from the rainforest. (eraser, rubber band, chocolate, banana, block of wood, cinnamon, perfume, a cough drop, chewing gum, and peanuts.) As the teacher pulls out each product from the bag, the students will give thumbs up if they think the product comes from the rainforest and a thumbs down if they do not think the product comes from the rainforest. The teacher will then tell the students that ALL of the items come from the rainforest.

8. The students will make and learn about the following animals: red-eyed tree frog, macaw, boa constrictor, anteater, monkey, toucan, and a spider. After creating each animal, the students will then place him or her in the correct layer of the rainforest.

9. After reading The Great Kapok Tree and The Shaman’s Apprentice, the students will compare and contrast the different cultures that are found in South America.(clothing, homes, and food)

10. The students will recite the following poems: The Rain Forest and Layers of the Rainforest. Appendix C

11. As a culminating activity, the students will have a taste test party. The students will make a tropical mix containing peanuts, chocolate chips, cashews, dried banana chips, papaya, Brazil nuts, and coconut flakes. They will enjoy eating this mix while drinking a fruit punch which contains orange juice, lemon-lime juice, and pineapple juice. To cleanse their palate, the students will be given a piece of wintergreen chewing gum.

E. Assessment/ Evaluation 1. Teacher Observation – classroom discussions, K-W-L chart, literature discussion 2. Recitation of Poetry – The students will recite the following poems at the end of the

unit: The Rain Forest and Layers of the Rainforest. 3. Journals – The students will illustrate and label various products that come from the

rainforest. The students will draw and label animals that live in the rainforest. 4. Classification – The students will match animals and landmarks to the correct region

on the map and use blue ribbon to represent the river and green rick-rack for the mountains. Appendix J

Lesson Eight: Africa A. Daily Objectives





each continent/ocean.





1. maps 2. items for display 3 literature selections (see bibliography) 4. art supplies 5. yams

C. Key Vocabulary 1. desert – a dry area of land with little rainfall where few plants and animals live 2. savannah – a level land covered with vegetable growth usually found in damp climates 3. Nile River – the world’s longest river located in Africa 4. Sahara Desert – the world’s largest desert in the world located in Africa

D. Procedures/Activities 1. In preparing for the unit, display maps, pictures, stuffed animals and African

artifacts. 2. Review the names of the continents by singing the continent song. 3. The teacher will say “We are going to travel to a continent where you might see

giraffes, tigers, zebras, and elephants. Raise your hand if you can name the continent. This continent has 3 main regions – the savannah (grassland), the desert, and the rainforest.”

4. After the students have been introduced to the 3 main regions, the teacher will focus the lesson on the desert and the savannah. The students will place animals in the correct regions on a map. Appendix K

5. The students will compare and contrast the climate and terrain of the 3 main regions of Africa.

6. The students will discover how the people of Africa live through the use of “African Photo-Fun Activities Cards” from Edupress.

7. The students will recite the following poem: Elephant. Appendix C 8. As a culminating activity the students will eat roasted yams that are a traditional

harvest vegetable. E. Assessment/ Evaluation

1. Teacher Observation – class discussions, literature discussions 2. Recitation of Poetry- The students will recite the following poem at the end of the

unit: Elephant. 3. African Journals – The students will make drawings of the three regions in Africa

and various African animals. 4. Classification -The students will match the animals and landmarks in the correct

region and use blue ribbon for the river. Appendix K


VI. CULMINATING ACTIVITY

“It’s A Small World Celebration” The students will dress as an animal or person from their favorite continent. They will then travel to each continent exhibit which containing books, artifacts, food, pictures, maps, and music. After interacting with the exhibit materials, the students will have their passport stamped. As a culminating activity of the celebration, the students will share with the class their favorite exhibit.

VII. HANDOUTS

A. North America B. United States Symbols for the Mobile C. Poetry D. United States of America E. Europe F. Asia G. Antarctica H. Map of the Oceans I. Australia J. South America K. Africa L. Directions for iceberg and tundra

VIII. BIBLIOGRAPHY

A. All Continents Animals of the World Jigsaw Book. Australia: Five Mile Press, 2002, 1-86503-601-3 Baer, Edith. This Is The Way We Eat Our Lunch-A Book About Children Around The

World. New York: Scholastic Inc., 1995, 0-590-46887-1 Leimert, Karen Mezek. All the Children of the World. Dallas: World Publishing, 1996, 0-

8499-1309-8 Llwewllyn, Claire. Animal Atlas. New York: Scholastic Inc., 1999, 0-439-13044-1 Morris, Ann. Loving. New York: McGraw Hill- School Publishing Co., 1990, 0-02-

146214-3 Singer, Marilyn. On the Same Day in March- A Tour of the World’s Weather. USA:

Harper Collins Publishers, 2000, 0-06-028187-1 The Visual Dictionary of Animals. New York: Scholastic Inc., 1991, 0-439-12063-2 White, Nancy. The Magic School Bus Explores the World of Animals. New York:

Scholastic Inc., 2000, 0-439-22678-3 Wood, Jenny. The Children’s Atlas of People & Places. Brookfield: The Millbrook Press,

1993, 1-56294-257-3

B. United States Adler, David A. A Picture Book of George Washington. New York: Holiday House,

1989, 0-8234-0732-2 Adler, David A. A Picture Book of Christopher Columbus. New York: Scholastic Inc.,

1991, 0-590-10772-0 America The Beautiful. New York: Scholastic Inc., 2001, 0-439-33302-4 Barber, James and Pastan, Amy. Smithsonian Presidents and First Ladies. New York:

DK Publishing Inc., 2002, 0-7894-8453-6 Berlin, Irving. God Bless America. New York: Scholastic Inc., 2003, 0-439-56213-9


Cicciarelli, Joellyn Thrall. Maps. Cypress: Creative Teaching Press, Inc., 1996, 1-57471-134-2

Crenson, Victoria. Christopher Columbus An Adventure in Courage. New York: Troll Associates, 1992, 0-8167-2566-7

Dalgliesh, Alice. The Fourth of July Story. New York: Charles Scribner’s Sons, 1956 Douglas, Lloyd G. The Liberty Bell. New York: Scholastic, Inc., 2003, 0-516-24485-x Douglas, Lloyd G. The Statue of Liberty. New York: Scholastic Inc., 2003, 0-516-24487-

6 Douglas, Lloyd G. The White House. New York: Scholastic Inc., 2003, 0-516-24488-4 Giblin, James Cross. George Washington A Picture Book Biography. New York:

Scholastic Inc., 1992, 0-590-42551-x Herman, John. Red, White, and Blue. The Story of The American Flag. New York:

Scholastic Inc., 2003, 0-439-42985-4 Hovanec, Erin M. An Online Visit to North America. New York: Rosen Publishing

Group, 2001, 0-8239-5654-7 Jackson, Garnet. George Washington Our First President. New York: Scholastic Inc.,

2000, 0-439-09867-x Kindersley, Barnabas and Anabel. Children of the Americas. New York: DK Publishing,

1995 Marzollo, Jean. In 1492. New York: Scholastic Inc., 1991, 0-590-44414-x The Mount Rushmore Presidents. New Jersey: Pearson Education, 2002, 0-7690-5003-4 1992, 0-590-45154-5 Murphy, Frank. George Washington and the General’s Dog. New York: Random House,

2002, 0-375-81015-3 My Country Tis of Thee. New York: Scholastic Inc., 2002, 0-439-39195-4 Nunn, Tamara. My Global Address. Cypress: Creative Teaching Press, 1996, 1-57471-

132-6 Penner, Lucille Recht. The Statue of Liberty. New York: Scholastic Inc., 2003, 0-439-

49145-2 The Pledge of Allegiance. New York: Scholastic Inc., 2000, 0-439-21672-9 Robb, Don. Hail to the Chief. The American Presidency. Watertown: Charlesbridge,

2000, 0-88106-393-2 Roop, Connie and Roop, Peter. A Teddy Bear for President Roosevelt. New York:

Scholastic Inc., 2002, 0-439-44174-9 Quiri, Patricia Ryon. The Statue of Liberty. New York: Children’s Press, 1998, 0-516-

26385-4 Ryan, Pam Munoz. The Flag We Love. New York: Scholastic Inc., 2000, 0-439-25292-x Sabin, Louis. Teddy Roosevelt Rough Rider. U.S.A.: Troll Associates, 2001, 0-8167-

0556-9 Sherrow, Victoria. Thomas Jefferson. New York: Backpack Books, 2002, 0-7607-2832-1 Smith, Charles R. Jr. I Am America. New York: Scholastic Inc., 2003, 0-439-43179-4 Smith, Kathie Billingslea. George Washington. Korea: Ottenheimer Publishers, 1987. Sobel, Syl. How the U.S. Government Works. New York: Barron’s Educational Series,

1999, 0-7641-1111-6 Sweeney, Joan. Me On The Map. New York: Scholastic Inc., 1996, 0-590-10705-4 Turner, Ann. Abe Lincoln Remembers. USA: Harper Collins, 2001, 0-06-027577-4 Waber, Bernard. Just Like Abraham Lincoln. New York: Scholastic Inc., 1994, 0-590-

43355-5 Weinberger, Kimberly. Let’s Read About…Christopher Columbus. New York: Scholastic

Inc., 2001, 0-439-29546-7


Woods, Andrew. Young Abraham Lincoln Log-Cabin President. USA: Troll Associates, 1992, 0-8167-2533-0

Yankee Doodle. New York: Scholastic Inc., 2002, 0-439-44530-2 Zemlicko, Shannon. Nathan Hale Patriot Spy. Minneapolis: Carolhoda Books, Inc.,

2002, 0-87614-458-x

Native Americans Black, Sonia W. Squanto. NewYork: Scholastic Inc., 2002, 0-439-45952-4 Bruchac, Joseph. The First Strawberries, A Cherokee Story. New York: Dial Books,

1993, 0-8037-1331-2 DePaola, Tomie. The Legend of the Indian Paintbrush. New York: G.P. Putnam’s Sons,

1988, 0399-21777-0 DePaola, Tomie. The Legend of the Bluebonnet. New York: Penguin Putnam Books,

1983, 0-698-11359-4 Erdosh, George. Food and Recipes of the Native Americans. New York: Power Kids

Press, 1997, 0-8239-5116-2 Glubok, Shirley. The Art of the Northwest Coast Indians. New York: Macmillan

Publishing Co. Inc., 1975, 0-02-736150-0 Haslam, Andrew and Parsons, Alexandria. Make it Works North American Indians. New

York: Scholastic Inc., 1995, 0-590-93746-4 Hewitt, Sally. The Plains People. New York: Children’s Press, 1996, 0-516-08073-3 Kamma, Anne. If You Lived With The Hopi. New York: Scholastic Inc., 1999, 0-590-

39726-5 Lepthien, Emilie. The New True Book- The Cherokee. Chicago: Children’s Press, 1985,

0-516-01938-4 Lund, Bill. The Wampanoag Indians. Minnesota: Capstone Books, 1998, 1-56065-564-x McDermott, Gerald. Raven- A Trickster Tale from the Pacific Northwest. New York:

Scholastic Inc., 1993, 0-590-48250-5 McGovern, Ann. The Pilgrim’s First Thanksgiving. New York: Scholastic Inc., 1973, 0-

590-04835-x McGovern, Ann. The Pilgrim’s First Thanksgiving. New York: Scholastic Inc., 1993, 0-

590-46188-5 McGovern, Ann. If You Lived With the Sioux Indians. New York: Scholastic Inc., 1992,

0-590-45162-6 Martin, Teri. A New True Book-Indians. Chicago: Children’s Press, 1982, 0516-01628-8 Miller, Jay. American Indian Families. New York: Children’s Press, 1996, 0516-20133-6 Miller, Jay. American Indian Festivals. New York: Children’s Press, 1996, 0516-20134-4 Miller, Jay. American Indian Food. New York: Children’s Press, 1996, 0516-20135-2 Miller, Jay. American Indian Games. New York: Children’s Press, 1996, 0-516-20136-0 Naranjo, Tito. Native Americans of the Southwest. Pennsylvania: Running Press, 1993, 1-

56138-241-8 Osinski, Alice. A New True Book- The Navajo. Chicago: Children’s Press, 1992, 0516-

01236-3 Osinski, Alice. A New True Book- The Sioux. Chicago: Children’s Press, 1984, 0516-

01929-5 Pasqua, Sandra. The Navajo Nation. Minnesota: Bridgestone Books, 2000, 07368-0499-4 Sage, Ana. I Am Native American. New York: Powerkidds Press, 1997, 08239-5014-x Shaughnessy, Diane. Sitting Bull Courageous Sioux Chief. New York: Powerkidds Press,

1997, 0-8239-5109-x Shemie, Bonnie. Houses of Hide and Earth. New York: Tundra Books, 1991,

078570864-2


Shemie, Bonnie. Houses of Snow, Skin, and Bones. New York: Tundra Books, 1991, 088776240-9

Stotter, Michael. North American Indians. New York: Anness Publishing, 1999, 0-7548-0216-7

Tardif, Gina Lems. Pilgrim Children Had Many Chores. California: Creative Teaching Press, 1996, 1-57471-121-0

VanLevwen, Jean. Across the Dark Sea- The Mayflower Journey. New York: Dial Books for Young Readers, 1995, 0837-1166-2

Waters, Kate. On The Mayflower Voyage of the Ships Apprentice and A Passenger Girl. New York: Scholastic Inc., 1996, 0439-09941-2

Williams, Rozanne L. Long Ago and Today. California: Creative Teaching Press, 1996, 157471138-5

C. Europe

Dear Santa The Best-Ever, Busiest Christmas Fun Book! New York: Dutton Children’s Books, 1998, 0-525-46024-1

DeBrunhoff, Laurent. Babar’s French Lessons. New York: Random House, 1991, 0-394-80587-9

DeBrunhoff, Laurent. Babar Loses His Crown. New York: Random House, 1967, 0-394-80045-6

Christmas-A Book of Stories Old and New. New York: Charles Scribner’s Sons, 1962 Haskins, Jim and Benson, Kathleen. Count Your Way through France. Minneapolis:

Carolrhoda Books, Inc., 1996, 0-87614-874-7 Haskins, Jim. Count Your Way through Germany. Minneapolis: Carolrhoda Books, Inc.,

1990, 0-87614-407-5 Hovanec, Erin M. An Online Visit to Europe. New York: Rosen Publishing Group, 2001,

0-8239-5657-1 Keats, Ezra Jack. The Little Drummer Boy. New York: Macmillan Publishing Co., Inc.,

1968, 68-25714 Knight, Hilary. The Twelve Days of Christmas. New York: Simon &Schuster Books,

2001, 0-689-83547-7 Strevens, Biddy. Toto in France. Illinois: Passport Books, 1992, 0-8442-9180-3 Strevens, Biddy. Toto in Italy. Illinois: Passport Books, 1992, 0-8442-9289-3 Take Joy! The Tasha Tudor Christmas Book. New York: Philomel Books, 1966, 0-399-

61169-x Tames, Richard and Tames, Sheila. Great Britain. New York: Franklin Watts, 1995, 0-

531-15275-8

D. Asia Brett, Jan. The Mitten. New York: Scholastic Inc, 1990, 0-590-44015-2 Calmenson, Stephanie. Dinner at the Panda Palace. New York: Scholastic Inc., 1995, 0-

590-62389-3 Dooley, Norah. Everybody Cooks Rice. New York: Scholastic Inc., 1992, 0-590-45597-4 Haskins, Steve. Count Your Way Through China. Minneapolis: Carolrhoda Books, Inc.,

1987, 0-87614-302-8 Hovanec, Erin M. An Online Visit to Asia. New York: Rosen Publishing Group, 2001, 0-

8239-5652-0 Martin, Bill Jr. Panda Bear, Panda Bear, What Do You See? New York: Henry Holt and

Company, 2003, 0-8050-1758-5 Mosel, Arlene. Tikki Tikki Tembo. New York: Scholastic Inc., 1968, 0-590-41622-7


Pluckrose, Henry. Picture A Country- China. New York: Franklin Watts, 1999, 0-531-15375-4

Polacco, Patricia. Babushka Baba Yaga. New York: Philomel Books, 1993, 0-399-22531-5

Polacco, Patricia. Babushka’s Doll. New York: Scholastic Inc., 1995, 0-590-62205-6 Polacco, Patricia. Babushka’s Mother Goose. New York: Philomel Books, 1995, 0-399-

227474 Polacco, Patricia. Rechenka’s Eggs. New York: Scholastic Inc., 1988, 0-590-92164-9 Polacco, Patricia. The Trees of Dancing Goats. New York: Simon and Schuster, 1996,

0689808623 Polacco, Patricia. Thunder Cake. New York: Scholastic Inc., 1992, 0-590-45426-9 Rice, Donna Herweck. Panda Mania. Westminster: Teacher Created Materials, 2002, 0-

7439-8522-2 Ryder, Joanne. Little Panda The World Welcomes Hua Mei At The San Diego Zoo. New

York: Scholastic Inc., 2002, 0-439-41112-2 Waters, Kate and Slovez-Low, Madeline. Lion Dancer Ernie Wan’s Chinese New Year.

New York: Scholastic Inc., 1990, 0-590-43047-5 Young, Ed. Lon Po Po -A Red -Riding Hood Story From China. New York: Scholastic

Inc., 1990, 0-590-44069-1 Additional Resource for Asia Edupress, China Photo Fun Activities UPC 765515000708

E. Antarctica Alborough, Jez. Cuddly Dudley. New York: Scholastic Inc., 1993, 0-590-62946-8 Bedford, David and Chapman, Jane. Big Bear Little Bear. New York: Scholastic Inc.,

2001, 0-439-31884-X Beer, Hans de. Little Polar Bear and the Husky Pup. New York: Scholastic Inc., 1999, 0-

439-20712-6 Beer, Hans de. Little Polar Bear Finds a Friend. New York: Scholastic, 1990, 0- 590-

96996-x Berger, Melvin and Berger, Gilda. Polar Bears Live on Ice. New York: Scholastic, Inc.,

2003, 0-439-47181-8 Black, Sonia W., Follow the Polar Bears. New York: Scholastic Inc., 2000, 0-439-

20641-3 Black, Sonia W. Plenty of Penguins. New York: Scholastic Inc., 1999, 0-439- 09832-

7 Canizares, Susan and Moreton, Daniel. Arctic Winter, Arctic Summer. New York:

Scholastic Inc., 1998, 0-590-76151-x Canizares, Susan and Moreton, Daniel. Polar Bears. New York: Scholastic Inc., 1998, 0-

590-76153-6 Canizares, Susan. The Northern Lights. New York: Scholastic Inc., 1998, 0-590- 76155-

2 Canizares, Susan and Chanko, Pamela. Who Lives in the Arctic? New York: Scholastic

Inc., 1998, 0-590-76150-1 Catala, Ellen. Seals. New York: McClanahan Book Company, 2000, 0-7681-0212-x Chanko, Pamela and Chessen, Betsey. Counting Penguins. New York: Scholastic Inc.,

1998, 0-590-76154-4 Cowcher, Helen. Antarctica. New York: Scholastic Inc., 1990, 0-590-44692-4 Fowler, Allan. Antarctica. New York: Children’s Press, 2001, 0-516-27297-7 George, Jean Craighead. Arctic Son. New York: Scholastic Inc., 1997, 0-590-81014-6


George, Jean Craighead. Snow Bear. New York: Scholastic Inc., 1999, 0-439-20358-9 George, Michael. Land of Endless Water Antarctica. Minnesota: Creative Paperbacks,

2002, 0-89812-327-5 Glassman, Jackie. Amazing Arctic Animals. New York: Grosset&Dunlap, 2002, 0-448-

42844-x Hovanec, Erin M. An Online Visit to Antarctica. New York: Rosen Publishing Group,

2001, 0-8239-5656-3 Irvine, Georgeanne. Zoo Babies Nanuck the Polar Bear. Chicago: Children’s Press, 1982,

0-516-29302-8 Jenkins, Martin. The Emperor’s Egg. New York: Scholastic Inc., 2001, 0-439-18806-7 Joosse, Barbara M. Mama, Do You Love Me? New York: Scholastic Inc., 1991, 0-590-

45984-8 Khanduri, Kamini. Polar Wildlife. New York: Scholastic Inc., 1994, 0-590-48048-0 Lester, Helen. Tacky the Penguin. Boston: Houghton Mifflin Company, 1988, 0-395-

56233-3 Martin, Bill Jr. Polar Bear, Polar Bear, What Do You Hear? New York: Henry Holt and

Company, 1991, 0-8050-1759-3 Marzollo, Jean. Papa Papa. New York: Scholastic Inc., 2000, 0-439-31888-2 Pfister, Marcus. Hopper. New York: North-South Books Inc., 1991, 1-55858-352-1 Pfister, Marcus. Penguin Pete. New York: North-South Books Inc., 1987, 1-55858-356-

4 Pfister, Marcus. Penguin Pete and Little Tim. New York: Scholastic Inc., 1994, 0-439-

37144-9 Pfister, Marcus. Penguin Pete’s New Friends. New York: North-South Books Inc., 1995,

1-55858-414-5 Pinczes, Elinor J. Arctic Fives Arrive. New York: Scholastic Inc., 1996, 0-590-76973-1 Potter, Keith R. Seven Weeks on an Iceberg. New York: Scholastic Inc., 2000, 0- 439-

15813-3 Radcliffe, Theresa. Nanu, Penguin Chick. New York: Scholastic Inc., 2002, 0-439-

31886-6 Richter, Bernd and Richter, Susan. Alaska Animals- Wher Do They Go At 40 Below? Alaska: Saddle Pal Creations, 2000, 1-931353-00-x Richter, Bernd and Richter, Susan. Do Alaskans Live In Igloos? Cantwell: Saddle Pal

Creations, 1998, 0-9663495-2-0 Ring, Susan. Polar Babies. New York: Random House, 2002, 0-679-89387-3 Roop, Connie and Roop, Peter. Over In The Arctic. New York: Scholastic Inc., 2003, 0-

439-40979-9 Seibold, J. Otto and Walsh, V.L. Penguin Dreams. New York: Scholastic Inc., 2000, 0-

439-21736-9 Sierra, Judy. Antarctic Antics: A Book of Penguin Poems. New York: Scholastic Inc.,

1998, 0-439-05636-5 Steger, Will and Bowermaster, Jon. Over The Top Of The World: Explorer Will Steger’s

Trek Across The Arctic. New York: Scholastic Inc., 1999, 0-590-84861-5

Stimson, Joan. Oscar’s Starry Night. New York: Scholastic Inc., 2001, 0-439-21724-5 Stimson, Joan. Swim Polar Bear, Swim! New York: Scholastic Inc., 1998, 0-590-63597-

2 Swan, Robert. Destination: Antarctica. New York: Scholastic Inc., 1999, 0-439- 08777-

5 Yolen, Jane. Welcome to the Ice House. New York: Scholastic Inc., 0-590-68944-4


Zoehfeld, Kathleen Weidner. Penguins. New York: Scholastic Inc., 2002, 0-439- 26987-3

Zoehfeld, Kathleen Weidner. Seal Pup Grows Up. New York: Scholastic Inc., 1997, 0-590-06261-1

F. Oceans

Amos, William H. Exploring the Seashore. Washington, D.C.: National Geographic Society, 1984, 0-87044-526-x

Andreae, Giles. Commotion in the Ocean. New York: Scholastic Inc., 1998, 0-439-08214-5

Arnold, Caroline. Sea Turtles. New York: Scholastic Inc., 1994, 0-590-46945-2 Blades, Ann. By the Sea. Toronto: Kids Can Press, 1985, 0-919964-74-5 Boyle, Doe. Otter on his Own. New York: Scholastic Inc., 1995, 0-439-08418-0 Brenner, Barbara. Where’s That Fish? New York: Scholastic Inc., 1994, 0-590-45215-0 Berger, Melvin. A Whale is not a Fish. New York: Scholastic Inc., 1995, 0-590-47477-4 Canizares, Susan and Reid, Mary. Coral Reef. New York: Scholastic Inc., 1998, 0-590-

76182-x Canizares, Susan and Chessen, Betsey. What Comes In A Shell? New York: Scholastic

Inc., 1998, 0-590-63878-5 Carle, Eric. A House for Hermit Crab. New York: Scholastic Inc., 1987, 0-590-42567-6 Chanko, Pamela. Sea Creatures. New York: Scholastic Inc., 1998, 0-590-63880-7 Chessen, Betsey and Chanko, Pamela. A Dolphin is not a Fish. New York: Scholastic

Inc., 1998, 0-590-63882-3 Chessen, Betsey. Sharks. New York: Scholastic Inc., 1998, 0-590-63881-5 Cole, Joanna. The Magic School Bus on the Ocean Floor. New York: Scholastic Inc.,

1992, 0-590-41431-3 Cosgrove, Stephen. Maui-Maui. Los Angeles: Price/Stern/Sloan, 1984, 0-8431-0573-9 Craig, Janet. What’s Under the Ocean? New Jersey: Troll Associates, 1982, 0-89375-

652-0 Crow, Sandra Lee. The Wonderful World of Seals and Whales. Washington D.C.:

National Geographic Society, 1984, 0-87044-527-8 Davies, Nicola. One Tiny Turtle. New York: Scholastic Inc., 2001, 0-439-42983-8 Davis, Gary. Coral Reef. New York: Grolier, 1997, 0-516-20375-4 Denne, Ben. The Usborne First Encyclopedia of Seas and Oceans. New York: Scholastic

Inc., 2001, 0-439-40907-1 Dolphin. Swindon: Child’s Play, 1997, 0-85953-986-5 Donati, Annabelle. I Wonder if Sea Cows Give Milk. Virginia: Graymount Enterprises,

2001 Ehlert, Lois. Fish Eyes. San Diego: Harcourt Brace & Company, 1990, 0-15-216281-x Fishy Tales. New York: DK Publishing, Inc., 2003, 0-7894-9797-2 Frasier, Debra. Out of the Ocean. New York: Scholastic Inc., 1998, 0-439-06301-9 Galloway, Ruth. Fidgety Fish. New York: Scholastic, Inc., 2001, 0-439-38870-8 Gibbons, Gail. Sea Turtles. New York: Scholastic Inc., 1995, 0-439-22119-6 Guiberson, Brenda Z. Into the Sea. New York: Scholastic Inc., 1996, 0-439-19569-1 Himmelman, John. Ibis. New York: Scholastic Inc., 1990, 0-590-42849-7 Hornblow, Leonora and Hornblow, Arthur. Fish Do the Strangest Things. New York:

Random House, 1990, 0-394-84309-6 Ingoglia, Gina. Strange Sea Creatures. Racine: Western Publishing, 1991, 0-307-11465-1 James, Diane and Lynn, Sara. Underwater- A First Look at Animals. New York:

Scholastic, Inc., 1995, 0-590-61545-9 Jeunesse, Gallimard. Whales. New York: Scholastic Inc., 1991, 0-590-47130-9


Kovacs, Deborah. All About Dolphins. Bridgeport: 1994, 1-884506-09-7 Lamm, Drew C. Sea Lion Roars. New York: Scholastic, Inc., 1997, 0-590-98719-4 Lionni, Leo. Fish is Fish. New York: Scholastic, Inc., 1970, 0-590-40006-1 MacDonald, Maryann. Ben at the Beach. New York: Penguin Books USA Inc., 1991, 0-

670-83920-5 Nicholson, Sue. Ocean Explorer. New York: Tangerine Press, 2001, 0-439-31688-x Orme, David. The Blue Planet Seas of Life Ocean World. New York: Scholastic, Inc.,

2001, 0-439-33412-8 Pallotta, Jerry. The Underwater Alphabet Book. New York: Scholastic, Inc., 1991, 0-439-

26560-6 Pfister, Marcus. The Rainbow Fish. New York: Scholastic, Inc., 1992, 1-55858-009-3 Pfister, Marcus. The Rainbow Fish and the Big Blue Whale. New York: Scholastic, Inc.,

1998, 0-590-63422-4 Pfister, Marcus. Rainbow Fish to the Rescue!. New York: Scholastic, Inc., 1996, 0-590-

67906-6 Resnick, Jane. All About Sharks. Bridgeport: Third Story Books, 1994, I-884506-10-0 Roop, Connie and Roop, Peter. Octopus Under the Sea. New York: Scholastic, Inc.,

2001, 0-439-20635-9 Roop, Connie and Roop, Peter. Starfish- Stars of the Sea. New York: Scholastic, Inc.,

2002, 0-439-33209-5 Rose, Deborah Lee. Into the A.B. Sea. New York: Scholastic, Inc., 2000, 0-439-09697-9 Rotunno, Betsy and Wolek, Guy. Under the Water. Ohio: Landoll, Inc., 1995, 1-56987-

335-6 Sabin, Louis. Wonders of the Sea. Mahwah: Troll Associates, 1982, 0-89375-579-6 Schwartz, David M. At the Seashore. Cypress: Creative Teaching Press, 1997, 1-57471-

209-8 Scrace, Carolyn. The Journey of a Turtle. New York: Franklin Watts, 2000, 0-531-

15419-x Sea-Horse. Swindon: Child’s Play, 1997, 0-85953-988-1 Selsam, Millicent E. Animals of the Sea. New York: Four Winds Press, 1975, 0-590-

07458-x Sheldon, Dyan. The Whale’s Song. New York: Dial Books for Young Readers, 1990, 0-

8037-0972-2 Tate, Suzanne. Crabby’s Water Wish- A Tale of Saving Sea Life. Nags Head: Nags Head

Art Inc., 1991, 1-878405-04-7 Tate, Suzanne. Danny & Daisy- A Tale of a Dolphin Duo. Nags Head: Nags Head Art

Inc., 1992, 1-878405-07-1 Tate, Suzanne. Great Sharky Shark- A Tale of a Big Hunter. Nags Head: Nags Head Art

Inc., 1998, 1-878405-21-7 Tate, Suzanne. Harry Horseshoe Crab- A Tale of Crawly Creatures. Nags Head: Nags

Head Art Inc., 1991, 1-878405-03-9 Tate, Suzanne. Jenny Jellyfish- A Tale of Wiggly Jellies. Nags Head: Nags Head Art Inc.,

2001, 1-878405-30-6 Tate, Suzanne. Katie K. Whale. Nags Head: Nags Head Art Inc., 1995, 1-878405-12-8 Tate, Suzanne. Mary Manatee- A Tale of Sea Cows. Nags Head: Nags Head Art Inc.,

1990, 0-9616344-9-9 Tate, Suzanne. Oopsie Otter- A Tale of Playful Otters. Nags Head: Nags Head Art Inc.,

1997, 1-878405-16-0 Tate, Suzanne. Oozey Octopus- A Tale of a Clever Critter. Nags Head: Nags Head Art

Inc., 2000, 1-878405-13-6


Tate, Suzanne. Perky Pelican- A Tale of a Lively Bird. Nags Head: Nags Head Art Inc., 1996, 1-878405-13-6

Tate, Suzanne. Rosie Ray- A Tale of Watery Wings. Nags Head: Nags Head Art Inc., 2003, 1-878405-09-8

Tate, Suzanne. Stevie B. Seahorse- A Tale of a Proud Papa. Nags Head: Nags Head Art Inc., 1993, 1-878405-09-8

Tate, Suzanne. Tammy Turtle- A Tale of Saving Sea Turtles. Nags Head: Nags Head Art Inc., 1991, 1-878405-05-5

Tibbitts, Christiane Kump. Seashell, Crabs, and Sea Stars. Minocqua: Northwood Press Inc., 1996, 1-55971-542-1

Ward, Helen. A Coral Reef Tale-Old Shell, New Shell. Brookfield: The Millbrook Press, 2002, 0-7613-1635-3

Ward, Jennifer and Marsh, T.J. Somewhere in the Ocean. New York: Scholastic, Inc., 2000, 0-439-22035-1

Wilkes, Angela. Under the Sea. Chicago: World Book Inc., 1998, 0-7166-7706-7 Williams, Rozanne. Who’s Hiding? Cypress: Creative Teaching Press Inc., 1994, 0-

916119-39-4 Wolff, Ashley. Baby Beluga. New York: Crown Publishers Inc., 1980, 0-517-57839-5 Wood, A.J. In the Ocean. San Diego: Advantage Publishers Group, 2000, 1-57145-453-5 Wood, Bobi Morgan. Whales & Dolphins. New York: Scholastic Inc., 2000, 0-439-

25952-5 Wood, Jenny. Coral Reefs. New York: Scholastic Inc., 1991, 0-590-48052-9 Zoehfeld, Kathleen and Petruccio, Steven. Great White Shark Ruler of the Sea. New

York: Scholastic Inc., 1995, 0-439-27143-6 Zolotow, Charlotte. The Seashore Book. USA: Harper Collins Publishers, 1992, 0-06-

020213-0

G. Australia Eggleton, Jill. Baby Kangaroo. Illinois: JJ Education, 1999, 0-7635-6571-7 Fox, Mem. Koala Lou. New York: The Trumpet Club, 1988, 0-440-84651-x Hovanec, Erin M. An Online Visit To Australia. New York: Rosen Publishing Group,

2001, 0-8239-5653-9 Johnson, Rebecca. Cockatoo Calling. Australia: Steve Parrish Publishing, 2002,

174021242-8 Johnson, Rebecca. Kangaroo‘s Lucky Escape. Australia: Steve Parrish Publishing, 2002,

174021191-x Johnson, Rebecca. Koala’s Big Day. Australia: Steve Parrish Publishing, 2002,

174021189-8 Johnson, Rebecca. Wombat’s Secret. Australia: Steve Parrish Publishing, 2002,

174021192-8 Parrish, Steve. ABC of Australian Wildlife. Australia: Steve Parrish Publishing, 1998, 1-

87628-248-7 Parrish, Steve. Australian Wildlife. Australia: Steve Parrish Publishing, 1-87628-289-4 Payne, Emmy. Katy No-Pocket. Boston: Houghton Mifflin, 1972, 0-395-13717-9 Vaughn, Marcia K. Wombat Stew. Sydney: Scholastic Press, 2001, 0-86896-258-9

H. South America Andrews, Julia. Rain Forest Ride. New York: Scholastic Inc., 1996, 0-590-66696-7 Baker, Jeannie. Where The Forest Meets The Sea. New York: Scholastic Inc., 1987, 0-

590-42881-0


Benson, Kathleen and Haskins, Jim. Count Your Way Through Brazil. Minneapolis: Carolrhoda Books, Inc., 1996, 0-87614-873-9

Buckley, Richard. The Greedy Python. New York: Scholastic Inc., 1985, 0-590-46284-9 Canizares, Susan and Chanko, Pamela. Monkeys. New York: Scholastic Inc., 1998, 0-

590-76964-2 Canizares, Susan and Chessen, Betsey. Rainforest Colors. New York: Scholastic Inc.,

1998, 0-590-76962-6 Cherry, Lynne. The Great Kapok Tree. New York: Scholastic Inc., 1990, 0-590-98068-8 Cherry, Lynne and Mark J. Plotkin. The Shaman’s Apprentice. San Diego: Voyager

Books Harcourt, Inc., 1998, 0-15-202486-7 Chessen, Betsey. Rainforest. New York: Scholastic Inc., 1998, 0-590-76960-x Cowley, Joy. Red Eyed Tree Frog. New York: Scholastic Inc., 1999, 0-439-22782-8 Craig, Janet. Wonders of the Rain Forest. USA: Troll Associates, 1990, 0-8167-1764-8 Cunningham, Antonia. Rainforest Wildlife. New York: Scholastic Inc., 1994, 0-590-

48007-3 Daniel, Claire. Amazing Birds of the Rainforest. Austin: Steck-Vaughn Company, 2001,

0-7398-2401-5 Darling, Kathy. Rain Forest Babies. New York: Scholastic Inc., 1996, 0-590-97440-8 Donati, Annabelle. I Wonder What A Rainforest Is. Racine: Western Publishing

Company, Inc., 1992, 0-307-11322-1 Dorros, Arthur. Rainforest Secrets. New York: Scholastic Inc., 1990, 0-590-46084-6 Dowswell, Paul. The Usborne First Encyclopedia of Animals. New York: Scholastic Inc.,

2000, 0-439-22132-3 Gambill, Henrietta D. How God Gives Us Chocolate. Cincinatti: The Standard Publishing

Company, 1982, 0-87239-539-1 Hardy, Ann. Rain Forest Baby Animals. Baltimore: Ottenheimer Publishers Inc., 1994,

1-55185-002-8 Hess, Paul. Rainforest Animals. New York: De Agostini Editions Ltd., 1996. Hovanec, Erin M. An Online Visit to South America. New York: Rosen Publishing

Group, 2001, 0-8239-5655-5 Jordan, Tanis. Amazon Alphabet. New York: Scholastic Inc., 1997, 0-590-06860-1 Lauber, Patricia. Snakes Are Hunters. New York: Thomas V. Crowell Junior Books,

1998, 0-690-04628-6 Morris, Neil. Forests. New York: Crabtree Publishing, 1998, 0-86505-845-8 Nicholson, Sue. Rainforest Explorer. New York: Tangerine Press, 2001, 043931689-8 Noble, Trinka Hakes. The Day Jimmy’s Boa ate the Wash. New York: Dial Press, 1980,

0-803717237 Pallotta, Jerry. The Yucky Reptile Alphabet Book. New York: Scholastic Inc., 1989, 0-

59006240-9 Patet, Dorothy Hinshaw. Flashy Fantastic Rainforest Frogs. New York: Scholastic Inc.,

1997, 0590108611 Paul, Tessa. In the Jungle. New York: Crabtree Publishing, 1998, 0-86505-599-B Petty, Kate. I Didn’t Know That Crocodiles Yawn To Keep Cool. Connecticutt: Cooper

Beach Books, 1998, 0-7613-1015-0 Pfister, Marcus. The Happy Hedgehog. New York: Scholastic Inc., 2001, 0-439-23904-4 Smith, Kathie Billingslea. Rainforest Animals. China: Flying Frog Publishing, 2001, 1-

57755-357-8 Trimble, Irene. Crocodiles. New York: McClanahan, 2000, 0-7681-0211-1 Wexo, John B. ZooBooks Snakes. California: Wildlife Education, Ltd., 1985, 0937934-

05-04


Winston, Peggy. Explore a Tropical Forest. Columbia S.A.: National Geographic Society, 1989, 0-87044757-2

Wilkes, Angela. Rain Forest Animals. Chicago: World Book Publishing, 1999, 07166-7704-0

Wise, William. Ten Sly Piranhas. New York: Scholastic Inc., 1993, 0-590-48123-1 Wood, A.J. In the Rainforest. California: Advantage Publishing, 1998, 1571453520 Yaccarino, Dan. Deep in the Jungle. New York: Scholastic Inc., 2000, 0-590-48123-1

I. Africa Aardena, Verna. Bringing the Rain To Kapiti Plain. New York: Dial Books for Young

Readers, 1981, 0-14-054616-2 Aardema, Verna. Traveling to Tondo - A Tale of the Nkundo of Zaire. New York:

Scholastic Inc., 1991, 0-590-46758-1 Aardema, Verna. Why Mosquitos Buzz in People’s Ears. New York: Scholastic Inc.,

1975, 0-590-10294-x Adlerman, Daniel. Africa Calling Nighttime Falling. Watertown: Charlesbridge

Publishing, 1996, 1-58089-025-3 Base, Graeme. The Water Hole. New York: Harry N. Abrams, Inc., 2001, 0-8109-4568-1 Chessen, Betsey and Chanko, Pamela. Jane Goodall and the Chimpanzees. New York:

Scholastic Inc., 1999, 0-439-04576-2 George, Jean Craighead. Giraffe Trouble. New York: Scholastic Inc., 1999, 0-439-10985-

x George, Jean Craighead. Gorilla Gang. New York: Scholastic Inc., 2000, 0-439-10984-1 George, Jean Craighead. Rhino Romp. New York: Scholastic Inc., 1999, 0-439-10986-8 George, Jean Craighead. Elephant Walk. New York: Scholastic Inc., 1999, 0-439-10986-

8 Haskins, Jim. Count Your Way Through Africa. Minneapolis: Carolrhoda Books, Inc.,

1992, 0-87614-347-8 Hovanec, Erin M. An Online Visit to Africa. New York: Rosen Publishing Group, 2001,

0-8239-5651-2 Jenkins, Steve. Biggest, Strongest, Fastest. New York: Scholastic Inc., 1996, 0-590-

95922-0 Kimmel, Eric. Anansi and the Moss-Covered Rock. New York: Scholastic Inc., 1990, 0-

590-43164-1 Kraus, Robert. Leo the Late Bloomer. New York: Windmill Books, 1971, 0-87807-042-7 Landau, Elaine. Grassland Mammals. New York: Children’s Press, 1996, 0-516-26099-5 McDermott, Gerald. Anansi The Spider-A Tale from the Ashanti. New York: Scholastic

Inc., 1993, 0-590-47340-9 Patent, Dorothy Hinshaw. Bold and Bright Black-and-White Animals. New York: Walker

and Company, 1998, 0-8027-7571-3 Paul, Tessa. On Safari. New York: Crabtree Publishing Company, 1998, 0-86505-597-1 Pfister, Marcus. How Leo Learned to be King. New York: Scholastic Inc., 1998, 0-590-

51153-x Pfloog, Jan. The Tiger Book. New York: A Golden Book, 1965, 0-307-13024-x Sendak, Maurice. Where The Wild Things Are. USA: Harper Trophy, 1984, 0-06-443178-

9 Stephen, Richard. Deserts. New Jersey: Troll Associates, 1990, 0-8167-1969-1 Ward, Leila. I Am Eyes. New York: Scholastic Inc., 1978, 0-590-40990-5 Wilson, Anna and Bartlett, Alison. Over in the Grasslands. New York: Scholastic Inc.,

2001, 0-439-31412


Appendix A


Appendix B


Appendix C


Appendix D


Appendix E


Appendix F


Appendix G


Appendix H


Appendix I


Appendix J


Appendix K


Appendix L

Directions for making an iceberg and tundra:

Fill a 9 x 13 pan with water and freeze. When the water is frozen, loosen it from the pan with warm water. Place the iceberg in a large plastic container of water. Have the students observe the frozen iceberg from time to time. The teacher will make tundra by freezing water in a 9 x 13 pan about 3/4 full. When it is frozen, place a layer of soil on top of the ice and freeze over night. Have the students

observe the frozen soil from time to time. As the soil thaws, it will become soggy but ice underneath remains frozen. During the Arctic spring, some plants bloom, for a short time and the ice above the ground melts a small amount. Because the

water cannot drain through the ice, the ground becomes soggy and wet. The students will compare and contrast the iceberg and tundra.

PASSPORT TO THE WORLD… · · 2016-11-113. Reading and Language Comprehension, Fiction &...

Documents

Transcript of PASSPORT TO THE WORLD… · · 2016-11-113. Reading and Language Comprehension, Fiction &...