Sylvan Dell Publishing Title Alignment for NAAEE Curriculum Standards
ABC Safari was vetted for scientific accuracy by Ron Fricke, vice president of education at the Philadelphia Zoo.
Math extension: have children graph the sorted cards (see on-line teaching activities)
Geography extension: have children identify animals’ native habitats on a world map
Language Arts extension: have children research and make their own ABC book (see on-line teaching activities for provided art-templates)
Strand 2—Knowledge of Environmental Processes and Systems
Strand 2.2—The Living Environment
A) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat. Animals are portrayed in a wide range of habitats and FCM fun facts provide sorting and classifying opportunities.
Identify similarities and differences among living organisms ranging from single-celled organisms they can observe under microscopes to plants and animals they encounter through direct observation, videos, books, or other media.
Classify or group organisms using categories such as how animals bear their young, anatomical features, or habitats. herbivore / carnivore
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as deserts, lakes, or forests. Great launch for discussions
B) Systems and connections—Learners understand basic ways in which organisms are related to their environments and to other organisms.
Describe ways in which an organism's behavior patterns are related to its environment. Identify examples of environmental change and discuss how these changes may be helpful or harmful to particular organisms.
Illustrations open discussions about habitats in peril and resulting animals in peril. Several threatened or endangered animals are included.
Identify ways in which organisms are interdependent. For example, some animals eat plants, some fish depend on other fish to keep them free of parasites, earthworms keep soil loose and fertile, which makes it easy for plants to grow.
Animal sorting cards identify each animal as meat or plant eater (or both).
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Burro’s Tortillas was vetted for scientific accuracy by Elizabeth Wolanyk, director of education and research at the American Farm Bureau Foundation for Agriculture.
Geography & language arts extensions:
- research and locate on a map native growing areas for corn, potatoes, rice, and wheat.
- How are these staples used by ethnic groups?
- How are these foods changed or prepared for us to eat?
Math extensions: have children halve or double or triple the tortilla recipe
Measure items using ears of corn
Fall corn activity: remove kernels of Indian corn and sort by color, graph results.
Language Arts: puns & introduction to Spanish vocabulary (multi-cultural)
Character: Do what you know is right, even if your friends don’t & hard work pays off
Strand 2—Knowledge of Environmental Processes and Systems
Strand 2.1—The Earth as a Physical System
B) Changes in matter—Learners are able to identify basic characteristics of and changes in matter.
Identify the effects of factors such as heating, cooling, and moisture on the properties of materials and how quickly change happens. How does the burro change the corn so he can eat it?
Strand 2.2—The Living Environment
A) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat.
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as deserts, lakes, or forests. How does Burro use the corn to help him survive?
B) Heredity and evolution—Learners understand that plants and animals have different characteristics and that many of the characteristics are inherited.
Identify some basic traits of plants and animals. Give examples of how those traits may vary among individuals of the same species. Compare and contrast different types of corn (sweet, white, blue, Indian, etc.).
Identify some similarities among offspring and parents as being inherited and others as resulting from the organism's interactions with its environment. Compare and contrast some ears of corn from the same stalk.
Strand 2.3—Humans and Their Societies
A) Individuals and groups—Learners understand that people act as individuals and as group members and that groups can influence individual actions. What did Burro do differently than his friends? Should he have forgotten about the corn and played or slept with his friends? If he had, what would he have eaten?
B) Culture—Learners understand that experiences and places may be interpreted differently by people with different cultural backgrounds, at different times, or with other frames of reference.
Compare how people live in different regions and how different cultures meet basic human needs. For example, prepare a visual display that compares how people support themselves in different regions and discuss how those livelihoods can both affect the environment and depend on the environment. Because corn was developed in the area we now know as Mexico and Central America, ethnic foods from this area use lots of corn. What foods, other than tortillas, can you think of that use corn and how do they use it?
As people in other parts of the world learned about corn, they came up with other ways of using it. What types of food using corn would you find in say, New England or the Southeast? How are they the same or different? What cultures gave us those foods?
C) Resources—Learners understand the basic concepts of resource and resource distribution.
Explain what a natural resource is and give examples.
Distinguish among resources that are renewable and nonrenewable, and resources (like running water or wind) that are available only in certain places at certain times. Is corn renewable or nonrenewable?
Identify ways they use resources in their daily lives. Using the learning links for Burro’s Tortillas (www.SylvanDellPublishing.com – Burro’s Tortillas); find how many products you use everyday that are made from corn or part of the corn plant.
D) Technology—Learners understand that technology is an integral part of human existence and culture.
Describe technologies as tools and ways of doing things that humans have invented. Give examples of technologies that affect their lives in areas such as transportation, communications, and entertainment. What tools did Burro use to change the corn into tortillas? In many parts of the world, tortillas are still made exactly like Burro made them. How do you think tortillas might be made in a factory?
Identify important technological systems such as agriculture, transportation, and manufacturing. What time of year might you find it growing in a field where you live (if at all)? Where does corn come from other times of the year? How or where is it grown and how does it get to a plate on your table?
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Encourages children undergoing medical treatment
Carolina’s Story was vetted for scientific accuracy by the South Carolina Aquarium and the South Carolina Department of Natural Resources. It has been recommended by SeaTurtle.org.
Geography extension: research and locate on a map the range and distribution of loggerhead sea turtles. Where do they nest? Follow satellite tagged sea turtles (see links for SeaTurtle.org)
Technology: how has technology allowed us to help sea turtles? Have you ever had any of the same medical treatments as Carolina received?
Investigation: Why do you think Carolina got sick? (see teaching activities)
Environmental: What are some things that we can do (even if we live in the middle of the country) to help sea turtles and other animals?
Math: measuring and comparing student’s to a loggerhead, how many students equal a full-grown loggerhead in weight?
Character: caring for (endangered) wildlife around you and the environment
Strand 2—Knowledge of Environmental Processes and Systems
Strand 2.1—The Earth as a Physical System
Observe and record seasonal differences. For example, draw a series of pictures or compile photographs that illustrate differences such as day length, migration of specific bird species, and when specific tree species lose their leaves. Seasonal nesting is discussed in the FCM
Strand 2.2—The Living Environment
A) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat.
Identify similarities and differences among living organisms ranging from single-celled organisms they can observe
under microscopes to plants and animals they encounter through direct observation, videos, books, or other media.
Classify or group organisms using categories such as how animals bear their young, anatomical features, or habitats. Fun facts in FCM section - reptiles
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as deserts, lakes, or forests. FCM: reptiles breathe air, even those that live in the ocean.
C) Systems and connections—Learners understand basic ways in which organisms are related to their environments and to other organisms.
Identify ways in which organisms (including humans) cause changes in their own environments. Create a skit that shows how these changes may help or harm both the organisms that caused the change and other organisms.
How did people know that Carolina was sick?
What possible changes in the ocean could cause sea turtles to get sick?
How can children help sea turtles, even if they don’t live near the ocean? (FCM)
How are people helping sick sea turtles?
Strand 2.4—Environment and Society
A) Human/environment interactions—Learners understand that people depend on, change, and are affected by the environment.
Identify ways in which human actions change the environment. For example, list changes that activities such as building houses or stores with parking lots, farming, or damming rivers have caused within their community or region.
How do these changes affect the ocean and sea turtles.
D) Technology—Learners understand that technology is an integral part of human existence and culture.
Describe technologies as tools and ways of doing things that humans have invented. Give examples of technologies that affect their lives in areas such as transportation, communications, and entertainment. What technology are the
people using in the Sea Turtle Hospital to help the sick sea turtles? Why is it important to help threatened or endangered sea turtles?
Identify drawbacks and benefits of specific technologies. Consider the fact that technologies can benefit some humans and other organisms while harming others.
Strand 3—Skills for Understanding and Addressing Environmental Issues
Strand 3.1—–Skills for Analyzing and Investigating Environmental Issues
A) Identifying and investigating issues—Learners are able to identify and investigate issues in their local environments and communities.
Identify and describe a current or historical environmental issue in their community.
Should communities have a sea turtle hospital? Would it depend on where the community is and whether there may be sea turtles close by?
Identify people and groups that are involved.
Identify some of the decisions and actions related to the issue.
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Christmas Eve Blizzard was vetted for scientific accuracy by Ann Shahid, education director of the Audubon Center at Beidler Forest.
Geography & Language Arts extension: select a bird and map it’s migration route. Write a story about something it would see when migrating.
Character: caring for wildlife around you; putting others’ needs before yours
Strand 2—Knowledge of Environmental Processes and Systems
Strand 2.1—The Earth as a Physical System
A) Processes that shape the Earth—Learners are able to identify changes and differences in the physical environment.
Differentiate among climates, considering factors such as precipitation, temperature, and resident plants and animals and how they form the different biomes.
Observe and record seasonal differences. For example, draw a series of pictures or compile photographs that illustrate differences such as day length, migration of specific bird species, and when specific tree species lose their leaves.
Strand 2.2—The Living Environment
A) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat.
Identify similarities and differences among living organisms ranging from single-celled organisms they can observe under microscopes to plants and animals they encounter through direct observation, videos, books, or other media.
Classify or group organisms using categories such as how animals bear their young, anatomical features, or habitats. Bird classification info in FCM
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as deserts, lakes, or forests.
B) Heredity and evolution—Learners understand that plants and animals have different characteristics and that many of the characteristics are inherited. FCM
Identify some basic traits of plants and animals. Give examples of how those traits may vary among individuals of the same species.
Identify some similarities among offspring and parents as being inherited and others as resulting from the organism's interactions with its environment.
C) Systems and connections—Learners understand basic ways in which organisms are related to their environments and to other organisms.
Describe ways in which an organism's behavior patterns are related to its environment. Identify examples of environmental change and discuss how these changes may be helpful or harmful to particular organisms.
Identify ways in which organisms (including humans) cause changes in their own environments. Create a skit that shows how these changes may help or harm both the organisms that caused the change and other organisms. FCM: make a bird-happy backyard habitat
Identify ways in which organisms are interdependent. For example, some animals eat plants, some fish depend on other fish to keep them free of parasites, earthworms keep soil loose and fertile, which makes it easy for plants to grow. What do different types of birds eat?
Strand 2.4—Environment and Society
A) Human/environment interactions—Learners understand that people depend on, change, and are affected by the environment.
Identify ways in which human actions change the environment. For example, list changes that activities such as building houses or stores with parking lots, farming, or damming rivers have caused within their community or region. While some human activity may destroy bird nesting areas, humans can help provide proper habitats too.
Describe how the environment affects human activities in their community or region. For example, describe the effects of weather or climate, the likelihood of earthquakes or flooding, soil and mineral types, or the presence of water on where people live, how they make a living, how they recreate, and so forth.
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A Day in the Salt Marsh was vetted for scientific accuracy by Susan-Marie Stedman, wetland team leader at NOAA Fisheries Office of Habitat Conservation.
Geography extension: use a map to identify areas you would find salt marshes?
Investigative extension (see on-line teaching activities): What are some other types of wetlands, where are they found, and how are they similar or different than salt marshes? What animals would you find only in salt marshes, another type of wetlands, or both?
Strand 2—Knowledge of Environmental Processes and Systems
Strand 2.1—The Earth as a Physical System
A) Processes that shape the Earth—Learners are able to identify changes and differences in the physical environment. Tidal changes, tidal-animal activity in FCM
Strand 2.2—The Living Environment
A) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat.
Identify similarities and differences among living organisms ranging from single-celled organisms they can observe under microscopes to plants and animals they encounter through direct observation, videos, books, or other media.
Classify or group organisms using categories such as how animals bear their young, anatomical features, or habitats. Sorting classification cards in on-line teaching activities
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as salt marsh environment
B) Heredity and evolution—Learners understand that plants and animals have different characteristics and that many of the characteristics are inherited.
Identify some basic traits of plants and animals. Give examples of how those traits may vary among individuals of the same species.
Identify some similarities among offspring and parents as being inherited and others as resulting from the organism's interactions with its environment.
C) Systems and connections—Learners understand basic ways in which organisms are related to their environments and to other organisms. See “Why are Salt Marshes Important?” in the FCM section
Describe ways in which an organism's behavior patterns are related to its environment. Identify examples of environmental change and discuss how these changes may be helpful or harmful to particular organisms.
Identify ways in which organisms (including humans) cause changes in their own environments. Create a skit that shows how these changes may help or harm both the organisms that caused the change and other organisms. What would happen if all wetlands, including salt marshes, disappeared because of land development?
Identify ways in which organisms are interdependent. For example, some animals eat plants, some fish depend on other fish to keep them free of parasites, earthworms keep soil loose and fertile, which makes it easy for plants to grow. Salt marsh nursery information and the effect on sea animals - FCM
D) Flow of matter and energy—Learners know that living things need some source of energy to live and grow.
Explain how most living organisms depend on the sun as the source of their life energy. Give examples that illustrate the understanding that animals ultimately depend on plants for this energy and that plants depend on the sun. Use this idea to trace the energy in the food they eat for lunch back to the sun. sun to spartina as basis of salt marsh food web
Strand 2.4—Environment and Society
A) Human/environment interactions—Learners understand that people depend on, change, and are affected by the environment.
Identify ways in which people depend on the environment. For example, create an artistic representation of how the environment provides food, water, air, recreation, minerals, and other resources. What foods do we eat that rely on the salt marsh at some point during their lives?
Identify ways in which human actions change the environment. For example, list changes that activities such as building houses or stores with parking lots, farming, or damming rivers have caused within their community or region. How can coastal development affect the salt marsh?
Describe how the environment affects human activities in their community or region. For example, describe the effects of weather or climate, the likelihood of earthquakes or flooding, soil and mineral types, or the presence of water on where people live, how they make a living, how they recreate, and so forth. How do salt marshes help control flood and storm damage? (FCM)
B) Places—Learners understand that places differ in their physical and human characteristics.
Identify and describe places in their region that they or others think are important. For example, draw pictures, create a video, or take photographs that illustrate what people find unique or important about regional landmarks, downtown areas, parks, farms, wilderness areas, and so forth. Salt Marsh
E) Environmental issues—Learners are familiar with some local environmental issues and understand that people in other places experience environmental issues as well.
Discuss some local environmental issues by identifying some changes or proposals that people disagree about.
Describe or role-play how different people feel about these changes and proposals. Development of wetlands (fresh & salt)
Discuss how people in other places with similar conditions might react or perceive the situation in similar ways.
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Strand 2—Knowledge of Environmental Processes and Systems
Strand 2.2—The Living Environment
A) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat.
Identify similarities and differences among living organisms ranging from single-celled organisms they can observe under microscopes to plants and animals they encounter through direct observation, videos, books, or other media.
Classify or group organisms using categories such as how animals bear their young, anatomical features, or habitats.
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as deserts, lakes, African savannah
B) Heredity and evolution—Learners understand that plants and animals have different characteristics and that many of the characteristics are inherited.
Identify some basic traits of plants and animals. Give examples of how those traits may vary among individuals of the same species.
C) Systems and connections—Learners understand basic ways in which organisms are related to their environments and to other organisms. adaptations
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Happy Birthday to Whooo? was vetted for scientific accuracy by Kathleen Gaughan, director of education at the Houston Zoo.
Geography extension: use a map to locate where you would find these animals in the wild.
Math extension: animal baby size comparison with familiar & unfamiliar measuring tools, number lines
Strand 2.2—The Living Environment
A) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat. Animals are portrayed in a wide range of habitats and FCM fun facts provide sorting and classifying opportunities.
Identify similarities and differences among living organisms ranging from single-celled organisms they can observe under microscopes to plants and animals they encounter through direct observation, videos, books, or other media.
Classify or group organisms using categories such as how animals bear their young, anatomical features, or habitats.
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as deserts, lakes, or forests.
B) Heredity and evolution—Learners understand that plants and animals have different characteristics and that many of the characteristics are inherited.
Identify some similarities among offspring and parents as being inherited and others as resulting from the organism's interactions with its environment.
C) Systems and connections—Learners understand basic ways in which organisms are related to their environments and to other organisms. FCM fun facts
Describe ways in which an organism's behavior patterns are related to its environment. Identify examples of environmental change and discuss how these changes may be helpful or harmful to particular organisms. Misc. physical and behavioral adaptation fun facts in FCM or riddles
Identify ways in which organisms (including humans) cause changes in their own environments. Create a skit that shows how these changes may help or harm both the organisms that caused the change and other organisms. Which animals built a home (nest, den, etc) for their new babies?
D) Flow of matter and energy—Learners know that living things need some source of energy to live and grow. Eating habits included in fun facts in FCM or riddles
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If a Dolphin Were a Fish was vetted for scientific accuracy by educators at SeaWorld Orlando and the South Carolina Aquarium.
Character: be comfortable with yourself
Strand 2—Knowledge of Environmental Processes and Systems
Strand 2.2—The Living Environment
A) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat.
Identify similarities and differences among living organisms ranging from single-celled organisms they can observe under microscopes to plants and animals they encounter through direct observation, videos, books, or other media. Various body parts and uses mentioned in text & FCM
Classify or group organisms using categories such as how animals bear their young, anatomical features, or habitats. Introduction to various animal classification-attributes
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as the ocean.
B) Heredity and evolution—Learners understand that plants and animals have different characteristics and that many of the characteristics are inherited. Text & FCM
C) Systems and connections—Learners understand basic ways in which organisms are related to their environments and to other organisms. Marine adaptations
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If You Were a Parrot was vetted for scientific accuracy by educators at SeaWorld and the National Aviary. The picture book has also been endorsed by the education department of the National Parrot Rescue and Preservation Foundation.
Adaptations & caring for animals
Strand 2.2—The Living Environment
A) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat. Clear description of various parrot adaptations
Identify similarities and differences among living organisms ranging from single-celled organisms they can observe under microscopes to plants and animals they encounter through direct observation, videos, books, or other media.
Classify or group organisms using categories such as how animals bear their young, anatomical features, or habitats. Bird classification attributes -- FCM
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as deserts, lakes, or forests. Physical adaptations
C) Systems and connections—Learners understand basic ways in which organisms are related to their environments and to other organisms. Even pet parrots have behavioral adaptations to living in a house!
Identify ways in which organisms (including humans) cause changes in their own environments. Create a skit that shows how these changes may help or harm both the organisms that caused the change and other organisms. Full page in FCM
Strand 2.4—Environment and Society
A) Human/environment interactions—Learners understand that people depend on, change, and are affected by the environment.
Identify ways in which human actions change the environment. For example, list changes that activities such as building houses or stores with parking lots, farming, or damming rivers have caused within their community or region. What happens to parrots when they are captured for illegal parrot trade?
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In Arctic Waters was vetted for scientific accuracy by Kate M. Wynne, marine mammal
specialist at the University of Alaska Sea Grant Marine Advisory Program, as well as Riley Woodford and Sue Steinacher of the Alaska Department of Fish and Game, Division of Wildlife Conservation.
International Polar Year (www.ipy.org) two years of research into the Arctic & Antarctic
Arctic environment, Inuit culture, global warming and shrinking polar ice caps versus ice packs
Strand 2—Knowledge of Environmental Processes and Systems
Strand 2.1—The Earth as a Physical System
A) Processes that shape the Earth—Learners are able to identify changes and differences in the physical environment.
Differentiate among climates, considering factors such as precipitation, temperature, and resident plants and animals and how they form the different biomes.
Observe and record seasonal differences. For example, draw a series of pictures or compile photographs that illustrate differences such as day length, migration of specific bird species, and when specific tree species lose their leaves.
Strand 2.2—The Living Environment
A) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat.
Identify similarities and differences among living organisms ranging from single-celled organisms they can observe under microscopes to plants and animals they encounter through direct observation, videos, books, or other media.
Classify or group organisms using categories such as how animals bear their young, anatomical features, or habitats. FCM: animal class and what they eat
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as deserts, lakes, or forests. Arctic
C) Systems and connections—Learners understand basic ways in which organisms are related to their environments and to other organisms.
Describe ways in which an organism's behavior patterns are related to its environment. Identify examples of environmental change and discuss how these changes may be helpful or harmful to particular organisms.
Identify ways in which organisms (including humans) cause changes in their own environments. Create a skit that shows how these changes may help or harm both the organisms that caused the change and other organisms.
D) Global connections—Learners understand how people are
connected at many levels—including the global level—by actions and common responsibilities that concern the environment. Global warming and how it’s affecting the polar regions.
Strand 2.4—Environment and Society
A) Human/environment interactions—Learners understand that people depend on, change, and are affected by the environment. How do the Inuit depend on the Arctic animals to survive?
Identify ways in which people depend on the environment. For example, create an artistic representation of how the environment provides food, water, air, recreation, minerals, and other resources.
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Encourages children to care for animals
In My Backyard was vetted for scientific accuracy by Sherry Crawley, director of education at Zoo Atlanta, and Helen Fischel, associate director of education at the Delaware Nature Society.
Rhythmic reading about animal babies in backyard habitat, learning to count
Strand 2—Knowledge of Environmental Processes and Systems
Strand 2.2—The Living Environment
A) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat.
Identify similarities and differences among living organisms ranging from single-celled organisms they can observe under microscopes to plants and animals they encounter through direct observation, videos, books, or other media.
Classify or group organisms using categories such as how animals bear their young, anatomical features, or habitats.
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as deserts, lakes, or forests. backyard
B) Heredity and evolution—Learners understand that plants and animals have different characteristics and that many of the characteristics are inherited.
Identify some basic traits of plants and animals. Give examples of how those traits may vary among individuals of the same species.
C) Systems and connections—Learners understand basic ways in which organisms are related to their environments and to other organisms.
Describe ways in which an organism's behavior patterns are related to its environment. Identify examples of environmental change and discuss how these changes may be helpful or harmful to particular organisms.
Identify ways in which organisms (including humans) cause changes in their own environments. Create a skit that shows how these changes may help or harm both the organisms that caused the change and other organisms. How do humans hurt animals in their backyard? How can humans help animals in their backyard?
D) Flow of matter and energy—Learners know that living things need some source of energy to live and grow. On-line teaching activities – food web cards
Strand 2.3—Humans and Their Societies
C) Political and economic systems—Learners understand that government and economic systems exist because people living together in groups need ways to do things such as provide for needs and wants, maintain order, and manage conflict.
List jobs in their community that are linked to processing natural resources. Identify clusters of related businesses and interview employees or owners to determine why those economic activities are located in their community. FCM: Wildlife Rehabilitators
Identify elements of infrastructure (e.g. communications and transportation systems) in their community. For example, create a map or a skit showing how information, people, and goods move from place to place. Include information about who is responsible for, or who pays for, this infrastructure (e.g., the government, private business, individuals).
D) Global connections—Learners understand how people are
connected at many levels—including the global level—by actions and common responsibilities that concern the environment.
Identify ways in which individual needs and wants are related to environmental concerns such as energy use, conservation and environmental protection.
Describe how trade connects people around the world and enables them to have things they might not be able or willing to produce themselves. For example, create a map that shows where a learner's food, clothing and household items are produced, where the raw materials come from, products that are traded into and out from their region, and so forth.
Identify possible environmental concerns that might come up in other regions or countries as a result of producing or shipping products that learners use regularly.
Discuss how television, computers, and other forms of communication connect people around the world.
E) Change and conflict—Learners recognize that change is a normal part of individual and societal life. They understand that conflict is rooted in different points of view.
Identify some basic ways in which individuals, groups, and institutions such as schools resolve conflict concerning the environment. What can individuals do to help wildlife in their local area? (FCM) For example, develop and perform short skits about different ways of solving a school problem such as littering on the playground or in hallways.
Strand 2.4—Environment and Society
A) Human/environment interactions—Learners understand that people depend on, change, and are affected by the environment.
Identify ways in which human actions change the environment. For example, list changes that activities such as building houses or stores with parking lots, farming, or damming rivers have caused within their community or region. Which of the animals mentioned in the book would be most harmed by trees and fields being cut down to build more houses?
Strand 3—Skills for Understanding and Addressing Environmental Issues
Strand 3.2—Decision-Making and Citizenship Skills
A) Forming and evaluating personal views—Learners are able to examine and express their own views on environmental issues. Caring for the wildlife around them.
Identify and express their own ideas about environmental issues and alternative ways to address them.
Test their views against what they know and believe, remaining open to new information and ideas.
Identify unanswered questions.
Identify, clarify, and express their own beliefs and values regarding the environment.
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Little Skink’s Tail was vetted for scientific accuracy by Sherry Crawley, director of education, School and Family Programs at Zoo Atlanta
Character: Be comfortable with yourself
Strand 2.2—The Living Environment
A) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat.
Identify similarities and differences among living organisms ranging from single-celled organisms they can observe under microscopes to plants and animals they encounter through direct observation, videos, books, or other media. How do animals use their tails and how are the tails different?
Classify or group organisms using categories such as how animals bear their young, anatomical features, or habitats.
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as deserts, lakes, or forests.
C) Systems and connections—Learners understand basic ways in which organisms are related to their environments and to other organisms. Tail adaptations
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Loon Chase was vetted for scientific accuracy by educators at the Maine Audubon and the Loon Preservation Society.
Character: caring for wildlife around you
Strand 2—Knowledge of Environmental Processes and Systems
Strand 2.1—The Earth as a Physical System
A) Processes that shape the Earth—Learners are able to identify changes and differences in the physical environment.
Observe and record seasonal differences. For example, draw a series of pictures or compile photographs that illustrate differences such as day length, migration of specific bird species (FCM), and when specific tree species lose their leaves.
Strand 2.2—The Living Environment
A) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat.
Identify similarities and differences among living organisms ranging from single-celled organisms they can observe under microscopes to plants and animals they encounter through direct observation, videos, books, or other media.
Classify or group organisms using categories such as how animals bear their young, anatomical features, or habitats. FCM: bird classification
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as deserts, lakes, or forests. FCM: adaptations
B) Heredity and evolution—Learners understand that plants and animals have different characteristics and that many of the characteristics are inherited.
Identify some basic traits of plants and animals. Give examples of how those traits may vary among individuals of the same species. How did the loon parent protect the chicks?
Identify some similarities among offspring and parents as being inherited and others as resulting from the organism's interactions with its environment.
Compare fossil life forms and living organisms to identify similarities and differences between organisms that lived long ago and those alive today.
C) Systems and connections—Learners understand basic ways in which organisms are related to their environments and to other organisms.
Describe ways in which an organism's behavior patterns are related to its environment. Identify examples of environmental change and discuss how these changes may be helpful or harmful to particular organisms. FCM: what adaptations do loons have to help them live on lakes?
Identify ways in which organisms (including humans) cause changes in their own environments. Create a skit that shows how these changes may help or harm both the organisms that caused the change and other organisms. How have humans hurt loons and what are they doing to help loons?
Identify ways in which organisms are interdependent. For example, some animals eat plants, some fish depend on other fish to keep them free of parasites, earthworms keep soil loose and fertile, which makes it easy for plants to grow.
Strand 2.3—Humans and Their Societies
A) Individuals and groups—Learners understand that people act as individuals and as group members and that groups can influence individual actions. How did the boy and his mother try to help the loons? What could they have done to prevent the problem?
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Ocean Seasons was vetted for scientific accuracy by Dr. Thomas C. Eagle, fishery biologist, National Marine Fisheries Service, NOAA and Rita Bell, education programs manager at the Monterey Bay Aquarium.
Geography extension: identify humpback whale migration routes on a map
Think it through: What food do we get from the ocean?
What would happen if the marine plants (kelp, seaweed, grasses) stated to die?
Are there some times (seasons) of the year that it is easier to gather seafood than others? When? Why?
Would that affect the price of the seafood that you buy in the store?
Strand 2—Knowledge of Environmental Processes and Systems
Strand 2.1—The Earth as a Physical System
A) Processes that shape the Earth—Learners are able to identify changes and differences in the physical environment.
Observe and record seasonal differences. For example, draw a series of pictures or compile photographs that illustrate differences such as day length, migration of specific bird species, and when specific tree species lose their leaves.
Strand 2.2—The Living Environment
B) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat.
Identify similarities and differences among living organisms ranging from single-celled organisms they can observe under microscopes to plants and animals they encounter through direct observation, videos, books, or other media.
Classify or group organisms using categories such as how animals bear their young, anatomical features, or habitats.
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as deserts, lakes, or forests. ocean
C) Systems and connections—Learners understand basic ways in which organisms are related to their environments and to other organisms.
Describe ways in which an organism's behavior patterns are related to its environment. Identify examples of environmental change and discuss how these changes may be helpful or harmful to particular organisms.
Identify ways in which organisms are interdependent. For example, some animals eat plants, some fish depend on other fish to keep them free of parasites, earthworms keep soil loose and fertile, which makes it easy for plants to grow. Food web cards – FCM; interaction of different animals & plants (kelp, urchins & seals)
D) Flow of matter and energy—Learners know that living things need some source of energy to live and grow. Food web cards - FCM
Explain how most living organisms depend on the sun as the source of their life energy. Give examples that illustrate the understanding that animals ultimately depend on plants for this energy and that plants depend on the sun. Use this idea to trace the energy in the food they eat for lunch back to the sun.
Explain the process of life, growth, death, and decay of living organisms as a form of recycling. For example, use a compost pile to study recycling of organic materials. Which animals in the book eat decaying matter?
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Octavia was vetted for scientific accuracy by educators at SeaWorld and the South Carolina Aquarium.
Character: Encourages children to practice
Strand 2—Knowledge of Environmental Processes and Systems
Strand 2.2—The Living Environment
A) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat.
Identify similarities and differences among living organisms ranging from single-celled organisms they can observe under microscopes to plants and animals they encounter through direct observation, videos, books, or other media.
Classify or group organisms using categories such as how animals bear their young, anatomical features, or habitats.
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as deserts, lakes, or forests. ocean
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The Rainforest Grew All Around was vetted for scientific accuracy by David Oren of the Nature Conservancy, Amazon Conservation Program.
Strand 2—Knowledge of Environmental Processes and Systems
Strand 2.1—The Earth as a Physical System
A) Processes that shape the Earth—Learners are able to identify changes and differences in the physical environment.
Differentiate among climates, considering factors such as precipitation, temperature, and resident plants and animals and how they form the different biomes. Rainforest
Strand 2.2—The Living Environment
A) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat.
Identify similarities and differences among living organisms ranging from single-celled organisms they can observe under microscopes to plants and animals they encounter through direct observation, videos, books, or other media.
Classify or group organisms using categories such as how animals bear their young, anatomical features, or habitats.
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as deserts, lakes, or forests. Rainforest
C) Systems and connections—Learners understand basic ways in which organisms are related to their environments and to other organisms.
Describe ways in which an organism's behavior patterns are related to its environment. Identify examples of environmental change and discuss how these changes may be helpful or harmful to particular organisms.
Identify ways in which organisms (including humans) cause changes in their own environments. Create a skit that shows how these changes may help or harm both the organisms that caused the change and other organisms.
Identify ways in which organisms are interdependent. For example, some animals eat plants, some fish depend on other fish to keep them free of parasites, earthworms keep soil loose and fertile, which makes it easy for plants to grow. How do the poison dart frogs rely on bromeliads and what would happen if the bromeliads dissappeared?
D) Flow of matter and energy—Learners know that living things need some source of energy to live and grow.
Explain how most living organisms depend on the sun as the source of their life energy. Give examples that illustrate the understanding that animals ultimately depend on plants for this energy and that plants depend on the sun. Use this idea to trace the energy in the food they eat for lunch back to the sun.
Explain the process of life, growth, death, and decay of living organisms as a form of recycling. For example, use a compost pile to study recycling of organic materials.
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Tudley Didn’t Know was vetted for scientific accuracy by educators at the Delaware Nature Center and the Sterling Nature Center.
Character: Encourages children to be comfortable with themselves, to try new things, and to help friends
Strand 2—Knowledge of Environmental Processes and Systems
Strand 2.2—The Living Environment
A) Organisms, populations, and communities—Learners understand basic similarities and differences among a wide variety of living organisms. They understand the concept of habitat.
Identify similarities and differences among living organisms ranging from single-celled organisms they can observe under microscopes to plants and animals they encounter through direct observation, videos, books, or other media.
Classify or group organisms using categories such as how animals bear their young, anatomical features, or habitats.
Describe the basic needs of all living things and explain how organisms meet their needs in different types of environments such as deserts, lakes, (ponds) forests.
B) Heredity and evolution—Learners understand that plants and animals have different characteristics and that many of the characteristics are inherited.
Identify some basic traits of plants and animals. Give examples of how those traits may vary among individuals of the same species.
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Science and Math through Literature 