Domains 5 - 8 - P.S. #30

Domains 5 - 8Tell It Again!™ Workbook

Listening & Learning™ StrandGRADE 3

GRAD

E 3 C

ore K

nowl

edge

Lang

uage

Arts®


Listening & Learning™ Strand

www.amplify.com/ckla

ISBN 978-1-61700-117-8

This digital copy is provided exclusively for use during school closings or other disruptions caused by the COVID-19 outbreak, by students and teachers for whom the corresponding printed materials have been purchased from Amplify. Any other distribution or reproduction of this publication is forbidden without written permission from Amplify.



Core Knowledge Language Arts®


Copyright © 2013 Core Knowledge Foundation www.coreknowledge.org

All Rights Reserved.

Core Knowledge Language Arts, Listening & Learning, and Tell It Again! are trademarks of the Core Knowledge Foundation.

Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names.


Domain 5: Light and SoundTell It Again!™ Workbook





Light and Sound 1© 2013 Core Knowledge Foundation

Name: 1B-1

Light Sound

Dire

ction

s: In

the l

eft-h

and

colu

mn,

writ

e or d

raw

facts

abo

ut li

ght;

in th

e rig

ht-h

and

colu

mn,

writ

e or d

raw

facts

abo

ut

soun

d.


2 Light and Sound© 2013 Core Knowledge Foundation

Light (cont.) Sound (cont.)



Name: 1B-2

Dear Family Members,

Over the next several days, your child will be learning about the properties of light, how it travels, and how it can be recognized, studied, and manipulated through experimentation. Your child will be introduced to the types of light—both visible and invisible—and how visible light can be broken down to create a spectrum of different colors. S/he will also learn about instruments that we use today that utilize light.

Below are some suggestions for activities that you may do at home to reinforce what your child is learning about the characteristics of light.

1. The Light SpectrumTake a bowl of water, and place a mirror inside of it. Reflect the light from the mirror onto

a piece of paper. Show your child the rainbow effect on the paper. Explain to your child how when light is bent, or refracted, it shows the many colors that create the light spectrum. Explain that when raindrops refract light, a rainbow is formed. You may want to look around your home for other examples of prism-like objects such as compact discs and crystals that break apart white light to form the spectrum of colors.

2. Lighting Up WaterTake an empty two-liter plastic bottle, and cover it with tin foil. Use tape to hold it all in

place. Make sure that you don’t cover the base or the top of the bottle. Next, take a screwdriver and make a hole in the side of the bottle, preferably around the top. Cover the hole with your thumb and fill the bottle with water. Finally, after putting the top back on, take a flashlight and shine it into the base of the bottle. Turn the bottle upside down and remove your thumb to let the water pour out. The water should be lit up from the light of the flashlight as it pours out. Explain to your child that this is caused by the light bouncing, or reflecting, off the tin foil. The light continues reflecting throughout the inside of the bottle, making the water appear to light up.

3. Draw and WriteHave your child draw and write what s/he has learned about light, such as what a light

wave looks like, what the spectrum looks like, or the types of lenses (concave and convex) that can manipulate light. Ask questions to help your child use the vocabulary learned at school. Ask your child to describe and draw what s/he has learned about the refraction of light to create a spectrum and to describe how a rainbow is formed. Your child will learn the term prism, a typically triangular transparent object that refracts visible light into its spectrum of colors. Your child will also learn the acronym “ROY G BIV” for the colors of the spectrum in their order: red, orange, yellow, green, blue, indigo, and violet.

Take-Home Worksheet



4. Opaque, Translucent, and TransparentYour child will be learning about the different types of materials that light can travel

through and not travel through. Explain to your child that different objects allow different amounts of light to pass through them. Discuss with your child what types of objects and materials are considered opaque, translucent, and transparent. Discuss with your child that an opaque object, like a piece of wood or cardboard, does not allow light through, so we cannot see through it. Next, discuss with your child that a translucent object, like wax paper or stained glass, allows some light through. Therefore, you can see light or a blurry image through translucent material. Finally, discuss with your child how a transparent object is one that lets most light through, like a window or water, allowing us to see all the way through it. You may wish to have your child find random household objects and determine if they are opaque, translucent, or transparent.

5. Words to UseBelow are several of the words that your child will be learning about and using. Try to use

these words as they come up in everyday speech with your child.

• concave—The concave eyeglass lenses Tatiana’s optometrist prescribed help correct her nearsightedness.

• convex—The dome of the White House in Washington, D.C., inspired by Greek and Roman architecture, has a convex shape when viewed from the outside.

• energy—Nassir felt exhausted after walking two miles, leaving him with very little energy to cook dinner.

• opaque—While reading outside in the sun, Madeline held the book out in front of her to block out the light, and the opaque object kept the light from coming through.

• spectrum—When I put my flashlight up to the prism, I saw an amazing spectrum of the colors of a rainbow: red, orange, yellow, green, blue, indigo, and violet.

• transparent—Paolo looked through the transparent window to see that everything outside was covered in a beautiful blanket of white snow.

6. Read Aloud Each DayIt is very important that you read with your child every day. Set aside time to read to

your child and to listen to your child read to you. I have attached a list of recommended trade books related to the properties of light that may be found at the library, as well as a list of informational websites.

Be sure to praise your child whenever s/he shares what has been learned at school.



Name: 1B-3

Recommended Resources for Light and SoundTrade Book List1. Alexander Graham Bell, by Victoria Sherrow (Millbrook Press Inc., 2001) ISBN 9781575055336

2. Alexander Graham Bell: An Inventive Life, by Elizabeth MacLeod (Scholastic Inc., 1999) ISBN 0439130468

3. Alexander Graham Bell: Inventor of the Telephone, by the editors of Time for Kids, with John Micklos, Jr. (HarperCollins Publishers Inc., 2006) ISBN 9780060576189

4. Alexander Graham Bell: Setting the Tone for Communication, by Mike Venezia (Children’s Press, 2009) ISBN 0531222071

5. Dazzling Science Projects with Light & Color, by Robert Gardner and Tom LaBaff (Enslow Elementary, 2006) ISBN 076602587X

6. Did You Invent the Phone Alone, Alexander Graham Bell?, by Melvin and Gilda Berger (Scholastic Inc., 2007) ISBN 0439833817

7. Experiments with Light and Sound, by Trevor Cook (The Rosen Publishing Group, Inc., 2009) 9781435828087

8. Light & Sound, by Clint Twist (Bearport Publishing Company, Inc., 2006) ISBN 1597160601

9. Light (Science Alive), Darlene Lauw and Lim Cheng Puay (Crabtree Publishing Company, 2002) ISBN 0778706060

10. Light and Color (Making Sense of Science), by Peter Riley (Smart Apple Media, 2005) ISBN 1583407154

11. Light and Color (Straightforward Science), by Peter Riley (Franklin Watts, 1998) ISBN 0531153711

12. Light and Dark (Science Alive), by Terry Jenkins (Smart Apple Media, 2009) ISBN 9781599202709

13. Light and Sound, by Dr. Mike Goldsmith (Kingfisher Publications, 2007) ISBN 9780753462812

14. Light and Sound (Real World Science), by John Clark (Gareth Stevens Publishing, 2006) ISBN 0836863062

15. Light and Sound (Science Fact Files), by Steve Parker (Raintree Steck-Vaughn Publishers, 2001) ISBN 0739810111

16. Listen Up!: Alexander Graham Bell’s Talking Machine, by Monica Kulling (Random House Children’s Books, 2007) ISBN 9780375831157

17. A Picture Book of Thomas Alva Edison, by David A. Adler (Holiday House, 1999) ISBN 0823414140

18. Sound, by Terri Jennings (Smart Apple Media, 2009) ISBN 9781599202754

19. Sound and Hearing, by Julie Murray (Abdo Consulting Group, Inc., 2007) 9781596798311

20. Sound, Heat & Light: Energy At Work, by Melvin Berger (Scholastic Inc., 2002) ISBN 0590461036

21. Sounds and Vibrations (Making Sense of Science), by Peter Riley (Smart Apple Media, 2005) ISBN 1583407189

22. The Thomas Edison Book of Easy and Incredible Experiments, by The Thomas Alva Edison Foundation (John Wiley & Sons, Inc., 1988) ISBN 0471620904

23. Thomas Edison: Young Inventor (Childhood of Famous Americans Series), by Sue Guthridge (Aladdin, 1986) ISBN 0020418507

24. What Is Light?, by Richard and Louise Spilsbury (Enslow Elementary, 2008) ISBN 0766030970

25. What’s Faster than a Speeding Cheetah?, by Robert E. Wells (Albert Whitman and Company, 2007) ISBN 9780807522813

26. Why Do We See Rainbows?, by Melissa Stewart (Marshall Cavendish Corporation, 2009) ISBN 9780761429197

Take-Home Worksheet



Websites

General

27. Science News for Kids http://www.sciencenewsforkids.org

28. ZOOM Science Activities http://pbskids.org/zoom/activities/sci

Light

29. Make Your Own Kaleidoscope (National Geographic Kids) http://kids.nationalgeographic.com/kids/activities/funscience/be-dazzled

30. PBS Kids Light Experiments: Periscope Experiment www.PBSkids.org

31. Science Games for Kids: Light and Dark http://www.sciencekids.co.nz/gamesactivities/lightdark.html

32. Science Games for Kids: Sun, Light, and Shadows http://www.sciencekids.co.nz/gamesactivities/lightshadows.html

33. Science Kids at Home: Sundial Experiment www.sciencekidsathome.com

Sound

34. Bottled Music (National Geographic Kids) http://kids.nationalgeographic.com/kids/activities/funscience/sounds-great

35. How Loud Is Too Loud? http://www.dangerousdecibels.org/virtualexhibit/3howloudistooloud.html

36. Science Games for Kids: Changing Sounds http://www.sciencekids.co.nz/gamesactivities/changingsounds.html

37. What Is Sound? http://www.dangerousdecibels.org/virtualexhibit/1whatsthatsound.html



Name: 13B-12B-1Take-Home Worksheet

Dire

ction

s: Fi

rst, l

ook

at th

e con

vex

side o

f the

spoo

n, a

nd d

raw

a p

ictur

e of y

our r

eflec

tion

in th

e first

ova

l Then

look

at t

he

conc

ave s

ide o

f the

spoo

n, a

nd d

raw

a se

cond

pict

ure o

f you

r refl

ectio

n in

the s

econ

d ov

al. U

se th

e bac

k of

the w

orks

heet

for

addi

tiona

l dra

win

gs.

CO

NV

EXC

ON

CAV

E





Name: PP1-1D

irecti

ons:

On

the l

ine o

ver e

ach

circle

, writ

e the

nam

e of e

ach

of th

e tw

o th

ings

bein

g co

mpa

red

and

cont

raste

d. W

rite h

ow

the t

wo

thin

gs yo

u ar

e com

parin

g ar

e alik

e in

the o

verla

ppin

g pa

rt o

f the

Ven

n di

agra

m. W

rite h

ow th

e tw

o th

ings

you

are

cont

rasti

ng a

re d

iffer

ent i

n th

e non

over

lapp

ing

part

of e

ach

circle

.





Name: 5B-1


During the next several days, your child will be learning about the properties of sound, how it travels in waves, like light, and how it can be manipulated and used in certain devices. Your child will be introduced to how sound is produced, how sounds change, the similarities and differences between light and sound, and the parts of the human body that allow us to speak. S/he will also learn about the work of Alexander Graham Bell, the inventor of the telephone. Below are some suggestions for activities that you may do at home to reinforce what your child is learning about in class.

1. Sayings and Phrases: His Bark Is Worse Than His Bite/Actions Speak Louder Than WordsYou child will be learning the sayings “his bark is worse than his bite,” and “actions speak

louder than words.” Ask your child to explain what s/he has learned about these phrases. Discuss with your child that the literal meaning of the phrase “his bark is worse than his bite” is in reference to how a dog is more likely to bark loudly and viciously than it is likely to injure someone. The phrase can be used in reference to a person who may speak loudly or harshly, but who is actually quite harmless. Talk with your child about a time when you have used this phrase in reference to an animal or person. Discuss with your child the meaning of “actions speak louder than words.” Explain that actions are personified in this phrase, because actions cannot physically speak. Discuss how the things we do can make more of a statement than the things we say. Talk with your child about a time when this phrase has been applicable to a situation you experienced. Find opportunities to use these sayings.

2. Sound WavesFor this experiment, stretch some plastic wrap over the top of an empty bowl. Sprinkle some

dry rice grains or salt over the plastic wrap. Next, have your child clap his or her hands or take two nonbreakable objects and bang them together over the bowl. The rice should bounce every time the objects bang together. Explain to your child that this experiment shows how sound moves in waves. Discuss with your child how every time hands are clapped or the objects are banged together, the sound waves move through the air causing the plastic wrap to vibrate and the rice to bounce on the plastic wrap. You may wish to have your child write a brief summary explaining what happened in the experiment and why.

3. Bottle MusicUse five identical glass or plastic bottles. Glass cola bottles would probably work best for

this experiment, but plastic will also be fine. Fill the bottles with different amounts of water. Then, place the bottles in order from most filled to least filled. After that, have your child blow across the top of a bottle to create a sound. Have your child blow across a different bottle

Take-Home Worksheet



and discuss the differences in pitch. Discuss with your child that this is how certain musical instruments work, like an organ or flute. Discuss with your child how the amount of air in the bottle affects the quality of sound that is produced. These differences create a change in pitch. When there is more air and less water in the bottle, the pitch is lower. A smaller amount of air in the bottle, and more water, produces a higher pitch. The difference in pitch creates variations in sound. You may wish to have your child write a brief summary explaining what happened in the experiment and why.

4. Words to UseBelow is a list of some of the words that your child will be learning about and using. Try to

use these words as they come up in everyday speech with your child.

• cacophony—The car alarm created a cacophony because it was very loud and harsh sounding, causing the dogs in the area to bark.

• frequency—If you are near a jet engine, you need to wear equipment to protect your ears because of the very high frequency of the sound waves.

• medium—Sound waves travel more easily through a solid medium like a brick wall than through a liquid medium like water.

• pitch—When we went to the opera, the singer on stage sang in a very high pitch.

• receiver—A satellite dish is an example of a receiver because it receives signals from satellites so that we can get different channels on our television set.

• transmitter—The transmitter in my telephone broke, which made it impossible for a person on the other end of the phone line to hear anything that was said.

• variations—While singing or playing a musical instrument, one can create smooth variations between sounds, or produce different musical notes.

5. Read Aloud Each DayIt is very important that you read with your child every day. Set aside time to read to

your child and to listen to your child read to you. Please refer back to the list of recommended resources related to the properties of light and sound that may be found at the library, as well as a list of informational websites.




Name: 6B-1D

irecti

ons:

Writ

e how

ligh

t and

soun

d ar

e alik

e in

the o

verla

ppin

g pa

rt o

f the

Ven

n di

agra

m. W

rite h

ow li

ght a

nd so

und

are

diffe

rent

in th

e non

over

lapp

ing

part

of e

ach

circle

for e

ach

topi

c.

Ligh

tSo

und





Name: 7B-1D

irecti

ons:

Writ

e you

r top

ic or

intro

ducto

ry p

arag

raph

in th

e first

recta

ngle.

Writ

e the

hea

ding

for t

he se

cond

par

agra

ph o

n th

e lin

e abo

ve th

e sec

ond

recta

ngle.

Writ

e you

r sen

tenc

es ab

out h

ow li

ght a

nd so

und

are s

imila

r in

the s

econ

d re

ctang

le. W

rite

the h

eadi

ng fo

r the

third

par

agra

ph o

n th

e lin

e abo

ve th

e thi

rd re

ctang

le. W

rite y

our s

ente

nces

abou

t how

ligh

t and

soun

d ar

e di

ffere

nt in

the t

hird

recta

ngle.

Writ

e you

r con

cludi

ng p

arag

raph

in th

e fou

rth

recta

ngle.

Topic/Introductory Paragraph



Concluding Paragraph



Name: 8B-1

Revision Checklist

Ask yourself these questions as you revise your paragraphs.

1. Do I have a good topic paragraph?

2. Do I have a good concluding paragraph?

3. Are there any parts that do not make sense?

4. Do my sentences flow well in this order?

5. Do I have a good variety of sentence structure?

6. Could I combine any of my sentences?

7. Do I have a good variety of descriptive words?

8.Do my paragraphs include three ways that light and sound are similar and three ways that they are different?

9. Is this my best work?





Name: 8B-2D

irecti

ons:

Writ

e you

r wor

king

title

on

the t

op li

ne. W

rite t

he se

cond

dra

ft of

your

par

agra

phs o

n th

e lin

es be

low.

Be s

ure t

o in

clude

your

two

head

ings

.

__________________________





Name: PP2-1

Editing Checklist

Ask yourself these questions as you edit your paragraphs.

1. Do I have a fitting title?

2. Do all of my sentences start with capital letters?

3. Do all of my sentences end with the correct punctuation?

4. Have I spelled all of my words correctly?

5. Have I used correct grammar?

6. Does each sentence and paragraph provide a complete thought?





Name: PP2-2D

irecti

ons:

Writ

e you

r wor

king

title

on

the t

op li

ne. W

rite t

he fi

nal d

raft

of yo

ur p

arag

raph

s on

the l

ines

belo

w. B

e sur

e to

inclu

de yo

ur tw

o he

adin

gs.

__________________________





Name: PP2-3

Writing Rubric

4 The piece includes a strong topic paragraph that is indented.

The two paragraphs that compare and contrast have multiple sentences with details supporting the topic paragraph.

Supporting sentences in each paragraph are organized in a coherent order.

The piece has a strong concluding paragraph.

There are no errors in grammar, capitalization, or punctuation.

3 The piece includes a topic paragraph that is indented.

The two paragraphs that compare and contrast have multiple sentences with details supporting the topic paragraph.

Supporting sentences in each paragraph are organized in a coherent order.

The piece has a good concluding paragraph.

There are few errors in grammar, capitalization, or punctuation.



2 The piece includes a topic paragraph, but it may not have been indented.

The two paragraphs that compare and contrast have sentences with some details supporting the topic paragraph.

Some supporting sentences in the paragraphs are not properly sequenced.

The piece has a weak concluding paragraph.

There are some errors in grammar, capitalization, or punctuation.

1 The topic paragraph is missing or unclear.

The two paragraphs that compare and contrast have few sentences with details supporting the topic paragraph.

Supporting sentences in the paragraphs are not properly sequenced.

The concluding paragraph is missing or unclear.

There are many errors in grammar, capitalization, or punctuation.

Teacher Comments:



Name: PP2-4D

irecti

ons:

On

the l

ine o

ver e

ach

circle

, writ

e the

nam

e of e

ach

of th

e tw

o th

ings

bein

g co

mpa

red

and

cont

raste

d. W

rite h

ow

the t

wo

thin

gs yo

u ar

e com

parin

g ar

e alik

e in

the o

verla

ppin

g pa

rt o

f the

Ven

n di

agra

m. W

rite h

ow th

e tw

o th

ings

you

are

cont

rasti

ng a

re d

iffer

ent i

n th

e non

over

lapp

ing

part

of e

ach

circle

.





Name: 13B-1DA-1

1. T F

2. T F

3. T F

4. T F

5. T F

6. T F

7. T F

8. T F

9. T F

10. T F

Dire

ction

s: Li

sten

care

fully

to th

e sta

tem

ents

your

teac

her r

eads

abo

ut li

ght a

nd so

und.

If th

e sta

tem

ent i

s tru

e, cir

cle th

e let

ter

‘T.’

If th

e sta

tem

ent i

s fal

se, ci

rcle

the l

ette

r ‘F.’





Name: DA-2

1. What parts of your body produce your voice?

A. diaphragm, trachea, and larynx

B. stomach, diaphragm, and mouth

C. trachea, tongue, and teeth

2. Objects that do not allow light to pass through them are called .

A. vacuums

B. transparent

C. opaque

3. The frequency of vibrations affects the of a sound.

A. color

B. pitch

C. light

4. Color is determined by how light is transmitted, reflected, and .

A. described

B. absorbed

C. ignored

5. A lens is a object that light can pass through and that is used in many instruments, such as eyeglasses and cameras.

A. transparent

B. vibrating

C. white

Dire

ction

s: Re

ad ea

ch q

uesti

on o

r sta

tem

ent a

nd th

e opt

iona

l ans

wer

s tog

ethe

r with

your

teac

her.

Circ

le th

e let

ter t

hat b

est

answ

ers e

ach

quest

ion

or co

mpl

etes

each

stat

emen

t.





Name: DA-3

1. Why is light so important?

2. Compare and contrast light and sound.

3. What is a rainbow, and how is it formed?

Dire

ction

s: W

rite t

wo

or th

ree c

ompl

ete s

ente

nces

to a

nsw

er ea

ch q

uesti

on o

r sta

tem

ent.



4. Compare and contrast concave and convex objects.

5. Describe Alexander Graham Bell’s most famous invention and why it is so important to us today.


Core Knowledge language arts

series editor-in-Chief

E. D. Hirsch, Jr.

President

Linda Bevilacqua

editorial staffCarolyn Gosse, Senior Editor - PreschoolKhara Turnbull, Materials Development ManagerMichelle L. Warner, Senior Editor - Listening & Learning

Mick AndersonRobin BlackshireMaggie BuchananPaula CoynerSue FultonSara HuntErin KistRobin LueckeRosie McCormickCynthia PengLiz PettitEllen SadlerDeborah SamleyDiane Auger SmithSarah Zelinke

design and graPhiCs staffScott Ritchie, Creative Director

Kim BerrallMichael DoneganLiza GreeneMatt LeechBridget MoriartyLauren Pack

Consulting ProjeCt ManageMent serviCesScribeConcepts.com

additional Consulting serviCesAng BlanchetteDorrit GreenCarolyn Pinkerton

aCKnowledgMentsThese materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of the enterprise alone. To helpers named and unnamed we are deeply grateful.

Contributors to earlier versions of these MaterialsSusan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford, Ted Hirsch, Danielle Knecht, James K. Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E. Vidaver, Catherine S. Whittington, Jeannette A. Williams

We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early development of this program.

sChoolsWe are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan), PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary.

And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day support to teachers using these materials in their classrooms was critical.


CreditsEvery effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective owners. The references to trademarks and trade names given herein do not affect their validity.

The Word Work exercises are based on the work of Beck, McKeown, and Kucan in Bringing Words to Life (The Guilford Press, 2002).

All photographs are used under license from Shutterstock, Inc. unless otherwise noted.

exPert reviewerCharles Tolbert

writersRosie McCormick

illustrators and iMage sourCesTake-Home Icon: Core Knowledge Staff


Domain 6: The Viking AgeTell It Again!™ Workbook


GRADE 3




Name:

The Viking Age 1© 2013 Core Knowledge Foundation

1B-1


Over the next couple of weeks, your child will be learning about the ancient Viking civilization. Through listening to the story of a young boy named Bjorn, your child will be introduced to the Vikings’ cultural practices and their history of shipbuilding, sailing, raiding, and trading. S/he will also learn about the geography of the places where Vikings lived, and how living by bodies of water influenced the Viking lifestyle.

Below are some suggestions for activities that you may do at home to reinforce what your child is learning about the Vikings.

1. Vikings: Geography and Culture

On a world map or globe, have your child locate Scandinavia, which includes the countries of Norway, Sweden, and Denmark. Talk with your child about how Scandinavia is surrounded by water. Discuss how living close to bodies of water influences what civilizations eat, how they travel, etc. Ask your child what the word Viking means. Discuss that the Vikings traveled by sea to raid and plunder other lands. They also traded with other people, gathering resources and goods not available in their homeland. Emphasize that the Vikings were the warriors of a larger Norse civilization. Have your child locate rivers near Scandinavia, and discuss how the Vikings would also use these bodies of water to reach faraway lands. You may wish to have your child draw a map of Scandinavia and label Norway, Sweden, and Denmark.

2. Draw and Write

Have your child draw and write what s/he has learned about the Vikings, such as their homes, their food, the things they imported and exported for trading, and so on. Ask questions to help your child use the vocabulary learned at school.

3. Words to Use

Below are several of the words that your child will be learning about and using. Try to use these words as they come up in everyday speech with your child.

• ferocious–The ferocious Viking warriors sailed from land to land, looking for areas to raid.

• treacherous–The high waves of the ocean waters were treacherous as the Viking sailor sailed the longship to the next land.

• reliable–Bjorn’s father was known in town as a reliable blacksmith.

• unison–The Vikings moved together in unison as they used the giant oars to propel the

Take-Home Worksheet


2 The Viking Age© 2013 Core Knowledge Foundation

imposing ship through the water.

4. Read Aloud Each Day

It is very important that you read with your child every day. Set aside time to read to your child and to listen to your child read to you. I have attached a list of recommended trade books related to the Vikings that may be found at the library, as well as a list of informative websites.



Name:


1B-2

Recommended Resources for The Viking Age

Trade Book List

1. Adventures with the Vikings (Good Times Travel Agency), by Linda Bailey (Kids Can Press, 2001) ISBN 9781550745443

2. D’Aulaires’ Book of Norse Myths, by Ingri and Edgar Parin D’Aulaire (The New York Review of Books, 1995) ISBN 9781590171257

3. Gods and Goddesses of the Ancient Norse, by Leonard Everett Fisher (Holiday House, 2001) ISBN 0823415694

4. Going to War in Viking Times, by Christopher Gravett (Franklin Watts, 2001) ISBN 0531163539

5. Leif the Lucky, Ingri and Edgar Parin D’Aulaire (Beautiful Feet Books, 1968) ISBN 9780964380301

6. Life in a Viking Town, by Jane Shuter (Heinemann Library, 2005) ISBN 1403464472

7. Lords of the Sea: The Vikings Explore the North Atlantic, by Allison Lassieur (Capstone Press, 2006) ISBN 0736862080

8. Make This Viking Settlement (Usborne Cut-Out Models), by Iain Ashman (EDC Publishing, 1998) ISBN 0746036922

9. The Real Vikings: Craftsmen, Traders, and Fearsome Raiders, by Melvin Berger and Gilda Berger (National Geographic Society, 2003) ISBN 0792251326

10. The Vikings (Back to Basics), by Loredana Agosta and Anne McRae (McRae Books, 2008) ISBN 9788860980519

11. Vikings (Children in History), by Kate Jackson Bedford (Sea-to-Sea Publications, 2011) ISBN 9781597712729

12. Viking (DK Eyewitness Books), by Susan M. Margeson (Dorling Kindersley Limited, 2010) ISBN 9780756658298

13. Viking (DK Eye Wonder), by Carrie Love and Lorrie Mack (Dorling Kindersley Limited, 2007) ISBN 9780756629076

14. Vikings: Dress, Eat, Write, and Play Just Like the Vikings, by Fiona MacDonald (Crabtree Publishing Company, 2008) ISBN 0778740722

15. The Vikings (History Opens Windows), by Jane Shuter (Heinemann Library, 2009) ISBN 9781432913366

16. Viking Life, by John Guy (Barrons, 1998) ISBN 0764106317

Take-Home Worksheet



17. Vikings: The North Atlantic Saga, edited by William Fitzhugh (The Smithsonian Institution Press, 2000) ISBN 1560989955

18. Viking Ships at Sunrise (Magic Tree House #15), by Mary Pope Osborne (Random House Inc., 1998) ISBN 9780679890614

19. The Vikings (Spotlights), by Neil Grant (Oxford University Press, 1998) ISBN 0195213939

20. The Vikings (Stories from Ancient Civilizations), by Shahrukh Husain (Evans Brothers Limited, 2004) ISBN 1583406212

21. The Viking World (Civilizations Past to Present), by Ann M. Rossi (National Geographic Society, 2004) ISBN 0792245415

22. Who Were the Vikings?, by Jane Chisholm and Struan Reid (Usborne Publishing, 1995) ISBN 9780794501778

23. Yikes, Vikings! (Canadian Flyer Adventures), by Frieda Wishinsky (Maple Tree Press Inc., 2007) ISBN 189706697X

24. Yo, Vikings!, by Judith Byron Schachner (Dutton Children’s Books, 2002) ISBN 0525468897

25. You Wouldn’t Want to Be a Viking Explorer!: Voyages You’d Rather Not Make, by Andrew Langley (Franklin Watts, 2000) ISBN 9780531145999

Websites

26. Denmark’s Viking Ship Museum http://www.vikingeskibsmuseet.dk/index.php?id=1246&L=1

27. Information on Vikings http://www.bbc.co.uk/schools/primaryhistory/vikings http://www.mnh.si.edu/vikings http://anmm.gov.au/webdata/resources/swfs/kiosks/www_vikings

28. Videos of Viking Villages http://www.pbs.org/wgbh/nova/vikings/village.html


Name:


2B-1

I continued to fuel the fire and watch my father work. He was such a skillful blacksmith. These were the best of times, the times when my father taught me the skills that his father had taught him. I wished that I could stay in my homeland. My father looked up from his work. He put his tools away.

“Time to eat,” he said in a gruff voice.

“I helped to catch it. It’s hare stew,” I said, laughing.

Then, with his arm around my shoulders, we walked back toward our home.

Dire

ction

s: Li

sten

care

fully

as t

he te

ache

r rea

ds th

e fol

low

ing

passa

ge. T

ry to

follo

w a

long

as t

he te

ache

r rea

ds. R

ewrit

e the

pa

ssage

, cha

ngin

g th

e first

-per

son

poin

t of v

iew to

the t

hird

-per

son

poin

t of v

iew. Th

e first

two

sente

nces

have

bee

n co

mpl

eted

fo

r you

.

Bjorn continued to fuel the fire and watch his father

work. His father was such a skillful blacksmith.




Name:


3B-1

In My Viking Age Town . . .

I see: ______________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

I hear: ______________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

I taste: ____________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Dire

ction

s: Im

agin

e tha

t you

live

d in

Sca

ndin

avia

dur

ing

the V

ikin

g ag

e. D

escrib

e wha

t you

wou

ld ex

perie

nce i

f you

live

d in

a to

wn

like B

jorn

’s.



I feel: ______________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

I smell: ____________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________


Name:


4B-1D

irecti

ons:

In th

e left

-han

d co

lum

n, w

rite t

he it

ems t

hat t

he V

ikin

gs w

ante

d to

expo

rt; i

n th

e rig

ht-h

and

colu

mn,

writ

e the

ite

ms t

hat t

he V

ikin

gs w

ante

d to

impo

rt.

Exports from Scandinavia During the Viking Age

Imports to Scandinavia During the Viking Age



Exports (continued) Imports (continued)


Name:


4B-2


I hope your child has been enjoying learning about the Vikings. Your child has been listening to a story about Bjorn, a young boy from Norway who travels across the sea to Iceland with his cousin, Toli. Through Bjorn’s story, your child has learned about the Vikings’ daily and family life, including their daily chores and jobs. S/he has also continued to learn about the Vikings’ history of shipbuilding, sailing, raiding, and trading.

Below are some suggestions for activities that you may do at home to reinforce what your child is learning about the Vikings.

1. Viking Explorers

Discuss with your child the Viking explorers who traveled and settled in new lands. Ask your child to tell you about the following explorers and the places they traveled to: Ingólf Arnarson (Iceland), Erik the Red (Greenland), and Leif Eriksson or "Leif the Lucky" (Newfoundland, or Vinland). Discuss what the journey across the sea might have been like, and what personal attributes they believe make up a successful navigator and explorer.

2. Draw and Write

Have your child draw and write what s/he has learned about the Vikings and the ships that they used for raiding, trading, and invading. Ask your child to draw either a longship that was used for raids, or a cargo ship that was used for trading. Ask your child to show you the different parts of the ship, such as the sail, the prow (front), the mast (the sail support), etc. Ask questions to help your child use the vocabulary learned at school.

3. Words To Use

Below are several of the words that your child will be learning about and using. Try to use these words as they come up in everyday speech with your child.

• sagas—The skalds were poets who were responsible for passing down the sagas of the Viking people so that their history and culture would be remembered.

• tunic—Bjorn and Toli each received a handmade tunic to wear on their voyage to Iceland.

• indistinguishable—Toli muttered indistinguishable words in his sleep.

• disembarked—Bjorn and Toli disembarked the ship in Iceland and looked around in amazement at their new home.

Take-Home Worksheet



4. Sayings and Phrases: Last Straw/Rule the Roost

Your child will be learning the sayings “last straw” and “rule the roost.” Talk with your child about the meaning of each phrase. In relation to “last straw,” share with your child a time when you experienced a series of difficult events, with the last event causing you to lose your temper or cry. In relation to “rule the roost,” share with your child someone you know who acts as the boss in your family, your workplace, etc. What did that person do that allowed them to “rule the roost”? Find opportunities to use these sayings again and again.

5. Read Aloud Each Day

It is very important that you read with your child every day. Set aside time to read to your child and to listen to your child read to you. Please refer to the list of recommended trade books and websites related to the Viking age that was sent home with the previous family letter.



Name:


DA-1

Sweden Arctic Ocean

Iceland Greenland

Denmark Atlantic Ocean

Norway Newfoundland

Place the Vikings traveled to for raids and/or trade

Dire

ction

s: Lo

ok a

t the

num

bers

on th

e map

of t

he p

lace

s tha

t wer

e a p

art o

f the

Vik

ing

Age.

Then

look

at t

he w

ords

in th

e w

ord

bank

. Writ

e the

corr

ect n

umbe

r on

the b

lank

besi

de th

e cor

rect

wor

d. C

olor

Sca

ndin

avia

gre

en. I

dent

ify o

ne o

ther

pla

ce

the V

ikin

gs tr

avele

d to

for r

aids

and

/or f

or tr

ade,

and

colo

r it b

lue.

Writ

e the

nam

e of t

he p

lace

you

colo

red

blue

in th

e wor

d ba

nk.

7

6

4

52

13

8




Name:


DA-2

1. Northmen horsemen Thor

2. a few many two

3. Leif the Lucky IngÓlf Erik the Red

4. skalds jarls karls

5. thralls warriors karls

6. forge Thing wharf

7. mountains streams glaciers

8. blacksmith farmer shipbuilder

9. Erik the Red IngÓlf Leif the Lucky

10. South America North America the North Pole

Dire

ction

s: Li

sten

to th

e sen

tenc

e rea

d by

the t

each

er. R

ead

the t

hree

wor

ds in

the r

ow. C

ircle

the n

ame o

f the

per

son,

pla

ce,

or th

ing

the t

each

er h

as d

escrib

ed.




Name:


DA-3D

irecti

ons:

Read

alo

ng a

s you

r tea

cher

read

s eac

h sen

tenc

e or s

tate

men

t. Th

ink

abou

t the

ans

wer

to th

e que

stion

. Writ

e one

or

two

com

plet

e sen

tenc

es to

ans

wer

each

que

stion

.

1. What are two things the Vikings did on their trips to other places?

2. Describe the three types of Viking ships.



3. How did living close to the water influence the lives of Vikings people?

4. Besides raiding and trading, what else did the Viking people rely on for their living?

5. Describe the everyday life of the Viking people.




E. D. Hirsch, Jr.

President

Linda Bevilacqua
















exPert reviewerAndrew McDonald


illustrators and iMage sourCesTake Home Icon: Core Knowledge Staff; 3B-1: Core Knowledge Staff; DA-1: Jacob Wyatt; DA-1 Answer Key: Jacob Wyatt




Domain 7: AstronomyTell It Again!™ Workbook


GRADE 3




Astronomy: Our Solar System and Beyond 1© 2013 Core Knowledge Foundation

Name: 13B-11B-1D

irecti

ons:

Read

the s

tate

men

ts an

d lo

ok a

t the

dia

gram

. Seq

uenc

e the

even

ts of

a so

lar e

clips

e in

the c

orre

ct or

der.

The moon’s shadow falls somewhere on the surface of Earth.

In its orbit around Earth, the moon passes between the sun and Earth.

A shadow forms behind the moon.

The sun’s light shines on half of Planet Earth.

The moon blocks some of the sunlight that is shining on Earth.

A Solar Eclipse

Sun Moon Earth


2 Astronomy: Our Solar System and Beyond© 2013 Core Knowledge Foundation



Name: 13B-11B-2D

irecti

ons:

Read

the s

tate

men

ts an

d lo

ok a

t the

dia

gram

. Seq

uenc

e the

even

ts of

a lu

nar e

clips

e in

the c

orre

ct or

der.

Earth’s shadow crosses the face of the moon, and the moon appears darkened as we view it from Earth.

The moon reflects the sunlight so that we see a bright moon from Earth.

Earth passes between the sun and the moon.

The sun’s light shines on the moon.

Earth blocks some or all of the sunlight that is shining on the moon.

A Lunar Eclipse

Sun MoonEarth





Name: 1B-3


Over the next several days, your child will be learning about astronomy, the solar system, and galaxies. S/he will review the organization of the solar system, with the sun at the center and Earth and the other planets orbiting it. S/he will learn that gravity is an important force in the universe and will also learn about galaxies, specifically the Milky Way and Andromeda galaxies.

Below are some suggestions for activities that you may do at home to reinforce what your child is learning about astronomy.

1. Solar System ModelDuring this domain your child will be seeing images of the planets and their

positions in the solar system. You may wish to reinforce this by working with him/her to make your own model of the solar system out of play dough, clay, or papier-mâché. You may wish to reference the diagram of our solar system at the end of this letter. In your model, be sure to include the sun, the eight planets, and the asteroid belt found between Mars and Jupiter. You may also wish to include Earth’s moon, the moons of other planets, and/or the dwarf planets Pluto and Ceres. (Pluto is no longer grouped with the eight planets.) You may wish to try to recreate the colors of the planets as shown in photographs taken by the Hubble telescope. (As you create your models, you may wish to depict the orbits of the planets as well.)

2. Gravity, Forces, and MassYour child will be learning about a force called gravity. In this lesson, your child

will be introduced to many new words, that you may want to review at home. Two of the words used are force, which is a pull or push on an object or system, and mass, which is the amount of material something is made of.

3. Out-of-This-World ImagesYour child has learned that a great deal of what we know about space has

been discovered through scientific observation. S/he has heard that scientists use telescopes to observe outer space and that the most famous of these is the Hubble

Take-Home Worksheet



telescope. Your child has also learned about galaxies, what they are made of, and how they are shaped. Visit the Hubble gallery (http://hubblesite.org/gallery/) with your child to view photographs of the planets in our solar system, objects in the universe, and various galaxies. You may also wish to search for related television programs on Discovery, National Geographic, and PBS channels.

4. Words to UseBelow are several of the words that your child will be learning about and using.

Try to use these words as they come up in everyday speech with your child.

• satellite—The moon is Earth’s only natural satellite; Jupiter, however, has more than sixty natural satellites.

• rotates—We experience daylight and the darkness of night because planet Earth rotates around its axis once each day and causes different parts of Earth to face the sun.

• cluster—Our Milky Way Galaxy is a cluster of billions of stars.

• gravity—Gravity is a force of attraction between two objects that pulls the object with less mass toward the object with greater mass.

5. Read Aloud Each DayIt is very important that you read with your child every day. Set aside time to

read to your child and to listen to your child read to you. I have attached a list of recommended trade books related to astronomy that may be found at the library, as well as a list of informational websites.


Sun

Mercury

Venus

Earth

Mars

Asteroid Belt

Jupiter Saturn Uranus Neptune



Name: 1B-4

Recommended Resources for Astronomy: Our Solar System and Beyond

Trade Book List1. 13 Planets: The Latest View of the Solar System, by David Aguilar (National

Geographic Children’s Books, 2011) ISBN 978-1426307706

2. Astronaut Handbook, by Meghan McCarthy (Alfred A. Knopf, 2008) ISBN 978-0375844591

3. Astronomy (Amazing Science Discoveries), by Dr. Bryson Gore (Stargazer Books, 2009) ISBN 978-1596041998

4. Astronomy (DK Eyewitness Books), by Kristen Lippincott (Dorling Kindersley Limited, 2009) ISBN 978-0756637675

5. Basher Science: Astronomy: Out of this World!, by Dan Green (Kingfisher, 2010) ISBN 978-0753466179

6. The Best Book of Spaceships, by Ian Graham (Kingfisher, 1998) ISBN 978-0753461679

7. Big and Busy Space, by Roger Priddy (St. Martin’s Press, 2008) ISBN 978-0312506872

8. The Big Dipper, by Franklyn M. Branley (HarperCollins Publishers, 1991) ISBN 978-0064451000

9. Black Holes, by Dana Meachen Rau (Compass Point Books, 2007) ISBN 978-0756510954

10. Black Holes (True Books), by Ker Than (Children’s Press, 2010) ISBN 978-0531228012

11. Born With a Bang: The Universe Tells Our Cosmic Story, by Jennifer Morgan (Dawn Publications, 2002) ISBN 978-1584690320

12. Boy, Were We Wrong About the Solar System, by Kathleen Kudiniski (Dutton Juvenile, 2008) ISBN 978-0525469797

13. Comets, by Melanie Chrismer (Scholastic, Inc., 2008) ISBN 978-0531146941

14. Comets, Meteors, and Asteroids, by Seymour Simon (Mulberry Books, 1998) ISBN 978-0688158439

15. Comets, Stars, the Moon, and Mars, by Douglas Florian (Harcourt, Inc., 2007) ISBN 978-0152053727

16. Constellations (True Books), by F.S. Kim (Children’s Press, 2010) ISBN 978-0531228029

17. Destination: Space, by Seymour Simon (HarperCollins, 2006) ISBN 978-0060877231

18. Discover Space, by Cynthia Pratt Nicolson (Kids Can Press, Ltd., 2005) ISBN 978-1553378242

19. Discover Space Rocks (Kids Can Read), by Cynthia Pratt Nicolson (Kids Can Press, 2006) ISBN 978-1553379010

20. DK First Space Encyclopedia, by Caroline Bingham (Dorling Kindersley Limited, 2008) ISBN 978-0756633660

Take-Home Worksheet



21. First Space Encyclopedia, by DK Publishing (DK Children, 2008) ISBN 978-0756633660

22. Floating in Space, by Franklyn M. Branley (HarperCollins, 1998) ISBN 978-0064451420

23. Forces Make Things Move, by Kimberly Brubaker Bradley (HarperCollins, 2005) ISBN 978-0064452144

24. Galaxies, by Seymour Simon (HarperCollins, 1991) ISBN 978-0688109929

25. Galaxies (True Books), by Howard K. Trammel (Children’s Press, 2010) ISBN 978-0531228036

26. Galaxies, Galaxies!, by Gail Gibbons (Holiday House, 2007) ISBN 978-0823421923

27. Galileo’s Leaning Tower Experiment, by Wendy Macdonald (Charlesbridge, 2009) ISBN 978-1570918704

28. Glow in the Dark Constellations: A Field Guide for Young Stargazers, by C.E. Thompson (Grosset & Dunlap, 1999) ISBN 978-0448412535

29. Gravity is a Mystery, by Franklyn M. Branley (HarperCollins Publishers, 2007) ISBN 978-0064452014

30. The Hubble Space Telescope: Understanding and Representing Numbers in the Billions, by Greg Roza (Rosen Publishing Group, 2005) ISBN 978-1404251298

31. I Fall Down, by Vicki Cobb (HarperCollins Publishers, 2004) ISBN 978-0688178420

32. If You Decide to Go to the Moon, by Faith McNulty (Scholastic Inc., 2005) ISBN 978-0590483599

33. The International Space Station (Let’s-Read-And-Find-Out Science: Stage 2), by Franklyn M. Branley (Perfection Learning, 2000) ISBN 978-0756901752

34. Mae Jemison: Out of this World, by Corinne J. Naden and Rose Blue (The Millbrook Press, Inc., 2003) ISBN 978-0761325703

35. The Magic School Bus Blasts into Space (Scholastic Reader, Level 2), by Kristin Earhart (Scholastic, 2009) ISBN 978-0545086028

36. The Magic School Bus Lost in the Solar System, by Joanna Cole (Scholastic Audio Books, 2010) ISBN 978-054522337

37. The Magic School Bus Sees Stars: A Book About Stars, by Nancy White (Scholastic Inc., 1999) ISBN 978-0590187329

38. The Magic School Bus Takes a Moonwalk (Scholastic Reader, Level 2), by Joanna Cole (Scholastic, 2007) ISBN 978-0439684002

39. Messages from Mars, by Andrew Schuerger and Loreen Leedy (Holiday House, 2006) ISBN 978-0823419548

40. The Mighty Mars Rovers: The Incredible Adventures of Spirit and Opportunity, by Elizabeth Rusch (Houghton Mifflin Books for Children, 2012) ISBN 978-0547478814

41. The Milky Way, by Gregory L. Vogt (Lerner Publications Company, 2010) ISBN 978-0761338758

42. The Moon, by Seymour Simon (Simon and Schuster Books for Young Readers, 2003) ISBN 978-0689835636



Name: 1B-4 continued

43. Moonshot: The Flight of Apollo 11, by Brian Floca (Atheneum Books for Young Readers, 2009) ISBN 978-1416950462

44. Night Light (A Book About the Moon), by Dana Meachen Rau (Picture Window Books, 2006) ISBN 978-1404817319

45. NightWatch: A Practical Guide to Viewing the Universe, by Terence Dickinson (Firefly Books, 2006) ISBN 978-1554071470

46. On Earth, by G. Brian Karas (Puffin Books, 2005) ISBN 978-0142410639

47. On the Moon, by Anna Milbourne (Usborne Publishing Ltd., 2006) ISBN 978-0794506179

48. Once Upon a Starry Night: A Book of Constellations, by Jacqueline Mitton (National Geographic Society, 2009) ISBN 978-1426303913

49. Our Solar System, by Seymour Simon (HarperCollins, 2007) ISBN 978-0061140082

50. The Planet Gods: Myths and Facts about the Solar System, by Jacqueline Mitton (National Geographic Society, 2008) ISBN 978-1426304484

51. Pluto: A Dwarf Planet, by Ralph Winrich (Capstone Press, 2010) ISBN 978-1429645850

52. Pluto: Dwarf Planet, by Christine Taylor-Butler (Children’s Press, 2008) ISBN 978-0531147665

53. Roaring Rockets, by Tony Mitton (Kingfisher, 2000) ISBN 978-0753453056

54. Seven Wonders of the Rocky Planets and Their Moons, by Ron Miller (Twenty First Century Books, 2011) ISBN 978-0761354482

55. The Sky is Full of Stars, by Franklyn M. Branley (HarperCollins, 1983) ISBN 978-0064450027

56. Space Exploration, by Carole Stott (DK Children, 2009) ISBN 978-0756658281

57. Space, Stars, and the Beginning of Time: What the Hubble Telescope Saw, by Elaine Scott (Clarion Books, 2011) ISBN 978-0547241890

58. Stargazers, by Gail Gibbons (Holiday House, 1999) ISBN 978-0823415076

59. Stars, by Seymour Simon (HarperCollins Publishers, 2006) ISBN 978-0060890018

60. Stars (True Books), by Ker Than (Scholastic Inc., 2010) ISBN 978-0531228067

61. Stars (Jump into Science: Stars), by Steve Tomecek (National Geographic Society, 2003) ISBN 978-0792255819

62. The Sun (True Books), by Elaine Landau (Children’s Press, 2008) ISBN 978-0531147962

63. The Sun, by Seymour Simon (Perfection Learning,2001) ISBN 978-0688092368

64. Sun, Moon and Stars, by Stephanie Turnbull (Usborne Publishing Ltd., 2007) ISBN 978-0794513993

65. The Sun is My Favorite Star, by Frank Asch (Sandpiper, 2008) ISBN 978-0152063979

66. Sun Up, Sun Down: The Story of Day and Night, by Jacqui Bailey (Picture Window Books, 2006) ISBN 978-1404811287

67. There’s No Place Like Space!, by Tish Rabe (Random House, Inc., 2009) ISBN 978-0679891154

Take-Home Worksheet



68. The Universe, by Seymour Simon (HarperCollins, 2006) ISBN 978-0060877255

69. Up, Down, All Around: A Story of Gravity, by Jacqui Bailey (Picture Window Books, 2006) ISBN 978-1404819993

70. What Makes Day and Night (Let’s-Read-and-Find-Out Science 2), by Franklyn Branley (HarperCollins, 1999) ISBN 978-0064450508

71. What the Moon Is Like, by Franklyn M. Branley (HarperCollins Publishers, 2000) ISBN 978-0064451857

72. When Is a Planet Not a Planet?: The Story of Pluto, by Elaine Scott (Clarion Books, 2007) ISBN 978-0618898329

73. Why Can’t I Jump Very High?: A Book About Gravity, by Kamal S. Prasad (Science Square Publishing, 2004) ISBN 978-0974086156

74. Why Isn’t Pluto a Planet?, by Michael Portman (Gareth Stevens Publishing, 2013) ISBN 978-1433982835

75. You Are the First Kid on Mars, by Patrick O’Brien (G. P. Putnam’s Sons, 2009) ISBN 978-0399246340

76. Zoo in the Sky: A Book of Animal Constellations, by Jacqueline Mitton (National Geographic Society, 2006) ISBN 978-0792259350

Student Websites1. The European Space Agency for Kids

http://www.esa.int/esaKIDSen/index.html

2. Games, Activities, Facts, and Resources http://www.kidsastronomy.com/index.htm

3. Kids NASA: Mars for Kids http://mars.jpl.nasa.gov/participate/funzone/

4. The Natural History Museum: Meteorites http://www.nhm.ac.uk/kids-only/earth-space/meteorites



Name: 13B-12B-1

Planetary Year:

Day Length:

Mass of Planet:

Diameter:

Moons:

Temperature(s): Origin of Name:

When Discovered:

Who Discovered:

Rings:

Planet Name:

Position from the Sun:

Distance from the Sun:

Closest:

Farthest:

Dire

ction

s: U

se th

is gr

aphi

c org

aniz

er to

reco

rd th

e inf

orm

atio

n yo

u fin

d in

your

resea

rch.





Name: 13B-13B-1

Sp

acec

raft

Visits:

Gravity (Compared to Earth):

Speed or Velocity around Sun:

Interesting Facts:

Planet Name:

Atmosphere:

Dire

ction

s: U

se th

is gr

aphi

c org

aniz

er to

reco

rd th

e inf

orm

atio

n yo

u fin

d in

your

resea

rch.

Volume (Compared to Earth):

Special Features:





Name: 13B-14B-1D

irecti

ons:

Refer

to th

e env

elope

your

clas

s add

resse

d as

you

fill o

ut th

e “sp

ace a

ddre

ss” o

n yo

ur o

wn

enve

lope

. Desi

gn a

nd

draw

your

ow

n sta

mp.





Name: 13B-1PP1-1D

irecti

ons:

Writ

e the

two

thin

gs yo

u ar

e com

parin

g an

d co

ntra

sting

on

the t

wo

blan

ks. I

n th

e ove

rlapp

ing

part

of t

he

diag

ram

, writ

e wor

ds a

nd/o

r phr

ases

that

desc

ribe h

ow th

e tw

o th

ings

are

alik

e. In

the n

on-o

verla

ppin

g pa

rts o

f eac

h cir

cle,

writ

e wor

ds a

nd/o

r phr

ases

that

desc

ribe h

ow th

e tw

o th

ings

are

diff

eren

t.





Name: 6B-1


Over the next few days, your child will be learning more about the universe, one theory of its possible origins, and space exploration, focusing on key figures such as Nicolaus Copernicus and Mae Jemison.

Below are some suggestions for activities that you may do at home to reinforce what your child is learning about astronomy.

1. Space ExplorationOver the next few days, your child will be learning about NASA-led space

exploration. You may want to review with your child that space exploration is one way astronomers learn more about the universe. Your child will hear about the Apollo 11 mission to the moon and the astronaut Mae Jemison. Ask your child to share what they remember about these two topics. (Neil Armstrong and Buzz Aldrin were the first to set foot on the moon; they traveled on a rocket; etc. Mae Jemison was the first female African American astronaut.) You may wish to supplement what your child has learned by visiting the website www.NASA.gov to research current NASA endeavors and the most recent astronauts and space explorations.

2. StargazingGo outside one evening and stargaze with your child. Point out any

constellations you know and have your child share with you any of the constellations s/he has learned. You may also wish to point out any of the planets visible in the night sky, like Venus or Mars. If you have access to technology, such as a computer tablet or smartphone, you may wish to use a stargazing application.

If you live in a city, it may be hard to see stars because light pollution will interfere with the light from the stars. Sometimes the outskirts of a city, or even a high point in the city, has less light pollution, making stars more visible. You may want to consider traveling to one of these areas to stargaze. You may also wish to visit a science museum or planetarium to observe constellations more closely.

Take-Home Worksheet



3. Universe TheoriesYour child will be hearing one theory of how the universe may have begun called

the Big Bang theory. Share with your child that there are many theories of how the universe began. You may wish to research some of these different theories together, discussing what a theory is with your child.

4. Words to UseBelow are several of the words that your child will be learning about and using.

Try to use these words as they come up in everyday speech with your child.

• expanding—The balloon is expanding with each breath I blow into it.

• constellations—Ancient peoples created stories about groups of stars that made patterns called constellations in the night sky in the shapes of people, animals, and other objects.

• theory—The Big Bang theory says that all matter in the universe was compressed in a small, hot, dense speck that suddenly expanded.

• opposed—In Copernicus’s time, many people opposed the idea that the sun was at the center of the solar system.

5. Read Aloud Each DayIt is very important that you read with your child every day. Set aside time to

read to your child and to listen to your child read to you. Please refer back to the list of recommended resources related to astronomy that may be found at the library, as well as the list of informational websites.




Name: 7B-1D

irecti

ons:

Read

the s

tate

men

ts. S

eque

nce t

he ev

ents

of th

e Big

Ban

g in

the c

orre

ct or

der,

acco

rdin

g to

the B

ig B

ang

theo

ry. Brand new bits of matter formed, crashing into each other.

Stars, galaxies, and planets formed, and the universe kept growing and expanding.

There was a tiny, very hot, very dense speck.

The galaxy continues to expand today.

The speck suddenly expanded, becoming bigger and a little bit cooler.





Name: 8B-1D

irecti

ons:

In th

e cen

ter o

f the

ova

l, w

rite t

he n

ame N

icol

aus C

oper

nicu

s. Re

cord

facts

abo

ut C

oper

nicu

s in

the

surr

ound

ing

oval

s.





Name: 9B-1D

irecti

ons:

Writ

e you

r sen

tenc

es in

the fi

rst, s

econ

d, a

nd th

ird re

ctang

les a

bout

Cop

erni

cus’s

early

life,

ach

ievem

ents,

and

how

he

had

an

impa

ct on

socie

ty.

Paragraph 1: Early Life

Paragraph 2: Achievements

Paragraph 3: Impact on Society





Name: 10B-1

Revision Checklist

Ask yourself these questions as you revise your paragraphs.

1. Do I have a good topic sentence?

2. Do I have a good concluding sentence?

3. Are there any parts that do not make sense?

4. Do my sentences flow well in this order?

5. Do I have a good variety of sentence structure?

6. Could I combine any of my sentences?

7. Do I have a good variety of descriptive words?

8. Are my paragraphs interesting?

9. Is this my best work?





Name: 10B-2D

irecti

ons:

Writ

e you

r wor

king

title

on

the t

op li

ne. W

rite t

he se

cond

dra

ft of

your

par

agra

phs o

n th

e lin

es be

low.

__________________________





Name: PP2-1

Editing Checklist

Ask yourself these questions as you edit your paragraphs.

1. Do I have a fitting title?

2. Do all of my sentences start with capital letters?

3. Do all of my sentences end with the correct punctuation?

4. Have I spelled all of my words correctly?

5. Have I used correct grammar?

6. Does each sentence provide a complete thought?





Name: PP2-2D

irecti

ons:

Writ

e you

r wor

king

title

on

the t

op li

ne. W

rite t

he fi

nal d

raft

of yo

ur p

arag

raph

s on

the l

ines

belo

w.

__________________________





Name: 13B-1PP2-3D

irecti

ons:

Writ

e the

two

thin

gs yo

u ar

e com

parin

g an

d co

ntra

sting

on

the t

wo

blan

ks. I

n th

e ove

rlapp

ing

part

of t

he

diag

ram

, writ

e wor

ds a

nd/o

r phr

ases

that

desc

ribe h

ow th

e tw

o th

ings

are

alik

e. In

the n

on-o

verla

ppin

g pa

rts o

f eac

h cir

cle,

writ

e wor

ds a

nd/o

r phr

ases

that

desc

ribe h

ow th

e tw

o th

ings

are

diff

eren

t.





Name: 13B-1PP2-4D

irecti

ons:

Read

the l

abel

belo

w ea

ch ci

rcle,

whi

ch re

prese

nts a

star

. Col

or ea

ch st

ar b

lue,

yello

w, re

d, o

r whi

te to

mat

ch th

e te

mpe

ratu

re li

sted.

hot hotter

very hot very, very hot





Name: DA-1

Naming the Planets

Uranus Earth Mars

Jupiter Neptune Venus

Asteroid Belt Mercury Saturn

1. 6.

2. 7.

3. 8.

4. 9.

5.

Dire

ction

s: U

se th

e nam

es in

the b

ox to

fill

in th

e nam

es of

som

e of t

he o

bjec

ts in

our

sola

r sys

tem

.





Name: DA-2D

irecti

ons:

Read

each

que

stion

and

the o

ptio

nal a

nsw

ers w

ith yo

ur te

ache

r. C

ircle

the l

ette

r tha

t best

ans

wer

s eac

h qu

estio

n or

com

plet

es ea

ch st

atem

ent.

1. Why do the seasons change?

A. The sun gets hotter.

B. Earth is slightly tilted as it travels around the sun.

C. The sun is tilted.

D. Earth moves closer to the sun in its orbit.

2. Which is the name of our galaxy?

A. the asteroid belt

B. our solar system

C. the Andromeda Galaxy

D. the Milky Way

3. Stars are .

A. hot, near, and made of gas

B. hot, distant, and made of liquid

C. hot, distant, and made of gas

D. cold, distant, and made of gas



4. Which are objects found in our solar system?

A. comets

B. asteroids

C. meteoroids

D. all of the above

5. During a solar eclipse, the moon moves between the sun and Earth and .

A. blocks the sun’s light from reaching Earth

B. blocks Earth’s light from reaching the sun

C. blocks the sun’s light from reaching the moon

D. none of the above

6. Which is not true of gravity?

A. It is a force.

B. It keeps objects in orbit around the sun.

C. It is stronger if the objects are farther away from each other.

D. It keeps oxygen on Earth.



Name: DA-3D

irecti

ons:

Writ

e one

or t

wo

sente

nces

to a

nsw

er ea

ch q

uesti

on.

1. Who was Nicolaus Copernicus and how did he challenge how people thought about the universe?

2. Who was Mae Jemison? What are some words you can use to describe her and why?

3. How was the Apollo 11 mission important to astronomy and space exploration?



4. What is a theory? What is the Big Bang theory?

5. What are some ways that scientists study space? What are some questions you would like scientists to answer?




E. D. Hirsch, Jr.

President

Linda Bevilacqua
















exPert reviewerCharles Tolbert

writersFran Slayton

illustrators and iMage sourCesTake-Home Icon: Core Knowledge Staff; 1B-1: Shutterstock; 1B-1 Answer Key: Shutterstock; 1B-2: Core Knowledge Staff; 1B-2 Answer Key: Core Knowledge Staff

Regarding the Shutterstock items listed above, please note: “No person or entity shall falsely represent, expressly or by way of reasonable implication, that the content herein was created by that person or entity, or any person other than the copyright holder(s) of that content.”


Domain 8: Native Americans REGIONS AND CULTURES

Tell It Again!™ Workbook





Native Americans: Regions and Cultures 1© 2013 Core Knowledge Foundation

Name: 1B-1D

irecti

ons:

Labe

l the

map

with

the f

ollo

win

g lo

catio

ns: A

sia, B

erin

gia,

Ala

ska,

Nor

th A

mer

ica, I

ce-F

ree C

orrid

or, a

nd S

outh

Am

erica

. Use

colo

red

penc

ils to

dra

w tw

o ro

utes:

one

from

Asia

thro

ugh

Berin

gia

to N

orth

Am

erica

, and

one

thro

ugh

the I

ce-

Free

Cor

ridor

to p

arts

of N

orth

Am

erica

and

Sou

th A

mer

ica.

KeyRoute from Asia to North America

Route through Ice-Free Corridor


2 Native Americans: Regions and Cultures© 2013 Core Knowledge Foundation



Name: 1B-2Take-Home Worksheet


During the next couple of weeks, your child will be hearing more about some of the earliest people to inhabit the continent of North America. S/he will be learning about the way in which many scientists think those people arrived on the continent; the way they spread throughout the continent; the way in which they changed from a nomadic existence to one in which they hunted, gathered, fished, and farmed; and the way in which they developed their own unique cultural identity.

Below are some suggestions for activities that you may do at home to reinforce what your child is learning about the earliest known people to inhabit North America.

1. Using a Globe or World MapOn a globe or world map, have your child locate the continents of Asia and North America. Talk

with your child about the Bering Strait, which today separates these two continents between Alaska and Russia. Your child will be learning about the way that area of the world may have looked during the major Ice Age. S/he will be learning that, because of the lower water level during the Ice Age, many scientists think there was an exposed strip of land connecting Asia and North America. Discuss with your child the theory of how the people from Asia followed the herds they hunted as prey across this strip of land, known as Beringia, to the continent that today is known as North America.

2. Using a Map of North AmericaYour child will be learning about the way in which the earliest inhabitants of North America

spread south and east throughout the continent of North America. S/he will be learning that, as the various groups of people settled in different areas of the continent, they established a unique cultural identity based in large part on the environment of the area in which they settled.

On the map, have your child locate the Mississippi River. Discuss with your child the fact that several of the tribes that settled in areas near this river were known collectively as Mound Builders. The Adena were the first group of Mound Builders. The Hopewell and Mississippians also built mounds for burial chambers and religious ceremonies.

On the map, have your child locate the states of Colorado, New Mexico, Arizona, and Utah. Discuss with your child the fact that the area where these four states meet is known as the Four Corners. Your child will be learning that the Ancestral Pueblo lived in this very dry area, but they were able to farm because they developed ways to divert water from streams and rivers to water their crops.



3. Draw and Write: The Mound BuildersHave your child draw and write about what s/he is learning about the Mound Builders who lived

in the Greater Mississippi River region. S/he may wish to draw the houses built by the Adena, which were round houses with conical roofs. S/he may wish to draw the baskets that the Mound Builders used to move the tons of earth they used to build the mounds. S/he may wish to draw the larger mounds built by the Hopewell, or the large towns established by the Mississippians that were inhabited by hundreds or thousands of people.

4. Draw and Write: Native Americans of the SouthwestHave your child draw and write about what s/he is learning about the Ancestral Pueblo, Mogollon

[muh-gah-yone], and Hohokam [huh-hoh-kum] of the Southwest. S/he may wish to draw and write about the open-air pit houses and pueblo homes used by the Ancestral Pueblo; the ways the Mogollon people of southwestern New Mexico and east-central Arizona diverted water to their crops; the canals built by the Hokokam people; the mesas that were used by the Ancestral Pueblo; the kivas that were used by the Ancestral Pueblo for religious ceremonies; or the Ancestral Pueblo cliff dwellings.

5. Words to UseBelow is a list of some of the words that your child will be learning about and using. Try to use


• nomadic—The nomadic tribe wandered the desert in search of fresh water and food.

• environment—Mr. James set up a good learning environment in his classroom so that all of his students could do their best work.

• ceremonial—As part of the ceremonial procession, the queen was required to wear a crown and a robe.

• intricately—Each part of the puzzle was intricately connected.

6. Read Aloud Each DayIt is very important that you read with your child every day. Set aside time to read to your child

and also time to listen to your child read to you. I have included a list of recommended resources related to Native Americans that may be found at the library, as well as a list of informational websites.




Name: 1B-3Take-Home Worksheet

Recommended Resources for Native Americans: Regions and CulturesGeneral Native Americans

1. American Indian Families, by Jay Miller (Children’s Press, 1996) ISBN 0516260698

2. American Indian Festivals, by Jay Miller (Children’s Press, 1996) ISBN 0516260901

3. American Indian Foods, by Jay Miller (Children’s Press, 1996) ISBN 051626091X

4. American Indian Games, by Jay Miller (Children’s Press, 1996) ISBN 0516260928

5. Many Nations: An Alphabet Of Native America, by Joseph Bruchac (Scholastic, Inc., 2004) ISBN 043963590X

6. Native Homes, by Bobbie Kalman (Crabtree Publishing Company, 2001) ISBN 9780778704638

7. Thirteen Moons on Turtle’s Back, by Joseph Bruchac and Jonathan London (Scholastic Inc, 1996) ISBN 0590995081

8. Two Cultures Meet: Native American and European, by Ann Rossi (National Geographic Society, 2002) ISBN 0792286790

9. The Very First Americans, by Cara Ashrose (Grosset and Dunlap, 1993) ISBN 0448401681

10. When Cultures Meet, by John Perritano (National Geographic Society, 2006) ISBN 0792254554

Greater Mississippi River Areas/Mound Builders

11. Ancient Mounds of Watson Brake: Oldest Earthworks in North America, by Elizabeth Moore and Alice Couvillon (Pelican Publishing Company, 2010) ISBN 9781589806566

12. Mounds of Earth and Shell, by Bonnie Shemie (Tundra Books, 1995) ISBN 0887763529

Southwest/Ancestral Pueblo, Hopi, Zuni, Apache, and Navajo

13. The Anasazi Culture at Mesa Verde, by Sabrina Crewe and Dale Anderson (Gareth Stevens Publishing, 2003) ISBN 0836833902

14. The Apache, by Andrew Santella (Children’s Press, 2001) ISBN 0516273116

15. Colors of the Navajo, by Emily Abbink (Carolrhoda Books, 1998) ISBN 9781575052694

16. The Hopi, by Andrew Santella (Children’s Press, 2003) ISBN 0516269879

17. Life in a Hopi Village, by Sally Senzell Isaacs (Heinemann-Raintree, 2001) ISBN 158810298X

18. Life in a Pueblo, by Amanda Bishop and Bobbie Kalman (Crabtree Publishing Company, 2003) ISBN 9780778704676

19. The Magic Hummingbird: A Hopi Folktale, collected and translated by Ekkehart Malotki (Kiva Publishing, 1996) ISBN 9781885772046

20. The Navajo, by Andrew Santella (Children’s Press, 2003) ISBN 0516269887

21. The Pueblos, by Alice K. Flanagan (Children’s Press, 1998) ISBN 0516263838

22. The Pueblos: People of the Southwest, by Ruby Maile (National Geographic Society, 2004) ISBN 0792247272

23. The Southwest Indians: Daily Life in the 1500s, by Mary Englar (Capstone Press, 2005) ISBN 0736843191

24. The Stone Cutter & the Navajo Maiden, by Vee Browne (Salina Bookshelf, Inc., 2008) ISBN 1893354920

25. Turquoise Boy: A Navajo Legend, by Terri Cohlene (Scholastic Inc., 2004) ISBN 0439635888



Northeast/Eastern Woodlands/Iroquois

26. The Delaware, by Michelle Levine (Lerner Publications Company, 2007) ISBN 0822567008

27. Eastern Woodlands Indians, by Mir Tamim Ansary (Heinemann Library, 2000) ISBN 1588104516

28. Iroquois, by Richard M. Gaines (ABDO Publishing Company, 2000) ISBN 1577653734

29. The Iroquois, by Stefanie Takacs ( Scholastic Inc., 2003) ISBN 051627824X

30. The Iroquois: People of the Northeast, by Ruby Maile (National Geographic Society, 2004) ISBN 0792247280

31. The Iroquois: The Six Nations Confederacy, by Mary Englar (Capstone Press, 2000) ISBN 9780736848176

32. Iroquois Indians, by Caryn Yacowitz (Heinemann Library, 2003) ISBN 1403405104

33. Life in a Longhouse Village, by Bobbie Kalman (Crabtree Publishing Company, 2001) ISBN 0778704621

34. Life of the Powhatan, by Rebecca Sjonger and Bobbie Kalman (Crabtree Publishing Company, 2004) ISBN 0778704720

35. The Powhatan, by David C. King (Marshall Cavendish Corp., 2008) ISBN 9780761426813

Southeast/Cherokee

36. Grandmother Spider Brings the Sun: A Cherokee Story, by Geri Keams (Northland Publishing, 1995) ISBN 0873586948

37. Nations of the Southeast, by Molly Aloian and Bobbie Kalman (Crabtree Publishing Company, 2005) ISBN 0778704777

38. The Seminole, by Liz Sonneborn (Franklin Watts, 2002) ISBN 0531162281

39. The Seminole Indians, by Bill Lund (Capstone Press, 2006) ISBN 9780736880565

40. Seminole Indians, by Caryn Yacowitz (Heinemann Library, 2003) ISBN 9781403405111

41. The Seminoles: A First Americans Book, by Virginia Driving Hawk Sneve (Holiday House, 1994) ISBN 0823411125

42. She Sang Promise: The Story of Betty Mae Jumper, Seminole Tribal Leader, by Jan Godown Annino (National Geographic Society, 2010) ISBN 9781426305924

43. Soft Rain: A Story of the Cherokee Trail of Tears, by Cornelia Cornelissen (Random House, Inc., 1998) ISBN 9780440412427

44. Southeast Indians, by Mir Tamim Ansary (Heinemann Library, 2001) ISBN 1588104540

45. The Southeast Indians: Daily Life in the 1500s, by Kathy Jo Slusher-Haas (Capstone Press, 2005) ISBN 0736843175

46. Yonder Mountain: A Cherokee Legend, as told by Robert H. Bushyhead (Marshall Cavendish, 2002) ISBN 9780761451136

Arctic/Subarctic/Thule and Inuit

47. Houses of snow, skin and bones, by Bonnie Shemie (Tundra Books, 1993) ISBN 0887763057

48. The Inuit, by Andrew Santella (Children’s Press, 2001) ISBN 0516273191

49. Inuit Indians, by Caryn Yacowitz (Heinemann Library, 2003) ISBN 9781403441713

50. The Inuit Thought of It: Amazing Arctic Inventions, by Alootook Ipellie with David MacDonald (Annick Press Ltd., 2007) ISBN 9781554510870



Name: 1B-3 continued

Take-Home Worksheet

51. Life in the Far North, by Bobbie Kalman and Rebecca Sjonger (Crabtree Publishing Company, 2003) ISBN 9780778704690

52. The Polar Bear Son: An Inuit Tale, retold and illustrated by Lydia Dabcovich (Clarion Books, 1997) ISBN 0395975670

Teacher/Family Resources

53. 500 Nations (DVD), directed by Jack Leustig (Warner Home Video, 2004) ASIN B0002S65WC

54. America Reads: Families—What You Can Do: http://www2.ed.gov/inits/americareads/families_cando.html

55. El día de los niños/El día de los libros: Many Children, Many Cultures, Many Books!: http://dia.ala.org/

56. Electronic print of Ball Play of the Choctaw, painted by George Caitlin: http://americanart.si.edu/collections/search/artwork/?id=3886

57. List of books for elementary school ages: http://www.talkstorytogether.org/american-indian/alaskan-native-book-list/elementary-school-books

Websites

1. Buffalo hide painting as a way of story-telling http://americanhistory.si.edu/kids/buffalo/hideactivity/

2. Buffalo parts matching game http://www.americanhistory.si.edu/kids/buffalo/matching/

3. Cahokia Mound Builders, excerpt from 500 Nations documentary http://www.youtube.com/watch?v=vTrVZr-DLHQ

4. Cherokee Fact Sheet for Kids http://www.bigorrin.org/cherokee_kids.htm

5. Map of tribes in each state today http://teacher.scholastic.com/activities/explorer/native_americans/be_an_explorer/map/read/be_an_explorer_skagit.htm

6. National Geographic for Kids pictures of modern Native Americans http://kids.nationalgeographic.com/kids/photos/native-americans/#/1003043_14107_600x450.jpg

7. National Museum of the American Indian http://www.nmai.si.edu

8. Native Americans Facts for Kids http://www.native-languages.org/kids.htm

9. Native American Foods Facts for Kids http://www.native-languages.org/food.htm

10. PBS Quiz: “A day in the life” of a Native American boy http://pbskids.org/stantonanthony/nativeam_boy.html

11. Seminole Fact Sheet for Kids http://www.bigorrin.org/seminole_kids.htm

12. Weave a Virtual Wampum Belt http://www.nativetech.org/beadwork/wampumgraph/index.html





Name: 2B-1D

irecti

ons:

Labe

l eac

h of

the f

ollo

win

g re

gion

s on

the m

ap: S

outh

west

, Nor

thea

st, S

outh

east,

and

Arc

tic/S

ubar

ctic.





3B-1D

irecti

ons:

Fill

in th

e inf

orm

atio

n yo

u he

ard

abou

t the

regi

on, t

ypes

of d

well

ings

, foo

d so

urce

s, an

d ot

her a

spec

ts of

the

Mou

nd B

uild

ers.

Then

, on

the b

ack,

dra

w a

pict

ure a

bout

som

ethi

ng yo

u he

ard

in th

e rea

d-al

oud.

Name:

Mound BuildersRegion of North America in which the groups settled:

Types of dwellings:

Sources and types of food:

Other aspects of the groups’ cultures:





Name: 4B-1D

irecti

ons:

Fill

in th

e inf

orm

atio

n yo

u he

ard

abou

t the

regi

on, t

ypes

of d

well

ings

, foo

d so

urce

s, an

d ot

her a

spec

ts of

the

Ance

stral

Pue

blo.

Then

, on

the b

ack,

dra

w a

pict

ure a

bout

som

ethi

ng yo

u he

ard

in th

e rea

d-al

oud.

Ancestral PuebloRegion of North America in which the groups settled:

Types of dwellings:







Name: 4B-2


I hope your child is enjoying learning about some of the earliest people to inhabit the continent of North America. Over the next several days, s/he will be learning about the tribes that settled in the various regions of the continent, including the Hopi and Zuni tribes of the Southwest; the Eastern Woodlands tribes, including the Iroquois; the Southeast tribes, including the Cherokee; and the Inuit of northern North America.

Below are some suggestions for activities that you may do at home to reinforce what your child is learning about the earliest known people to inhabit North America.

1. Using a Map of North AmericaHave your child locate the southwestern part of North America on a map. S/he will be learning

that two of the tribes that were descended from the Ancestral Pueblo in this area were the Hopi and the Zuni. Discuss with your child how the Hopi, like their ancestors before them, had to use ingenious methods to farm in this arid climate. The Hopi grew many different foods, but they relied most heavily on corn.

On the map, have your child locate the Eastern Woodlands area of North America, which stretched from Canada south to the Carolinas, and from the Great Lakes east to the Atlantic Ocean. Discuss with your child how the tribes in this area, including the Iroquois, had to build houses that would keep them warm in this often cold and snowy region. They built longhouses, which housed many members of an extended family, and wigwams that were wooden, rounded structures similar in shape to igloos.

On the map, have your child locate the southeastern part of North America. Discuss with your child how the tribes in this area experienced a mild climate and fertile soil. As a result, food was plentiful in this region and allowed the population to grow at a faster rate than in many other regions. Your child will learn that this region was the most densely populated when the European explorers arrived in North America. Your child will be learning about the Cherokee who settled in this area. S/he will be learning about the Cherokee’s Green Corn Festival and a game played by the Cherokee that was similar to lacrosse in its use of a ball and net, but very different in its serious warring nature.

On the map, have your child locate the northern part of North America, including Alaska, Canada, and Greenland. Remind your child that s/he learned about part of this region when s/he studied the Vikings earlier this year. Your child will also be learning about the Thule and Inuit, who lived in this region and found ingenious ways to survive in an inhospitable climate.

2. Draw and WriteHave your child draw and write about what s/he is learning regarding the different ways various

tribes adapted to their environments. You may wish to have your child draw the different types of houses built in the different regions. The Hopi stone and wood home was entered through the ceiling

Take-Home Worksheet



using a ladder. The Iroquois lived in longhouses and wigwams that provided protection from the cold and snowy winters. The winter homes built by the tribes of the Southeast were circular with conical roofs through which smoke from an internal fire could escape. The summer homes built in the South and east were often thatched roofs supported by wooden poles, frequently lacking any walls. The homes built by the Inuit in the harsh climate of the northern-most part of the continent were made of blocks of snow called igloos. Those homes had a tunnel entrance that was designed to trap cold air and keep it away from the main living area of the home.

Your child could also draw some other aspects of the tribes’ culture. S/he may draw a kachina spirit and describe its importance to the Hopi people. You may also wish to have your child draw the “three sisters” of corn, beans, and squash, and explain their importance to the Native Americans. S/he may also draw a scene depicting the Green Corn Festival or the game anetsa, both associated with the Cherokee culture. You may also wish to have your child draw a kayak and explain how it was invented by the Inuit and was important to their survival because of their reliance on fishing.

3. Sayings and Phrases: Cold ShoulderYour child will be learning the saying “cold shoulder.” Talk with your child about the meaning of

this phrase. In reference to this saying, have your child tell you about the way in which the Hopi people used this as a way of punishing people. Because the Hopi people believed they should always be kind to people, it was considered a punishment to ignore someone, or give them the cold shoulder.

4. Words to UseBelow is a list of some of the words that your child will be learning about and using. Try to use


• revered—John revered his father, who was a kind and intelligent man.

• cloaked—The young girl, cloaked in a brown cape, crept through the forest.

• extended family—An Iroquois extended family, called a clan, lived together in a longhouse even though it could include up to fifty people.

• inhospitable—The inhospitable climate of the Arctic makes it difficult for much vegetation to grow.

Read Aloud Each DayIt is very important that you read with your child every day. Set aside time to read to your child

and also time to listen to your child read to you. Please refer back to the list of recommended resources related to the Native Americans that may be found at the library, as well as the list of informational websites.




Name: 5B-1D

irecti

ons:

Fill

in th

e inf

orm

atio

n yo

u he

ard

abou

t the

regi

on, t

ypes

of d

well

ings

, foo

d so

urce

s, an

d ot

her a

spec

ts of

the H

opi.

Then

, on

the b

ack,

dra

w a

pict

ure a

bout

som

ethi

ng yo

u he

ard

in th

e rea

d-al

oud.

HopiRegion of North America in which the group settled:

Types of dwellings:


Other aspects of the group’s culture:





Name: 6B-1D

irecti

ons:

Fill

in th

e inf

orm

atio

n yo

u he

ard

abou

t the

regi

on, t

ypes

of d

well

ings

, foo

d so

urce

s, an

d ot

her a

spec

ts of

the

Iroq

uois.

Then

, on

the b

ack,

dra

w a

pict

ure a

bout

som

ethi

ng yo

u he

ard

in th

e rea

d-al

oud.

IroquoisRegion of North America in which the groups settled:

Types of dwellings:







Name: 7B-1D

irecti

ons:

Fill

in th

e inf

orm

atio

n yo

u he

ard

abou

t the

regi

on, t

ypes

of d

well

ings

, foo

d so

urce

s, an

d ot

her a

spec

ts of

the

Che

roke

e. Th

en, o

n th

e bac

k, d

raw

a p

ictur

e abo

ut so

met

hing

you

hear

d in

the r

ead-

alou

d.

CherokeeRegion of North America in which the group settled:

Types of dwellings:







Name: 8B-1D

irecti

ons:

Fill

in th

e inf

orm

atio

n yo

u he

ard

abou

t the

regi

on, t

ypes

of d

well

ings

, foo

d so

urce

s, an

d ot

her a

spec

ts of

the I

nuit.

Th

en, o

n th

e bac

k, d

raw

a p

ictur

e abo

ut so

met

hing

you

hear

d in

the r

ead-

alou

d.

InuitRegion of North America in which the group settled:

Types of dwellings:







Name: 8B-2

Mou

nd B

uild

ers

Anc

estr

al P

uebl

oH

opi

Iroq

uois

Che

roke

eIn

uit

Reg

ion

in w

hich

th

e gr

oup(

s)

sett

led

Type

(s) o

f dw

elli

ng(s

)

Sour

ces

and

type

s of

food

Oth

er a

spec

ts o

f cu

ltur

e(s)

Dire

ction

s: U

sing

the c

hart

s you

com

plet

ed in

Less

ons 3

–8, c

ompl

ete t

he in

form

atio

n in

the f

ollo

win

g ch

art.





Name: DA-1D

irecti

ons:

Look

at t

he n

umbe

rs on

the m

ap. Th

en, l

ook

at th

e wor

ds in

the w

ord

bank

. Writ

e the

num

ber o

n th

e bla

nk

besid

e the

corr

ect w

ord.

Fin

ally,

dra

w th

e rou

te o

n th

e map

that

the e

arlie

st kn

own

peop

le us

ed to

mig

rate

to N

orth

Am

erica

.

Asia Northeast

Arctic/Subarctic Mississippi River

Southwest Bering Strait

South America Southeast

3 8

2

4

1

6

5

7





Name: DA-2D

irecti

ons:

Read

each

que

stion

or s

tate

men

t and

the o

ptio

nal a

nsw

ers w

ith yo

ur te

ache

r. C

ircle

the l

ette

r tha

t best

ans

wer

s th

e que

stion

.

1. According to many scientists, why did the early Native Americans travel to the continent that is now known as North America?

A. to find good farm land

B. to follow the herds they hunted

C. to search for a better climate

D. to find new sources of water

2. What term refers to someone or something that existed before people started writing down history?

A. nomadic

B. native

C. prehistoric

D. ancestral

3. Which of the following was NOT one of the Mound Builder tribes?A. Cherokee

B. Adena

C. Hopewell

D. Mississippian

4. What was one of the biggest challenges faced by the tribes of the Southwest region as they adapted to their environment?

A. very cold weather

B. too many buffalo

C. not always enough water

D. too much water



5. What was the name for the underground rooms used by the Ancestral Pueblo for religious ceremonies?

A. igloos

B. pueblos

C. kachinas

D. kivas

6. When the Ancestral Pueblo abandoned their homes, they began to live in .A. cliff dwellings

B. tipis

C. igloos

D. wigwams

7. The Hopi planted many different crops, but which crop was the most important to them?

A. wheat

B. pumpkin

C. beans

D. corn

8. The “Hopi Way” refers to which of the following?A. the belief that they should be kind to one another and thoughtful

toward the environment

B. the way the Hopi people farmed the land

C. the belief that the Hopi people should obtain their food through fishing rather than farming

D. the way the Hopi people built their houses



Name:

9. The Eastern Woodlands tribes built three types of homes to survive the cold, snowy winters. Which are two types of houses used by the Eastern Woodlands tribes?

A. longhouses and wigwams

B. igloos and kivas

C. tipis and cliff dwellings

D. pueblos and open-sided thatched roofs

10. Like many Native American tribes, when the tribes of the Southeast began to farm, they also continued to do which of the following activities?

A. hunt

B. gather

C. fish

D. all of the above

11. Why was the Southeast region the most densely populated when the European explorers first arrived on North America?

A. The mild climate enabled the Native Americans to grow two main crops each year, providing an abundance of food to support a growing population.

B. The lack of water in the region required the Native Americans to find ways to obtain food other than through farming.

C. The Native Americans of this region learned to train dogs to help them adapt to the very cold climate.

D. Many Native Americans were drawn to this area because of its dry and very cold climate.

12. What was one of the main sources of food for the Inuit?A. corn

B. whales

C. beans

D. pumpkins

DA-2continued





Name: DA-3D

irecti

ons:

Writ

e one

or t

wo

sente

nces

to a

nsw

er ea

ch q

uesti

on o

r sta

tem

ent.

1. According to many scientists, how were the earliest known inhabitants of North America able to migrate from Asia?

2. How did the ways of gathering food change over time for some Native Americans?

3. Why did the Native American tribes of the Greater Mississippi River Areas build mounds?



4. Compare and contrast two tribes and their regions that you have learned about.

5. What were some of the things the Hopi asked the kachinas to give them?




E. D. Hirsch, Jr.

President

Linda Bevilacqua
















exPert reviewerJeffrey L. Hantman


illustrators and iMage sourCesTake-Home Icon: Core Knowledge Staff; 1B-1: Core Knowledge Staff; 2B-1: Core Knowledge Staff; DA-1: Core Knowledge Staff; DA-1 Answer Key: Core Knowledge Staff


GRAD

E 3Co

re Kn

owled

ge La

ngua

ge Ar

ts®



ckla.amplify.com


Listening & Learning™ Strand GRADE 3

ISBN 978-1-61700-117-8


Date post:	12-Apr-2022
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

Domains 5 - 8 - P.S. #30

Documents