Map Globe Skills - Nystrom Education · by Melvin and Gilda Berger • Unit 4, Lessons 19, 20, 21....

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Map & Globe Skills

Literacy Library Lessons

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Literacy Library• The following books can be used to review and reinforce the content taught in these EWW lessons.

Reading to Learnthrough

Social Studies

Use these Exploring Where & Why Map and Globe Skills program components with the Literacy Library:• Program Guide

• TheNystromJuniorGeographerAtlases

• Political Desk Maps

• Physical Desk Maps

• Activity Globes

• Raised Relief Maps

• Markers

These Nystrom materials also can be used with the Literacy Library:• The Nystrom Intermediate

Series Political wall map of the United States

• The Nystrom Intermediate Series Political wall map of the World

• The Nystrom Intermediate Series Physical wall map of the United States

• The Nystrom Intermediate Series Physical wall map of the World

• The Nystrom First Globe

All in a Dayby Mitsumasa Anno

•Unit 1, Lesson4

•Unit 3, Lessons13,14,17

•Unit 4, Lessons19,20,21,24

•Unit 5, Lessons35,36

Any Small Goodnessby Tony Johnston

•Unit 2, Lesson8

•Unit 4, Lesson23


Can It Rain Cats and Dogs?by Melvin and Gilda Berger


Come Back, Salmonby Molly Cone

•Unit 2, Lesson10


Geography from A to Zby Jack Knowlton

•Unit 1, Lesson4


If America Were a Villageby David J. Smith

•Unit 4, Lesson23

•Unit 4, Lesson26

Love, Ruby Lavenderby Deborah Wiles



My Americaselected by Lee Bennett Hopkins

•Unit 2,Lessons10,11

•Unit 4, Lesson22

•Unit 5, Lessons27,28,29,30,31,32, 33,34,35,36,37,38,39,40, 41,42,43

Rachel’s Journalby Marissa Moss


•Unit 4, Lesson25


Saguaro Moonby Kristin Joy Pratt-Serafini




Sea Clocks: The Story of Longitudeby Louise Borden

•Unit 3,Lesson16

•Unit 4,Lesson24

The Vacationby Polly Horvath

•Unit 1, Lesson7

•Unit 2, Lesson11

•Unit 3, Lesson18

•Unit 4, Lesson20

•Unit 5, Lessons29,30,31,32,33,34, 35,36,37,38,41,42

NYSTROM Education Exploring Where & WhyMap and Globe Skills

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NYSTROM Education

Exploring Where & WhyMap and Globe Skills

Teaching with BooksThese books are engaging stories for teachers to read to students and for students to read by themselves.

For reading to the classBefore reading a book:•Start a K-W-L chart on the book’s theme.•Have students use the title, chapter headings,

and/or subheadings to predict what will happen in the story.

•Have students make inferences about the story’s setting based on the cover.

•Introduce students to unfamiliar and recurring terms in the book.

While reading a book:•Use the book to teach or re-teach good reading

strategies: predicting, visualizing, making connections, summarizing, inferring, questioning, using context clues, and rereading when they don’t understand.

•Have students make text–to–text, text–to–self, and text–to–world connections.

•Have students visualize a scene and draw it on paper.

•Have students stop, turn to the person next to them, and discuss a particular moment in the story. They can discusss how the moment made them feel, how they think the character feels, or predict what will happen next.

•Have students write questions about parts of the story they don’t understand. Use their questions as a starting point for class discussion.

•Have students summarize what happened in a chapter.

After reading a book:•Have students evaluate the story by writing a

book review.•Have students create movie posters advertising

the book to the school.•Have students write reading-response essays

based on chapters from the book to prepare for standardized tests.

•Have students create songs, raps, and poems about the book’s theme or facts they learned from the book.

For independent student reading•Include books from the EWW Literacy Library

in your classroom library.•Provide students with independent reading time.•Give students a grade for completing a certain

number of approved books.•Attach instructions for an activity to the book.

Have students complete the activity for credit.•Have a class journal for each book. After

students read the book, have them write their thoughts in the journal.

•Have students practice note-taking while reading the book. Have them write important points and questions when they complete a chapter.

ART Trifold Story BoardsFold a sheet of paper into three sections. Label the section 1, 2, and 3. Have students describe

and then draw something that happened in the beginning of the story in section 1, the middle in section 2, and the end in section 3. Encourage students to retell the story using their story boards.

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Exploring Where & WhyMap and Globe SkillsNYSTROM Education Exploring Where & WhyMap and Globe Skills

Literacy Library

All in a DayWritten by Mitsumasa Anno; illustrated by Eric Carle, Raymond Briggs,Nicolai Ye. Popov, Akiko Hayashi, Gian Calvi, Leo and Diane Dillon, ZhuChengliang, Ron Brooks, and Mitsumasa Anno

Book Summary: This delightful book tracks nine children fromaround the world in a 24-hour period. Each child, drawn by adifferent illustrator, welcomes in the New Year in a unique way.

Cross-Curricular ActivitiesReading Suggestion: Read the entire book aloud to the class. Then focus on just one place at a time. Read only the words related to that place.

Reading

� Fluency Assign each student a paragraph in the book. Have thempractice reading the paragraph with speed, accuracy, and expression.Then have them read their paragraphs to the class.

� Vocabulary 1 The book includes several greetings in Portuguese(Brazil), Chinese, Russian, Japanese, and Swahili (Kenya). Havestudents make a list of these greetings. Encourage them to use thegreetings in their daily interactions with each other.

� Vocabulary 2 Let students know that SOS is a distress signal. Teachstudents how to write and tap out the Morse code signal for SOS—3dots, 3 dashes, 3 dots (• • • - - - • • •).

� Comprehension Have students choose one of the locations andmake an 8-panel storyboard for it. Have them indicate the date andtime on each panel and then add a brief description and sketch ofwhat happened.

Writing

� Activity 1 Have students write an SOS letter from Oliver Smith,who is stranded on an uninhabited island.

� Activity 2 Have each student choose one location and write a storyto go along with its illustrations.

(continued)

Use this book to introducethe following lesson inExploring Where & Why,Map and Globe Skills. Orread the book after thelesson to review andreinforce learning.

Unit 4� Lesson 24 Time Zones

NYSTROM Education

Date:Time:

Date:Time:

Date:Time:

Date:Time:

Date:Time:

Date:Time:

Date:Time:

Date:Time:For

Review

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Social Studies

� Culture Russians celebrate a Christmas-like holiday on January 1st.Australians often have picnics and camp out on the beach. Havestudents select the New Year celebration in the book that is most liketheir own and write a paragraph explaining why.

� Geography 1 Model how to find and circle all 8 cities depicted inthe book on the Intermediate Political wall map of the world, asstudents follow along on the World Political Desk Map. (Greenwich,England, is within Greater London and Nakuru, Kenya, is northwestof Nairobi.)

� Geography 2 The time zones change roughly at every 15° line of longitude. On the Activity Globe, near the Equator, have students num-ber each longitude line with the time, beginning with 1 a.m. at 150°W.

Math

� Activity 1 The book lists the time in traditional time and militarytime. Military time adds 12 hours to any time after noon. Call outtimes, and have students tell you the time in military time.

� Activity 2 Explain to the class that, in January, in Brazil and Australia,it is summer. These countries have a version of daylight savings timeand add 1 hour to the local time. Call out a time in Rio de Janeiro orSydney and have students tell you the daylight savings time.

Science

� Activity 1 It takes 24 hours for the earth to rotate completely. Oneach Activity Globe, have students put an X on a different countrypictured in the book. Shine a flashlight representing the sun on theglobes as students turn their globes to the east. Have students pointout which countries are experiencing day and which are night.

� Activity 2 Shine a flashlight to represent the sun. Have students tilttheir Activity Globes roughly 231/2° with the Northern Hemispherepointing away from the sun. Explain that this is the position of theearth on January 1st. Have them label the warmer SouthernHemisphere SUMMER and the cooler Northern Hemisphere WINTER.

Critical Thinking

Have students use clues from the book to determine where theuninhabited island is located.

Art

Ask students to choose one of the 9 artists. Have them draw an additionalpicture in the style of the artist for a time not shown in the book.

Physical Education

Teach students how to play hanetsuki, a Japanese game. Give students a wooden ping-pong or paddleball paddle and a badmintonshuttlecock. The idea of the game is to keep the shuttlecock up inair as long as possible. When the shuttlecock falls on the floor, a newstudent takes over.

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Literacy Library

Any Small GoodnessWritten by Tony Johnston; illustrated by Raúl Colón

Book Summary: Arturo’s warm and colorful family helps him bringperspective to the word goodness, as he reflects on the small acts ofkindness that occur in his neighborhood—a tough Los Angeles barrio.

Cross-Curricular Activities

Reading

� Phonics Explain what cognates are. Write several Spanish-Englishcognates from the story on the board. Have students underline thepart of the Spanish word in each cognate that is spelled similarly inEnglish (for example, excelente and familia).

� Vocabulary On the board, write sentences from the story thatcontain Spanish words. Have students use context clues to defineSpanish words. Then have students check the glossary for theaccuracy of their definitions.

� Comprehension 1 Read the title of the chapter “The Green NeedleGang” on page 104 and have students predict what the chapter willbe about. Stop several times throughout the chapter and ask ifstudents want to change their predictions. Have students check theaccuracy of their predictions after reading the chapter.

� Comprehension 2 Using a story map, have students write theliterary elements for each chapter, such as main characters, setting,problem, events, and resolution.

Writing

� Activity 1 Have each student write a narrative essay about a smallact of kindness carried out in their community. Assemble the storiesin a class book.

� Activity 2 Have students use one of the completed story maps fromComprehension 2 to write a chapter summary.

Social Studies

� Civics Each day, have students describe small acts of goodness thatthey witnessed. These acts might include good deeds they did forothers or nice things people did for them.

� Culture After reading “ChristmasPresents” on pages 116–125, havestudents use a Venn diagram tocompare the Rodriguez Navidadwith their own holiday celebra-tions in December.

(continued)


Unit 5� Lesson 42

Southwest Region: People and Places

NYSTROM Education

RodriguezNavidad

My Kwanzaa

Both

Setting:

Event #1:

Event #2:

Event #3:

Resolution:

Main Characters:

Problem:

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� Geography 1 Abuelita moved from Aguascalientes, Mexico, to LosAngeles in the United States. On the World Political Desk Map, tellthe class that Aguascalientes is roughly below the i in Mexico. Havestudents draw an arrow from Aguascalientes to Los Angeles.

� Geography 2 Have students look at the Junior Geographer Atlas andlist 10 things they know about Los Angeles (such as its climate,population density, latitude and longitude).

Math

Teach students how to play Multiplication Dominoes. Tell them tothink of a domino as a two-digit number. For example, the dominoto the left equals 23. Have students multiply the number of thedomino already on the board by the number of the domino theyplace beside it to score points. The first student to get rid of allhis/her dominoes wins his/her total points.

Science

After reading the chapter “Corn Fungus” on pages 22–36, havestudents research the term huitlacoche. Have students create a posteron the plant disease, noting its symptoms, transmission, and uses.

Critical Thinking

In Any Small Goodness, each chapter begins with a quote. Afterreading a chapter, have students write a literary response based onhow the quote relates to the chapter.

Art

There are many uses of figurative language in Any Small Goodness. Have students fold a sheet of paper in half. On one half, have them illustrate the literal meaning and, on the other, the figurative meaning of one of the metaphors or similes in the book.

Music

After reading the chapter “The Band” on pages 78–88, play samplesof merengue, cumbia, and salsa music. Encourage students to tapout the beat or move/dance to the music.

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Literacy Library

Can It Rain Cats and Dogs?

Written by Melvin and Gilda Berger; illustrated by Robert Sullivan

Book Summary: This nonfiction, question-and-answer bookprovides basic information about the types and causes of differentweather systems.


Reading

� Phonics Write the words thermometer (thur MOHM ih tur),barometer (bur OHM ih tur), anemometer (AHN uh MOHM ih tur),and hygrometer (hy GROHM ih tur) on the board. Have studentsbreak the word thermometer into its syllables (ther/mom/et/er) andpronounce it. Have them use this pattern to pronounce the otherthree words.

� Fluency Have a pair of students read page 30 aloud as a dialogue tothe class or into a tape recorder. Have the first student read the firstquestion. Then have the second student read the answer and thenext question. Then the first student reads the second answer andthe third question and so on.

� Vocabulary Read pages 38–42. Then have students complete the Venn diagram to the right to compare and contrast hurricanes and tornadoes.

Writing

Have students write a sentence describing the weather every day at the same time for a week.

Social Studies

� Geography 1 Have students look at the Rainfall thematic map on the World Physical Desk Map and circle the areas that they think are the driest and wettest places on Earth. Then read the second and third questions and answers on page 29 of the book. On theIntermediate Physical wall map, show students where Calama, Chile (23°S, 70°W), Mt. Wai-‘ale-‘ale, Hawaii, (22°N, 160°W), and Meghalaya, India (27°N, 90°E) are. Have students mark those places with an X on their desk maps.

(continued)

Use this book to introduceone or more of thefollowing lessons inExploring Where & Why,Map and Globe Skills. Orread the books after thelessons to review andreinforce learning.

Unit 4� Lesson 19 Rainfall� Lesson 20 Temperature� Lesson 21 Climate

NYSTROM Education

Hurricanes Tornadoes

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� Geography 2 Read the first two paragraphs of the answer on page21. On the U.S. Physical Desk Map, have students draw arrows toshow which directions chinook, Santa Ana, and norther winds blow.

� Geography 3 On the Temperature thematic map on the U.S.Physical Desk Map, have students find Alaska. Have them outline thearea of “Always Cold” temperatures in the southern part of the state.Then have them circle roughly the same area of Alaska on the mainmap (it should be around the Alaska Range). Read the answer to thesecond question on page 11 to explain why this area is colder thanthe surrounding areas.

Math

� Activity 1 Read the second question and answer on page 11 of thebook. Then have students turn to page 22 in the Junior GeographerAtlas. Ask them to calculate the difference in temperature betweenMt. Mitchell and a neighboring location at sea level. Have themdivide the height of Mt. Mitchell by 3,300 feet and then multiply thatnumber by 11°F/ft. (22°F).

� Activity 2 Read the second question and answer on page 35. Havestudents determine how far away lightening is if you hear thethunder 25 seconds after the flash (5 miles).

Science

Have students demonstrate how different parts of the earth getdifferent amounts of sunlight during the year. Have them tilt theNorth Pole of an Activity Globe 231/2° towards a flashlight. Ask themto identify the brightest half of the globe (north or south). Thenhave them keep the same tilt but move the globe to the other side ofthe light. Now have them identify the brightest half of the globe.Finally show them the diagram on page 7.

Critical Thinking

On the U.S. Physical Desk Map, have students circle the symbol forthe city of Las Vegas, Nevada, and the Four Corners region (whereUtah, Colorado, Arizona, and New Mexico meet). Then have themcircle the same two areas on the Temperature map. Have studentswrite one sentence describing the difference in temperature betweenthe two points and another sentence giving a possible reason whythere is a significant difference.

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Alaska

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Literacy Library

Come Back, SalmonWritten by Molly Cone; photographed by Sidnee Wheelwright

Book Summary: In this nonfiction book, students at JacksonElementary School organize a project to clean up a local creek and restore the salmon population.

Cross-Curricular ActivitiesThe Civics, Writing, and Art activities can be combined into a single civics project aimed at improving a situation in your community, just as the Jackson Elementary School teachers and students did in Everett.

Reading

� Vocabulary Write the following words on the board: smolt, fry,eyed egg, and alevin. After reading chapters 3 and 4, have studentswrite the words in order from youngest to oldest stage for salmon.

� Comprehension 1 Tell students that nonfiction books providefactual information. Point out the nonfiction features found in ComeBack, Salmon: table of contents, page numbers, photographs, infor-mation boxes, glossary, index. Show students how to find words thatare in the index. Have students work with a partner. Ask them toselect a word from the index, find it in the book, and write onesentence about what the word means.

� Comprehension 2 Read the box on page 8. Then have studentscomplete the following sentence using the words stream and watershed.

The ___________ includes everything that flows into the _____________.

Writing

Have students write letters to public officials, like the fifth graders atJackson Elementary School did on page 18. Their letters could beabout an important local issue or they could be to the leaders ofEverett about the Pigeon Creek situation.

Social Studies

� Civics Have students list places in their neighborhood or town thathave been damaged by litter or pollution.

� Geography 1 Have students turn to page 62 of the JuniorGeographer Atlas. Ask them to locate Everett, Washington, the homeof Jackson Elementary School, on the main map. Then, on the U.S.Physical Desk Maps, have them draw the route salmon take fromEverett to the Pacific Ocean.

� Geography 2 People can change the natural environment in apositive way or a negative way. Have students identify one way peopleharmed Pigeon Creek and one way people helped Pigeon Creek.

(continued)

Use this book to introduceone or more of thefollowing lessons inExploring Where & Why,Map and Globe Skills. Orread the book after thelessons to review andreinforce learning.

Unit 2� Lesson 10 Bodies of

Water

Unit 5� Lessons 39 Northwest

Region: Land and Water

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Math

� Activity 1 Have students calculate how many salmon returned in1987. Divide the number of eggs the students had, about 1000, by100 to show how many salmon were likely to have returned. (10)

� Activity 2 Have students calculate how many salmon from the nextgeneration (the offspring of the first group) were likely to return.Have them divide the answer from Activity 1 by 2 (only half of thereturning salmon are female). Then multiply that number by 3000(the number of eggs each female lays). Finally divide that answer by100 (150). Point out how much the salmon population grew inPigeon Creek in just 4 years.

Science

Read chapters 2–4. Have students list the conditions that salmoneggs need to survive and grow. Be sure they include water temper-ature, creek bottoms, and water content.

Critical Thinking

� Activity 1 Have students complete a cause-and-effect chart for thePigeon Creek problem. (See the chart below.)

� Activity 2 Read the box on page 29 and show the illustrations.Have students write two differences between the six types of Pacificsalmon and two similarities.

Art

Have students draw a poster telling people how they can supporteither a local environmental project or the Pigeon Creek project.

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��

CAUSE EFFECT

More people move to Everett, Washington.

People dump waste in theirlawn and storm drains.

Students release salmon fry into Pigeon Creek.For

Review

Only


Literacy Library

Geography from A to ZWritten by Jack Knowlton; illustrated by Harriett Barton

Book Summary: This nonfiction book provides colorful pictures andconcise definitions of 63 physical geography terms.


Reading

� Fluency Assign each student a definition. Then have students readtheir definitions either in front of the class or into a tape recorder.

� Vocabulary Have students read the definition for lake on page 27.Draw three different size shapes on the board. Then have studentslabel the shapes lake, pond, and pool.

Writing

� Activity 1 Have students write a sentence using the two wordsdefined on page 16.

Activity 2 Have students compare definitions for the same word inGeography from A To Z and the Junior Geographer Atlas. (For example,tundra is defined on page 43 of Geography from A To Z and on pages 16and 77 of the Junior Geographer Atlas.) Have them use these defini-tions to write a definition in their own words. Then assemble all thenew definitions into a class dictionary.

Social Studies

� Geography 1 • On the Activity Globes, have students label the fiveclimate zones using the definition and picture on pages 46–47.

� Geography 2 On their U.S. Physical Desk Maps, have studentslocate three of the land features defined on pages 34–35. When theyfind each feature on the map, have them circle the label.

� History 1 Read the definition for mountain pass on page 31. Ontheir Raised Relief Maps, have students find the pass between theFront Range and the Bighorn Mountains and draw an arrow throughit. Explain that this pass, the South Pass, was used by wagon trainsheading west to Oregon, Utah, and California.

� History 2 Read the definition for mountain pass again. On theirRaised Relief Maps, have students find the pass about 50 miles west ofPyramid Lake in Nevada and draw an arrow through it. This pass iscalled the Donner Pass and was used by settlers heading to California.

(continued)


Unit 1� Lesson 4 Continents

and Oceans


Water� Lesson 11 Landforms� Lesson 12 Elevation

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Science

Read students the definitions for canyon on page 11 and delta on page15. Show how both are formed. Make a steep mound of sand at oneend of a plastic tub. Then pour a narrow stream of water down theside of the mound steadily for a minute or more. Point out how thewater has cut a channel in the mound and moved the sand to the flatsection of the tub where it is settling. Explain that the channel is thebeginning of a canyon and the sand at the other end of the pan willgradually form a delta.

Critical Thinking

� Activity 1 Write the following pairs of words on the board:

butte guyot

cape point

cave cavern

forest woodland

source mouth

mountain range

strait isthmus

river tributary

Read the definition of each word. Than have students write therelationship between the two words: are they synonyms, antonyms, oris one part of the other?

� Activity 2 Without showing the picture to the students, read thedefinition for atoll on page 8. Then have students draw a rough mapof an atoll and lagoon, labeling both features.

Art

Assign each student a different word from the book. Have eachstudent write the word and draw a picture of the feature. Combinethe pictures into an illustrated class dictionary of geographic terms.

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Literacy Library

If America Were a Villagewritten by David J. Smith; illustrated by Shelagh Amstrong

Book Summary: This nonfiction book translates statistics about the people of the United States into readable text. It describes characteristics of the country in terms of a village of 100 people.

Cross-Curricular ActivitiesSee pages 31–32 of the book for other activity ideas.

Reading

wVocabulary Add any unfamiliar words or phrases from the book to your class vocabulary list. Help students pronounce these words, spell them, and read them in context. As a class, look up their definitions and use them in a new sentence. You also may want to select some of these as your spelling words for the week.

wComprehension Have students take information from one of the paragraphs in the book and turn it into a bar graph, circle graph, line graph, or chart.

Writing

Author David J. Smith takes facts and figures and turns them into a very readable paragraph. Have your students take the information from a chart or table of numbers and write up the data in a paragraph.

Social Studies

wGeography 1 According to page 11 of the book, half of our country lives in just nine states. On the U.S. Political Map, have students draw stick figures on each of those states to represent its population. What patterns do your students see? Are some regions more populated than others? How do their stick figures compare with the Population thematic map?

wGeography 2 Go to www.census.gov and have the class search for their town’s name. There, they’ll find information on age, race, and number of foreign born in their community. To change percentages into numbers, multiply by 100. How does their town compare with the rest of the United States (pages 7 and 19)?

wEconomics Have students search the Internet for data on cell phones, computers, or televisions per capita by country. Ask them to select a few representative countries, similar to the people per car graph on page 46 of the Junior Geographer Atlas. (See Math 2 and Critical Thinking for more activities with this data.)

(continued)

Use this book to introduce one or more of the following lessons in Exploring Where & Why, Map and Globe Skills. Or read the book after the lessons to review and reinforce learning.

Unit 4w Lesson 23

Population Density w Lesson 26

Economics

45 China

6 Brazil

2 United States

3 Japan

11 Turkey

2 Italy

232 Madagascar

91 Zambia

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wHistory Have students use the information on page 8 of the book to map where Americans came from on an Activity Globe. From each country, ask students to draw an arrow to the United States. (English, Scottish, and Scotch-Irish immigrants all came from the United Kingdom. The Dutch were from the Netherlands, a small country west of Germany.) Have them also add stick figures to each arrow, representing the number of immigrants.

wCulture Survey the students in your class to find out which religions they practice. Divide the number for each religion by the total number of students in your class and then multiply by 100. How does your class compare to the United States (page 14)? to the world?

Math

wActivity 1 Have students use the figures on page 11 of the book to create pie charts showing the urban (towns and cities) and rural (country) populations of the United States.

wActivity 2 If students have done the Economics activity, they will need to turn per capita data into people per cell phone, computer, or television. To do that, have them divide the number of people by the number of objects. Once they have their answers, have them turn the information into a pictograph similar to the one on page 46 of the Junior Geographer Atlas.

Critical Thinking

If your students have done the Economics and Math 2 activities, have them compare their data to the People per car graph and Wealth of Countries map on pages 46–47 of the Junior Geographer Atlas. Do cell phones, computers, or televisions paint a different picture of economic wealth than cars do? Why do you think that is?

Art

Have students cut out 100 paper-doll stick figures. As they read the book, have them count out and divide the figures into groups based on the information provided.

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Literacy Library

Love, Ruby LavenderWritten by Deborah Wiles

Book Summary: Meet Ruby Lavender, a nine-year-old self-confessedchicken thief and floor sweeper. Follow her through a summer ofadventures in her hometown of Halleluia, Mississippi.


Reading

� Fluency Assign students parts and have them practice and act outpages 1–4 or pages 175–181 as a readers’ theater.

� Comprehension Have students write a letter from Ruby to MissEula about the event described on pages 120–124.

Writing

� Activity 1 This story is based loosely on the author’s relatives andher childhood experiences. Have students write a short story basedloosely on one of their relatives.

� Activity 2 Have students complete the questionnaire on pages61–63 for themselves. Encourage students to answer using completesentences.

� Activity 3 Have students write a newspaper article, similar to thosein the Aurora County News, “Happenings in Halleluia” column, aboutthe event described on pages 105–108.

Social Studies

� Culture 1 Have students read Miss Eula’s letters from Hawaii andmake a list of 10 things they know about this state.

� Culture 2 Have students pair up, interview, and tape one another,like Dove—the junior anthropologist-in-training—does. Encouragethem to answer a question such as What is the biggest thing that everhappened in this class?

� Geography 1 This story takes place in the imaginary town ofHalleluia, which is near the real town of Raleigh, Mississippi. On theU.S. Political Map, have students outline the state of Mississippi, asyou do the same on the Intermediate Political wall map of the UnitedStates. Then have them put a dot � at 32°N, 90°W and label itHALLELUIA.

� Geography 2 Divide the map on pages x–xi into 12 sections.Divide the class into 12 groups and assign each group a section of themap. Have them build a scale model of their section. (For example,1 in. of map in book could equal 1 ft. of model.) Assemble thesections into a scale model of the town.

(continued)


Unit 5� Lesson 32 Southeast

Region: People andPlaces

� Lesson 43 Alaska andHawaii

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� History Have students work in small groups of 2–4 and prepare afamily tree for Ruby’s family. Have them label each person with hisor her name and relationship to Ruby.

Math

The incubation period for chicken eggs is 21 days. If eggs were laidtoday, have students determine when they would hatch.

Science

� Activity 1 Have students research the laying and hatching of chickeneggs. Ask some students to draw and label diagrams of eggs, whileothers research optimal incubation conditions or do a hatchingtimetable. Assemble the information into a class book on egg hatching.

� Activity 2 The book mentions Grandpa Garnet’s garden on pages24–25. Have students look up his flowers in a seed catalog orgardening book. On a T-chart, have them note which flowers areannuals (they have to be planted each year) and which are peren-nials (they come back year after year).

� Activity 3 Ask students to look at the Rainfall, Temperature, andClimate maps on pages 32–37 of the Junior Geographer Atlas, andreview details about the weather in the story. Have them each write a paragraph generalizing about summers in Mississippi.

Critical Thinking

� Activity 1 As a class, create a Venn diagram that compares Ruby, Melba Jane, and Dove.

� Activity 2 Play the taped interviews from Culture 2 for the class. Have each student write a generalizing statement about what your class is like.

NYSTROM Education

Annette(aunt)

Miss Mattie(great aunt)

Leilani(cousin)

Johnson(uncle)

Garnet(grandfather)

Miss Eula(grandmother)

?(father)

Evelyn(mother)

Ruby

Annuals Perennials

MelbaJane

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Literacy Library

My AmericaSelected by Lee Bennett Hopkins; illustrated by Stephen Alcorn

Book Summary: Fifty poems, grouped by region, paint a vividpicture of the landscapes, cities, and wonders of the United States.Carl Sandburg, Langston Hughes, and others lend their talents tothis anthology.

Cross-Curricular ActivitiesReading Suggestion: Read poems related to the region of the United States thatyou are currently studying.

Reading

� Phonics 1 Each line in the poem “Idaho” on page 53 ends with along o sound. Have students list each of these rhyming words andadd four more of their own.

� Phonics 2 Divide the class into 11 groups and assign each group astanza from the poem “Islands in Boston Harbor” on page 6. Haveeach group identify the ending sound of the three lines in theirstanza. Then have them write a fourth line for the stanza with thesame ending sound.

� Fluency Have students work in pairs and assign them alternate linesin the poem “Vermont Conversation” on page 12. Have thempractice it several times before reading the poem to another pair.

Writing

� Activity 1 Point out to the class that the poem “Farmer” on page 36is a haiku—the first line has 5 syllables, the second has 7, and thethird has 5. Have students count the syllables in each line of thepoem and then try writing their own haiku.

� Activity 2 Explain to the class that “Tonight in Chicago” on page 32is a pattern poem. Each line follows the same pattern, with two ormore adjectives in the middle.

It’s a (adjective) , (adjective) kind of a place.

Have students use the same pattern to write a poem about their own town.

Social Studies

� Civics Have students list all the symbols of the United Statesmentioned in the poem “Washington, D.C.” on page 17.

� Geography 1 The poem “The Mississippi” on page 25 describes thelongest river in the United States. On the U.S. Physical Desk Map,have students trace the Mississippi River from its source in north-western Minnesota to its mouth at the Gulf of Mexico.

(continued)



Water� Lesson 11 Landforms

Unit 5� Lessons 27–43

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� Geography 2 “This Is Indiana” on page 31 lists some of the state’sfamous residents, rivers, land uses, and events. Have students use theJunior Geographer Atlas to identify and list features of your state thatcould be put in a poem. (If you live in Indiana, have studentsidentify additional features.)

� Geography 3 The poem “Nebraska” on page 44 describes landslowly rising toward a distant glory. On the Raised Relief Map, havestudents outline Nebraska and then compare the elevations at itseastern and western boundaries.

� History “California Missions” on page 72 describes characteristics ofmissions. On the U.S. Political Desk Map, in California, have studentsdraw a line from San Diego, through Santa Barbara, and along thecoast to San Jose and San Francisco. Explain that the state’s 21 missionsare located along this line, each about a day’s horse ride apart.

Science

After reading “Gulls and Buoys” on page 9, have students make aword web showing all the things they know about gulls.

Critical Thinking

Have students read all the poems for a region. Then ask them to writea paragraph generalizing about the characteristics of that region.

Art

Read the class “Watercolor Maine” on page 5. Have students paint awatercolor painting of one of the images described in the poem.

Music

Teach students the song “America.” Have them listen for the wordsFor Purple Mountains’ Majesty mentioned in the poem on page 50.

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Literacy Library

Rachel’s JournalWritten and illustrated by Marissa Moss

Book Summary: This action-packed journal follows a 10-year-oldand her family on a wagon train headed west in 1850. The familysurvives perilous river crossings, treacherous snow-covered trails, andtense encounters with Native Americans on its way to California.


Reading

� Fluency Have each student choose an entry from Rachel’s Journal.Have them practice reading the entry and then record it on a tape recorder.

� Comprehension After reading the book, have students work ingroups of 2–4 to make a timeline of Rachel’s journey west. Theirtimelines should cover March 10th to October 23rd, 1850, and havefive key events on them.

Writing

� Activity 1 Have students write and illustrate a journal entry forthemselves for a day, similar to Rachel’s entries.

� Activity 2 Rachel’s entry for June 20th has a number of similes.Explain to the class that a simile compares two dissimilar things,using like or as. Have students listen for three similes in that entry.Then have them write a simile of their own.

Social Studies

� Civics The entry for July 17th shows an American flag. Havestudents list two ways that flag is different from our flag today.

� Geography On the map at the beginning of the book, havestudents trace Rachel’s journey (the red dashed line) with a finger.Then have them draw the route on the Raised Relief Map.

� History Rachel’s grandparents ask her to write letters “back to theStates.” Have students use the State Facts chart on pages 78–81 ofthe Junior Geographer Atlas to determine which areas were states in1850 when Rachel’s family traveled through them (Illinois, Missouri,and California).

Math

� Activity 1 After reading the book, have students use a calendar tocount the number of months and then the number of days it tookRachel’s family to travel from Illinois to California (7 months or 228 days).

(continued)


Unit 4� Lesson 25 History

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� Activity 2 It is roughly 2600 miles from Illinois to California alongthe Oregon and California Trails. Have students use the informationfrom Activity 1 to calculate how many miles Rachel’s family averagedin a day (11.4 miles/day).

� Activity 3 Have students list the children on Rachel’s wagon trainby age. (Make sure they include Simon and Sierra.)

Science

� Activity 1 Have students make butter. Fill clean, empty baby foodjars about two-thirds full with heavy whipping cream. Have studentstake turns shaking the jars until chunks of butter form (anywherefrom 5 to 30 minutes). Spoon out the butter and serve on bread.

� Activity 2 On July 28th, the wagon train crossed the ContinentalDivide. On the Raised Relief Map, have students draw dots on themountains in western Wyoming. Spray water on the mountains andhave students note where the water flows (east, west, and it pools inthe Great Divide Basin).

Critical Thinking

Read aloud the entry for June 7th. Have students listen for problemsthat occurred and take notes. Then have students complete aproblems and solutions chart.

Art

On October 10th Rachel exchanged quilt patches with Emma. Haveeach student draw and color a paper quilt square representative ofRachel’s journey. Assemble the squares into a class quilt.

Music

Teach the class to sing “Buffalo Gals,” “Oh, Susanna,” “Old DanTucker,” and other songs that were popular at the time.

Dramatic Play

While a student reads the entry for May 23rd, assign characters toother students and have them act out the story.

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Literacy Library

Saguaro MoonWritten and illustrated by Kristin Joy Pratt-Serafini

Book Summary: Megan has just moved to the Sonoran Desert inArizona. Her journal, drawings, and references describe the animalsand plants of the region.

Cross-Curricular ActivitiesReading Suggestion: When reading the book with the class, first show studentsthe pictures on the page, followed by the season note, then the journal entry,and finally any other entries. After reading each element, encourage studentsto ask questions about it.

Reading

� Phonics Write the words saguaro and cholla on the board. Havestudents predict how these words are pronounced. Then read thecorrect pronunciations in the journal entries for June 7 andDecember 28. Explain that both words use a Spanish spelling, ratherthan English, which is why they aren’t pronounced as they appear.

� Vocabulary 1 Read the second paragraph of the article “Meet theSonoran Desert” on the second page. Have students define thewords arborous and contradiction based on the contextual clues in the paragraph.

� Vocabulary 2 Read the first paragraph of the article “The ChessGame of Bat vs. Moth” on the page with the entry for October 31.Have students write their own definition for echolocation based on this article.

� Comprehension Use the fifth and sixth page to model the readingstrategy for this book. Go through the elements according to thereading suggestion. After each, have students write a question theyhave about that element. For example, after the journal entrystudents might write What is Couch’s spadefoot? When you are finishedreading the pages, have students write the answers to their questions.As a class, try to answer any questions students are having difficultyanswering.

Writing

� Activity 1 Read Megan’s first journal entry. Have students writejournal entries similar to Megan’s describing the plants and animalsin their area.

� Activity 2 Read Megan’s poem on the page with the December 28entry and Mitchell’s poem on the page with the March 21 entry.Have students write their own poem about a plant, animal, or objectin their environment.

(continued)


Unit 4� Lesson 21 Climate

Unit 5� Lesson 41 Southwest

Region: Land and Water� Lesson 42 Southwest

Region: People andPlaces

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Social Studies

� Culture The Johono O’odham of the Sonoran Desert name themonths (moons) for the weather and their experiences in eachmonth. Read the small orange notes to find out why each month hasthat name. Then, as a class, come up with new names for monthsbased on the weather and experiences in your part of the country.

� Geography 1 Show students the map of the Sonoran Desert on thefirst page. On the U.S. Physical Desk Map, have students underlinethe label for the Sonoran Desert.

� Geography 2 On the Rainfall and Temperature thematic mapsabove the U.S. Physical Desk Map, have students locate and circle theSonoran Desert area. Then have students write down the averagetemperature and rainfall of the area.

Science

Read the pages with entries for July 17, September 10, November 9,and March 15. Have students write a sentence explaining how aplant or animal on each page has adapted to life in the desert.

Critical Thinking

Have students use a word web to list eight words that describe theSonoran Desert.

Art

Have students draw or paint pictures like the ones in the book. Havethem draw a picture of a plant or animal close-up and then a pictureof the plant or animal in its natural environment.

Dramatic Play

Have groups of students act out the Johono O’odham story of Windand Rain found in the entry for June 14.

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Literacy Library

Sea Clocks: The Story of Longitude

Written by Louise Borden; illustrated by Erik Blegvad

Book Summary: This nonfiction book describes how John Harrison, an uneducated clockmaker, was able to solve one of the greatest scientific problems of the 18th century— determining longitude.


Reading

wFluency Divide students into small groups. Have students in the group take turns reading a paragraph from the book until they all can do it fluently.

wComprehension Have students complete the Venn diagram to the right comparing H1, H3, and H4.

Writing

wActivity 1 Have students write a letter from John Harrison to King George III explaining why he deserves the Longitude Prize.

wActivity 2 Sea Clocks is written in free verse. It looks like a poem, but doesn’t rhyme. Have students write a paragraph in free verse.

Social Studies

wGeography 1 Read the three pages beginning “The river Humber was there too, as an early part of this story.” Point out how dangerous not knowing longitude could be. Then show students how difficult it was for sailors before longitude could be measured. Tell them you are thinking of a city on the World Political Desk Map that is on or close to 30°N. Have them guess the city. (There are several. Without knowing longitude, it’s impossible to know which one.)

wGeography 2 On an Activity Globe, have students trace the Prime Meridian—0° longitude. Also have them trace three other lines of longitude. Have them notice how the lines meet at both the North Pole and the South Pole.

(continued)

Use this book to introduce one or more of the following lessons in Exploring Where & Why, Map and Globe Skills. Or read the book after the lessons to review and reinforce learning.

Unit 3w Lesson 16 Longitude

Unit 4w Lesson 24 Time Zones

H1 H3

H4

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wGeography 3 Show students the difference between local (also called solar) time and time zones. On the U.S. Political Desk Map, have students trace 75°W, 90°W, 105°W, and 120°W with dashed lines. Explain that only on these lines is the time zone time the same as local time. Using the Time Zones map, have students transfer the time zone boundaries onto the main map with solid lines.

wHistory Have students create a timeline of when Harrison’s clocks were built.

Math

wActivity 1 On the World Political Desk Map, have students find the cities of Los Angeles, United States; Buenos Aires, Argentina; and London, United Kingdom. Have them determine the time in Los Angeles and Buenos Aires if it is noon in London. Ask them to write the time below the city names.

wActivity 2 Have students solve this problem: If it is noon at your home port and 5 p.m. on a ship sailing west, how many degrees west of the home port are you? Have students challenge each other with similar word problems involving time and longitude.

Science

To show what local (or solar) noon is, have students point narrow-beamed lights (representing the sun), such as small flashlights, at the Activity Globes. Have other students turn the globes to the east to replicate the earth’s rotation. Explain that the brightest part of the globe is where it is noon––that is where the sun appears highest in the sky.

Critical Thinking

wActivity 1 Have students write down two reasons why the British government would pay 20,000 pounds sterling (millions of dollars in today’s money) for a method to determine longitude.

wActivity 2 Have students list the two natural problems John Harrison had to overcome to build his clock. Then list a human problem he had to overcome to receive his prize money.

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Literacy Library

The VacationWritten by Polly Horvath

Book Summary: Twelve-year-old Henry and his two unmarried,middle-aged, quarrelsome aunts go on an unplanned, open-endedvacation, finding adventure and themselves along the way.

Cross-Curricular ActivitiesReading Suggestion: Read this book aloud to the class over the course ofseveral days or weeks. Try to end each reading with a cliff-hanger, to keepstudents wanting more.

Reading

� Fluency Divide the class into groups of four and assign students thefollowing parts: Henry, Henry the narrator, Pigg, and Magnolia. Havethem practice reading their parts on pages 34–35 with expression.Then have them read the pages to another group as a readers’ theater.

� Vocabulary This book uses an extensive vocabulary. Have studentskeep a list of new or unfamiliar words. Have them try to determinethe meaning in context before looking up the word in a dictionary.

� Comprehension On page 95, Henry’s father mentions a moralcompass. Have students work in pairs to try to explain what a moralcompass is. Have them compare explanations with another pair.

Writing

� Activity 1 Have students write a newspaper story about Henry’sdisappearance in a swamp in Florida with an autistic boy. (See pages99–105.)

� Activity 2 Have students choose a chapter of the book and write apostcard message from Henry, Aunt Pigg, or Aunt Magnolia describingthe events. Also have them illustrate the other side of the postcard.

Social Studies

� Geography 1 While reading the book, have students draw the routeon the U.S. Political Desk Map. Suggest they use maps on pages 52–63of the Junior Geographer Atlas to locate national parks and other sites.

� Geography 2 Have students draw the route from Geography 1 onthe Raised Relief Map. Then have them list the plains and mountainranges that Henry and his aunts traveled across.

� Geography 3 Mag and Pigg made a list of places they’d like to seein the world. Have each student make a list of 10 places they wouldlike to see.

� Geography 4 On a road map of Virginia, have students find a routefrom Floyd to Virginia Beach.

(continued)


Unit 3� Lesson 18 Road Maps

Unit 5� Lessons 29–38� Lessons 41–42

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Malaria CommonCold

Math

� Activity 1 On a road map of Virginia, have students find thedistance between Floyd and Virginia Beach by adding up the milesmarked along the highways.

� Activity 2 Have students create math games for a road trip, such ascalling out mile markers or finding license plates that begin with thenumbers 1 through 9. Play the games on your next field trip.

Science

� Activity 1 Henry and his aunts are told that both alligators andcrocodiles live in the swamps of Florida. Have students find photosof both animals and circle or label their differences.

� Activity 2 On page 138 of the book, Henry compares his father’smalaria with a cold. Have students research malaria in books,encyclopedias, and on the Internet. Then, as a class, use a T-chart tocompare the two diseases.

Critical Thinking

� Activity 1 Have students make a character map for one of thecharacters in the story. Have them draw a sketch of the person in the center and write at least four adjectives to describe him or her.

� Activity 2 Have students make a story map for either Henry’svacation or for his parents’ trip.

Music

� Activity 1 Teach the class the two songs mentioned in the book:“Shenandoah” and “Amazing Grace.”

� Activity 2 As a class, make a list of songs to sing on a road trip.

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Map Globe Skills - Nystrom Education · by Melvin and Gilda Berger • Unit 4, Lessons 19, 20, 21....

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Transcript of Map Globe Skills - Nystrom Education · by Melvin and Gilda Berger • Unit 4, Lessons 19, 20, 21....