This is Your Future. Don’t Leave It Blank.
gradesgrades
K• 4K• 4Making Sense of
■ bring the census to life for your students
■ teach skills that correlate with nationalstandards
■ fulfill curriculum requirements
■ demonstrate the importance and many benefits of the census
■ navigate the U.S. Census Bureau Web site
will help you to:
THIS TEACHING GUIDE
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STRAND 2: COMMUNITY INVOLVEMENT
STRAND 3: MANAGING DATA
1. GreaterStates
2. KidsCount
4. Questionsfor Today/PictureTomorrow
5. My FavoriteBirthday/Party Plan
6. GettingThere
Students will learn howto use a map key and will practice comparingmathematical values.
Students will read a special purpose map andpractice place value.
Students will identify thedifferent groups to whichthey belong and exploregroup needs.
Students will plan and creatively illustrate their futures.
Students will collect and organize data intosimple graphs.
Students will interpret a pictograph and thencreate their own.
For Grades K-2 For Grades 3-4
● Geography
● Math
● Geography
● Math
● Civics andGovernment
● Civics andGovernment
● Art
● Art
● Civics andGovernment
● Language Arts
● Geography
● Art
● Math
● Civics andGovernment
● Math
● Civics andGovernment
● Reading Map Keys
● ComparingMathematical Values
● Reading a SpecialPurpose Map
● Using Place Value
● Recognizing Relationships
● Thinking Creatively
● CollectingInformation
● Using Charts and Graphs
● Using Chartsand Graphs
● Computing WholeNumbers
● Patterns andRelationships
● The World in Spatial Terms
● People, Places, and Environment
● Geometry and Spatial Sense
● Place Value
● Places and Regions
● Individual Development and Identity
● Individuals, Groups, andInstitutions
● Civic Ideals and Practices
● Power, Authority, and Governance
● People, Places, and Environment
● Human Systems
● Mathematics as Communication
● Individuals, Groups,and Institutions
● Whole NumberOperations
● Mathematics asCommunication
Scope and Sequence
LESSON OBJECTIVECURRICULUMCONNECTIONS SKILLS STANDARDS*
STRAND 1: MAP LITERACY
*NCSS Social Studies Standards, NCTM Math Standards and The Geography Education Standards Project Geography Standards
3. Where YouBelong/Group Needs
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Table of ContentsMap Literacy
Lesson 1 Greater States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Reading Map Keys/Comparing Mathematical Values
Lesson 2 Kids Count . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Reading a Special Purpose Map/Using Place Value
Community Involvement
Lesson 3 Where You Belong/Group Needs . . . . . . . . . . . . . . . . . . . . . 9Recognizing Relationships
Lesson 4 Questions for Today/Picture Tomorrow . . . . . . . . . . . . . . . . 12Thinking Creatively/Collecting Information
Managing Data
Lesson 5 My Favorite Birthday/Party Plan . . . . . . . . . . . . . . . . . . . . . 15Using Charts and Graphs
Lesson 6 Getting There . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Using Charts and Graphs/Computing Whole Numbers
Additional Resources/State Population Chart . . .Inside Back Cover
Civics and Government/Art/Language Arts/Geography
Art/Math/Civics and Government
For Grades K-2 For Grades 3-4
Geography/Math/Civics and Government
1D-3273ETG
These lessons have been stepped to help you teach and apply this material to the appropriate grade level for your class.
2
How to Use This GuideThe lessons in this guide introduce students to Census 2000 with
high-interest, grade-level appropriate activities designed to meet your curricular needs. Students will learn what a census is and why it’s
important to them, their families, and the community.
Your Scope andSequence (on the inside front cover) provides an at-a-glancesummary of the lessons in this book. These lessons aredesigned to support your classroom goals, and are divided intothree learning strands: Map Literacy, Community Involvement,and Managing Data. The Scope and Sequence identifies skills,objectives, national standards, and curriculum areas for eachlesson. Map, computer, and library icons allow you to quicklysee which lessons interface with the We Count! map, and thosethat offer enhancements using Internet and library resources.
This teaching guide is based on a unifying concept: The census helps us learnabout ourselves and others. Before you begin using the lessons, write this concept on the board. Explainthat information gathered by the census helps us learn more about the people who live in our country.
Many lesson plan pages contain one or more Extension Activitiesdesigned to enhance students’ understanding of the census beyond the classroom. These activitiesoften make use of the vast stores of information available at the official U.S. Census Bureau Web site(see below) and will make it possible to incorporate updated Census 2000 information into lessons.
Each lesson in thisguide consists of a teacher lesson plan and two reproducibleactivity pages. Because young students possess a vast range ofdevelopmental and cognitive skills, the lessons in each strandhave been stepped (one lesson aimed at grades K-2; one lessonaimed at grades 3-4), allowing you to tailor your teaching to theindividual needs of your students. In addition, depending on your needs, the We Count! map canbe hung on the wall, or placed on the floor of your classroom.
Customized for your classroom
Lesson planning at a glance
Before you begin
The U.S. Census Bureau Web site (www.census.gov) is easy to use andcan provide students and teachers with updated state population counts. For example, start on thehome page, click on “Estimates” under the box labeled “People.” In this category, choose “States.”Students can work with the data found on screen or print it out for easier use. In addition, teacherscan access the lessons from all three Census 2000 Teaching Guides (K-4, 5-8, and 9-12) on theCensus Bureau Web site. The Census 2000 questionnaire may also be viewed on this site.
Using the Web site
Extension Activities
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SYMBOL KEY
Library
We Count! Map
Internet
For Grades 3-4
For Grades K-2
Suggested Groupings: Whole class, partners
Getting Started:1. To begin, place the We Count! map on thefloor or wall in your classroom, and direct yourstudents’ attention to it. Show them where themap key is. Be sure they understand what thecolors in the key represent.
● Have a volunteer find your home state on themap. Then find a state that has more people, orone that has fewer people. Ask: What color isthe state? What does that color mean?
2. To help your students differentiate betweenpopulation size and physical size, ask the class to help you model two states:
● Divide the class into two unequal groups,representing two different-sized populations.
● Create “state” boundaries around each group with yarn or a chalk line so that the less populous “state” is bigger.
● Have students identify which state is biggerin size and which has more people.
● Conclusion: Students should be able to see thatbig states don’t necessarily have more people.
3. Be sure that students understand how to usethe map key to identify the colors that representstates with the most people, fewer people, andthe fewest number of people.
Using the Activity Worksheets:● Photocopy the Lesson 1 Activity Worksheets(pages 4 and 5) for your class.
● Distribute the Lesson 1 Activity Worksheetsand point out the map keys on both. Introduceand guide students through the coloring activities.
Wrapping Up:● Relate to students thatCalifornia has the largeststate population, whileWyoming is the least populous.
● Students can get moremap key practice using the We Count! map. Askstudents to name a statewith more people thantheir home state; with fewer people; with roughly the same amount.
Extension Activities:1. Use the We Count! map for a game of “MapMadness!” Make a space on the classroom floorfor the map and divide students into teams orpairs. Make flash cards with instructions for students based on the map key. (For example:“Put your left hand on one of the states with themost people,” or “Put your right foot on one ofthe states with fewer people.”) Each student’s turnwill last until they are unable to twist enough tofollow a card’s instructions. The results are funny,pretzel-like poses and lots of learning fun!
2. If students can work with large numbers,copy the Total State Population Chart (insideback cover) and have them use these totals to do the activity on this page. Or, use the updatedstate population counts found on the official U.S.Census Bureau Web site. (See page 2, “Using theWeb site,” for tips on navigating this site.)
Skills and Objectives:● Students will learn how to use a map key.● Students will work with mathematical values.● Students will understand and work with the concept of comparison.
Map Literacy
ChalkboardDefinitions
map key: a place that tells what thesymbols and colorson a map mean.
population: the totalnumber of peoplewho live in a place.
3
GREATER STATES
Answers:Page 4:California has the most people.Page 5:Wyoming has the fewest people.
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Grades K-2
Greater StatesMap keys help you read maps. Look at the We Count! map. What do
the colors mean? The map key tells you.
Look at the map key below. Read the color each box should be. Then color in the boxes.
Look at the three states below. Read the color each state should be.Color in the states. Which has the most people? The map key tells you.Circle the state with the most people.
Name: _________________________________________
Lesson 1 Activity Worksheet
4
Alaska
California
Red
Yellow
Orange
Yellow
Red
MAP KEY
States with the most people
States with fewer people
States with the fewest people
Orange
Missouri
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Lesson 1 Activity Worksheet (continued)
Greater States (continued)
Name: _________________________________________
5
Florida
North Carolina
Wyoming
Orange
YellowRed
Red
Orange
Yellow
MAP KEY
States with the most people
States with fewer people
States with the fewest people
Now color in the map key boxes again.
Here are some more states. Color them in. Which state has the fewestpeople? The map key tells you. Circle the state with the fewest people.
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Suggested Groupings: Individuals, partners
Getting Started:● Introduce the activity by discussing theimportance of counting kids in the census. Onemisconception about the census is that kidsdon’t count. In fact, kids need to be counted sothat areas with large populations of childrencan get the services they need, like schools, daycare centers, playgrounds, and crossing guards.
Ask students the following questions:
● What kinds of things does a place with a lot of young children need? (Possible answers:schools, day care centers, playgrounds.)
● How do government agencies know wherethese things are needed? (Possible answer: they use census data.)
Using the Activity Worksheets:● Distribute copies of the Lesson 2 ActivityWorksheets (pages 7 and 8) to your class.
● Before they begin working on the ActivityWorksheet on page 8, make sure studentsunderstand the information on the map on page 7. Explain that it shows the 1990 populationof children ages 5-9 for each state.
● Make sure students realize that they will haveto refer to the map on page 7 to figure outwhich state’s population is represented.
● You may want to review place value and theproper placement of commas with students.Suggest to students that they create place valuecharts to use when completing the exercises.
● Remind students to put zeros in, if necessary,to hold a place when writing numbers in digits.
● Guide students through the questions on page 8, assisting them where necessary, andreviewing the answers as a class.
Wrapping Up:● Have students lookat the We Count! map.Ask students to listthe states that havethe most people. Youmay also wish to provide students witha copy of the TotalState Population Chartfrom the inside back cover.
● Have students use the following map key categories—Most, Fewer and Fewest—as aguide for coloring in their Kids Count maps.Direct students to choose 3 crayons or coloredpencils and fill in the box next to each categorywith a single color. Then students will color ineach state with the color that corresponds tothe appropriate map key category.
● How do the populations shown on the We Count! map compare to the population of children ages 5-9 for each state?(Students should notice that the states with thehighest populations on the map also have thegreatest number of children ages 5-9.)
Extension Activity: Help students updatethe population totals for children ages 5-9 usinginformation from the U.S. Census Bureau Website (www.census.gov). Your class can indicatewhether this population has increased, decreased,or stayed the same in each state with the symbols +, -, or =.)
Answers:
Page 8:1. 63,518; Rhode Island.2. 85,065; Nevada.3. 211,213; Mississippi.4. 130,596; New Mexico.5. 409,773; Indiana.6. Answers will vary.
Skills and Objectives:● Students will read a special purpose map. ● Students will use place value to hundred thousands. ● Students will write numbers to hundred thousands.
ChalkboardDefinition
place value: the valuegiven to a digit based on its place within anumeral. For example,in the number 6,875, 6 is in the thousandsplace, 8 is in the hundreds place, 7 is inthe tens place, and 5 is in the ones place.
Map Literacy
6
KIDS COUNT
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Grades 3-4
Less
on
2 A
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ity
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kshe
et
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nt
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unts
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he c
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! T
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ons,
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____
____
____
____
____
____
____
____
____
___
199
0 K
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ce: E
stim
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he U
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Reg
ions
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and
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208,
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2,21
2,03
3
89,8
27
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3,40
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,867
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208,
725
344,
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375,
263
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947
336,
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412
211,
213
292,
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690,
139
409,
773
793,
245
482,
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306
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ter
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149,
999
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Mo
st
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er
Few
est
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Lesson 2 Activity Worksheet (continued)
Below are some kid populations from different states. Write each numberin standard form. (Hint: use what you know about place value.) Then use themap to find out which state has that same kid population. Circle the rightstate. We’ve done the first one for you!
1. Sixty-three thousand, five hundred eighteen 63,518
Delaware Rhode Island West Virginia
2. Eighty-five thousand, sixty-five
Missouri South Dakota Nevada
3. Two hundred eleven thousand, two hundred thirteen
Pennsylvania Mississippi Wyoming
4. One hundred thirty thousand, five hundred ninety-six
New Mexico Kentucky Michigan
5. Four hundred nine thousand, seven hundred seventy-three
Oregon Indiana Georgia
6. Which state do you live in?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
How many kids live in your state?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
What digit is in the thousands place? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
The hundreds place? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ The ones place?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Name: ________________________________________
8
Kids Count (continued)
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WHERE YOU BELONGSuggested Groupings: Whole class, individuals
Getting Started:● Discuss the definition of a group with yourstudents. Explain that a very important group is the family, and that families tend to live together in one place, the “household.” In addition, households can also include peoplewho are not family members. The U.S. CensusBureau gathers information about households.Have students give examples of other groups.Explain that each student can be a member ofother groups, like a class, a school, a local com-munity, and a country. The Census Bureau alsogathers information about some of these groups.
Using the Activity Worksheets:● Distribute copies of the Lesson 3A ActivityWorksheet (page 10).
● Guide students step-by-step through the activity: Have them draw each group, then countand fill in the totals.
Wrapping Up:Ask your students: What are some ways wecould describe members of groups? (Possibleanswers: students, firemen, etc.) What do the members of this class share? (Possibleanswers: a room, a teacher, etc.)
What do you like about belonging to a group?(Possible answers: making friends, sharing ideas.)
● Challenge students to think of other groupsthey may belong to, such as a team or chorus.
Extension Activity:Use the counting techniques from the ActivityWorksheet on page 10 to take a census of theclass next door to yours.
GROUP NEEDSSuggested Groupings: Whole class, individuals
Getting Started:● Ask your students if they understand what“needs” means. Write two sentences using theword “needs” on the board.
● Explain that individuals “need” certain thingsto live. Ask students for examples (food, water,shelter, etc.)
● Explain that what one person needs might bedifferent from what the group as a whole needs.Use your class as an example.
● Ask students what the class needs. Move thediscussion from class needs to the needs of afamily, then from family to community needs.
Using the Activity Worksheets:● Distribute copies of the Lesson 3B ActivityWorksheet (page 11).
● During or after your classroom discussion ofgroup needs, help students fill in their lists.
Wrapping Up:● Review with students their lists of class, family,and community needs.
Extension Activity:● Photocopy extra copies of the Lesson 3BActivity Worksheet (page 11). Ask students totake this worksheet home and fill in familyneeds with the help of a parent.
Skills and Objectives:
● Students will identify the different groups to which they belong. ● Students will use counting techniques to take a census of their family and class.
WHERE YOU BELONG/GROUP NEEDS
Community Involvement
Chalkboard Definitions
community: a group of people who live in the same area or who havesomething in common with each other.
group: (1) a number of things or peoplethat are similar in some way; (2) a numberof people who get together or sharesomething in common.
need: (1) something that a person has tohave; (2) to want something very much.
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Grades K-2
Lesson 3A Activity Worksheet
Where You BelongWe all belong to many groups. You belong to the groups below.
Draw a picture of each group, including everyone who is a part of thegroup. Then count how many people are in each group.
Name: _________________________________________
10
My Household(the people I live with)
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How many?
How many?
My Class
Lesson 3B Activity Worksheet
Groups have different needs. Write down some of the things your class needs. Then write down your family and community needs.
G roup Name: _________________________________________
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My class needs:
My family needs:
My community needs:
Whole class, individuals
● Write the word “plan” on theb o a rd and ask your students what aplan means to them. Introduce the concept of diff e rent kinds of plans. Draw an analogy between a plan a family member mightmake to pre p a re a meal and one a teacher makesto pre p a re for class. In each case, the family mem-ber or teacher first needs to account for or“count” what is needed.
● Explain to students that the questions on thecensus help communities “plan” for the future .By counting and tabulating the information oncensus forms, the government can find out whatpeople need and work to provide it for them.
● Distribute copies of the Lesson 4A A c t i v i t yWorksheet (page 13) to your students.
● Go through each question as a class or review the answers after students have filled in the questionnaire .
● Ask students: If every student in your schoolfilled out the questionnaire, what plans couldyour class or school make using the informationthat is collected? (Possible answers: studentbirthday parties; number of bus monitors toassign to each grade.) What questions wouldstudents ask if they were taking their own census? What plans could they make using the information gathered from their census?
● Check that students understand that their
community can provide services,such as roads, public transporta -tion, schools, and hospitals, whenthey know how many people therea re and where they live.
● What kinds of services do youthink you and your family might
need in the future ? (Possible answers:hospitals, fire department, etc.)
Individuals
● S t a rt a class discussion about how students seethemselves in the future. Ask them to use theirimaginations for ideas about where they will live,the kind of work they will do, and the familiesthey might have.
● Ask students: Why is it important to thinkabout and plan for the future? (Possible answer:so they can pre p a re for what they will be whenthey are grown up.)
● Photocopy and distribute copies of the Lesson 4B Activity Worksheet (page 14).
● Distribute art supplies (crayons, colored pencils, markers), and encourage students to imagine and then draw a picture of one ofthe things they plan to be or do in the future.
● Remind students that they should try to usetheir picture to convey information (such ascareer, education, family size, etc.)
● Display students’ drawings in the classroomon a wall or bulletin board.
QUESTIONS FOR TODAY/
● Students will understand what a “plan” is and how it helps to achieve goals.● Students will understand that filling in the census form helps the government
plan for the country’s needs.
p l a n: an idea abouthow you are going todo something.
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Lesson 4A Activity Worksheet
Name: _________________________________________
1 3
You are: Male Female
What is your age?
What is your date of birth?
How do you usually get to school?
Car, truck, or van City bus School bus
Subway or Skateboard Ferryboatelevated train
Taxicab Bicycle Walk
Other
StudentForm
Here are questions like those on a census form. Answer thesequestions about yourself.
Questions for
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Lesson 4B Activity Worksheet
Pi c t u re What do you think your future will be like when you are grown up?
Draw a picture of a plan you have for yourself in the future, at home or at work.
Name: ________________________________________
1 4D-3273ETG
Small groups
● Explain to students that by taking a census, the governmentcollects information. Students willhave a chance to collect informa-tion too. The information they collect will beabout each student’s birthday.
Distribute copies of the Lesson 5A ActivityWorksheet (page 16) to your students.
● Discuss with students the many different waysto celebrate someone’s birthday. Ask them todraw and color in a picture of a favorite birth-day party, either their own or a celebrationthey’ve been to, or one that they can imagine.
Take a survey of student birthdays. Explainthat a survey is when you ask the same questionof many people and then add up their answers.Discuss that the census is a type of survey.
● List the twelve months of the year on theboard and, as you go around the room to eachstudent, tally their responses.
Use the birthday data that you have collectedto create a birthday chart or calendar on a bul-letin board or poster board. Have students helpby making a symbol (a balloon or birthday candle) to represent each student’s birthday.
● Review the chart you have created with yourstudents. Reinforce how charts make it easier tounderstand information about a number of different people or things.
Whole class, individuals
● Discuss with students that thecensus helps us plan what we willneed in the future by asking people about their lives today.
The art exercise they are about to begin willhelp the class plan and be ready for an all-students’ birthday party.
Photocopy and distribute the Lesson 5BActivity Worksheet (page 17) to your class.
● Direct students to color and decorate theparty hat according to your instructions. Foreach of the twelve months, tell those studentswith birthdays in that month to color and deco-rate their hat in a particular way (i.e. Januarybirthdays make blue hats with red stars; Junebirthdays make yellow hats with orange stripes).
● Take a “hat census.” Go through the list oftwelve different hat designs and tally on theboard the number of students that now haveeach type of hat.
● Explain that the class will choose one day for a party to celebrate all of the students’ birthdays. You can use the data from the class “hat census” to make real party hats for the celebration. The colors you use will represent allthe different months in which students celebratetheir birthdays.
chart: a drawing, graph,or picture that showsinformation in a waythat makes it easy tounderstand.
MY FAVORITE BIRTHDAY/
● Students will learn about collecting data.● Students will see how data can be organized and displayed in a simple chart.● Students will understand how to use data to plan for a class party.
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Grades K-2
1 6D-3273ETG
Lesson 5B (continued)
Here’s a birthday party hat. Your teacher will ask you for your birthday month and then tell you what color your hat should be. Next, use a crayonor marker to color in your hat.
1 7
P a rty
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● Students will use whole-number addition to interpret a pictograph.
● Students will collect data and present it in their own pictograph.
Individuals, partners
● Introduce the lesson by telling students thatthe Census Bureau counts the number of peoplein this country, then tallies the information anddisplays it in charts and graphs. If possible,show them the actual census form to demon-strate the kind of information that is gathered.
● Explain that, in this lesson, students will practice reading a certain kind of graph, a pictograph. They will then gather informationand create their own pictograph.
Ask your students:● What kind of information does the censusgather? (Possible answers: data on families,homes, jobs, ethnicity, etc.)
Distribute copies of the Lesson 6A ActivityWorksheet (page 19) to your class.
● If necessary, go over the pictograph to makesure students understand it. Then have studentswork by themselves or with a partner to answerthe questions.
Explain that students will be taking a surveyto discover how students travel to school. Youmay wish to write the survey totals on thechalkboard. Use the most popular answers tohelp students select three travel symbols to drawfor their graphs, such as “subway,” “bus,” and“bicycle.” The fourth label should be “other.”Ask student volunteers to name some kinds oftransportation that belong under the label“ o t h e r.” Explain that the kinds of transport a t i o nthat are practical and available can vary greatlydepending on the region, town, or city in whichstudents live.
Distribute the Lesson 6BActivity Worksheet (page20) to individual students or partners.
● Direct students to illustrate their rows in a way that is similar to the pictograph on page 19.Encourage them to come up with creative symbols to represent a student in their class.
● Have students compare their pictographs.What is the same or different about everyone’spictograph?
● How does a pictograph make it easy to compare numbers? (Instead of totaling numbers, you can just look to see which row has the most pictures.)
Have students find examples of pictographs inbooks, newspapers, and magazines and pre s e n tthem to the class.
Invite students to gather other types of i n f o rmation and display them in pictographs.Suggestions include class birthday months, sport sstudents play, or the type of pets students have.
Have students send a survey to students inanother part of the country. After they tally theresults, they will be able to compare methods of traveling to school in diff e rent parts of the country.
Pages 19:1. Two students in Ms. Rivera’s class.2. Most students traveled to school on foot.3. 27.
Page 20:Graphs will vary.
pictograph: a graphthat uses pictures tostand for a number ofpeople or things.
GETTING
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Grades 3-4
Lesson 6A Activity Worksheet
How do students get to school? The pictograph below showshow the students in Ms. Rivera’s class travel to school. In a pictograph, pictures stand for a certain number of things or people.
Use the pictograph to answer the questions.
What does a ☺ stand for on the pictograph?
How do most of Ms. Rivera’s students get to school?
How many students are there in Ms. Rivera’s class?
Name: _________________________________________
1 9
Getting
HOW MS. RIVERA’S STUDENTS TRAVEL TO SCHOOL
On Foot
By Car
By Bus
☺ ☺ ☺ ☺
☺ ☺ ☺ ☺
☺ ☺ ☺ ☺
☺ ☺
PICTOGRAPH KEY
= 2 students in Ms. Rivera’s class
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Lesson 6B Activity Worksheet
How do you and your classmates travel to school? Your teacher willhelp you find out. Then use that information to make a pictograph.
Create your pictograph below. First label the left column with pictures of the different kinds of transportation. Next draw a picture to representone student from your class. Put it in the key. Then fill in each row bydrawing in the correct number of pictures.
Name: _________________________________________
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Getting (continued)
HOW MY CLASS TRAVELS TO SCHOOL
KEY
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A d d i t i o n a l
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To supplement the Math and Social Studies themes thatarise when teaching the census, here are some additionalScholastic books* you may wish to use:
Ten Black Dots by Donald Cre w s (Grades K-1). Childre ncount to ten with simple rhymes and brightly colored objects.
How Much is a Million? by David M. Schwart z (Grades 2-3).A magician introduces the world of large numbers.
Great Graphing: More Than 60 Activities for Collecting, Displaying, and Using Data by Martin Lee and Marcia Miller (Grades 1-4). Full of high-interest, hands-on projects and activities that are geared toward NCTM standards.
Success With Maps, a Scholastic Skills Book (Grades 1-6).Loaded with full-color illustrations, this series helps students apply geography concepts introduced in s t a nd a rd Social Studies curriculum for each grade.
The 50 Great States: A Hands-On Learning Game andThematic Unit by Liza Schafer (Grades 3-6). This inform a t i v egame takes students on a “field trip” all around the 50 states.
*All of these books can be ord e red by calling 1-800-Scholastic.
Statistical Abstract of the United States by the U.S. Census B u re a u (National Technical Information Service, 1998). If one book can sum us up as a nation, it’s this hefty one! O rder it by calling 1-800-553-6847; or over the Intern e t(w w w. c e n s u s . g o v / s t a t _ a b s t r a c t) .
The source for information on people, business, and geography, this site offers census news, maps, tools to build your own data tables, and much more.
Visit the Census Bureau Web site to access information about Census 2000, including the Census 2000q u e s t i o n n a i re and all three Census 2000 Teaching Guides (K-4, 5-8, and 9-12).
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This is Your Future.Don’t Leave It Blank.
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