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Find dynamic activities to use in your classroom with theseexciting lesson plans, featuring the following DK titles:
Oceans Atlas
First Dinosaur Encyclopedia
Piratepedia
How to Raise an Amazing Child the Montessori Way
Ultimate Visual Dictionary
DK Graphic ReadersThe Price of VictoryTerror Trail Instruments of DeathCurse of the Crocodile God
Crime Scene Detective
DK Activity PackK ctivity Pack
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Oceans Atlasceans tlasDiscussion questions
1. What are the dif ferent zones in the ocean? What kinds of animals live in each zone?
2. Why are things like people, rafts, logs, and even whales able to float in ocean water?
3. What are high tides and low tides? What causes the ocean to have high tides and low
tides?
4. Describe the environment below the sunlit zone of the ocean. The animals that live inthis zone have a number of biological features that allow them to live in the dark, cold,
and often empty waters. How have these animals adapted to live in this type of environ-
ment?
5. What animals live near the Arctic Ocean? How do they adapt to the cold environment?
6. Who was Jacques Costeau? What part of the world did he explore? What did he
coinvent?
7. How has the expansion of the Indian Ocean affected our world today?
8. Where is the Great Barrier Reef? What is it made of? What lives in the Great Barrier
Reef?
9. Who was Charles Darwin? Where did he study animal life? What theory did he
propose?
10. Who was Ernest Shackleton? Where did he travel? What do you think his journey
was like?
11. What are some of the ways we depend upon the ocean? What resources do we draw
from the oceans? How do oceans help us in day-to-day life?
12. In what ways is the health of the ocean in danger? What are ways we can help save
the oceans and reverse the damage we’ve done?
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Activities
1. Look at a globe. Can you find the different oceans discussed in Oceans
Atlas? Look for the Arctic Ocean, the Atlantic Ocean, the Indian Ocean, the Pacific
Ocean, and the Southern Ocean.
2. Create your own wave machine. What you’ll need:
• An empty 1 or 2 liter plastic bottle with a screw-on lid
• Cooking oil
• Blue food coloring• Water
Fill the plastic bottle halfway with water. Add a few drops of blue food coloring.
Then, fill the rest with cooking oil. Tighten the lid of the bottle. The water and oil will
separate. Tilt the bottle back and forth on its side. The movement you see looks
like the waves of the ocean. Experiment with making different wave patterns.
3. Oceans cover most of the planet, but we actually know very little about
them. What do you think we might still find under the ocean’s surface? Draw what
you think lies beneath.
4. Hurricanes are large storms that form in the tropics. The storm clouds
intensify and spiral around a calm spot called the “eye” of the hurricane. Every
year, meteorologists give the first hurricane of the year a name that starts with “A,”
the second a name that starts with “B,” the third a name that starts with “C,” and so
on, through the end of the alphabet. Prepare a list of hurricane names for the
upcoming year, using every letter of the alphabet.
5. While sharks get a bad reputation in the ocean, most shark varieties are
actually harmless to humans. Research the types of sharks that attack humans.
How many shark attacks occur annually? Now research the number of sharks thatare killed each year by humans. What reasons do humans have for killing sharks?
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6. Create an ocean diorama. What you’ll need:
• A shoe box
• Colored paper
• String
• Scissors• Crayons or markers
• Optional: Shells, sand, plastic sea animals
Decorate the inside of the box so it looks like it’s an underwater
scene. Draw pictures of fish, sharks, octopi, and more. Cut them out,
tape a string to them, and hang them from the top of the box, so it
looks like they’re swimming. Use your creativity to make your diorama
look like an underwater picture.
7. Pick an ocean and pretend you are a tour guide for that ocean.
Write a travel brochure showing where the ocean is, what kind of
animals live in it, what the temperature is like, and other interesting
details.
8. In the 17th and 18th century, slave traders used the Atlantic
ocean to bring slaves from Africa to work on the plantations in the
Caribbean and the Americas. Research conditions on those ships.
What was the journey like for the slaves? What was the journey likefor the slave traders?
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Help the Dinosaur Find Its Nest
Dinosaurs laid eggs in nests. The nests were as wide as a car and could
hold up to 25 eggs. When the baby dinosaurs hatched, they were about
as long as a ruler, and were as heavy as a large phone book.
In the maze below, help the mother dinosaur find its way back to its nest.
First Dinosaurirst inosaurEncyclopediancyclopedia
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Do You Want a Dinosaur for a Pet?Pretend that you have just gotten a dinosaur for a pet. Answer the following questions:
1. What type of dinosaur do you have?
2. What is its name?
3. Describe what your dinosaur looks like.
4. What do you feed your dinosaur? Meat or plants?
5. Where do you keep your dinosaur?
6. Is it safe for your neighbors to visit your dinosaur?
7. What are some problems that might arise from having a dinosaur as a pet?
Fossil Time!
Fossils are the preserved remains of an animal or plant. Scientists have learned a lot aboutdinosaurs through their fossils. Years ago, when animal or plants died, their remains woulddecay, but their shape would leave an impression upon the surface. This type of fossil is
called a natural mold fossil.
In this activity, you’ll see firsthand how a natural mold fossil can form.
What you’ll need:
A tissue
A leaf
A coin
Modeling clay
1. Form a bit of modeling clay into a flat round shape, like a pancake.
2. Press the clay over an object, and then lift the clay away.
3. Repeat the process for the other two objects.
Answer the following questions:1. Which object made the best impression?
2. Which object made the worst?
3. Based on what you’ve learned here, what parts of an animal or plant do you
think might make a good impression?
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Piratepediair tepedi Your job is to track down some of history’s most infamous
pirates. Can you determine which pirate is the culprit?
1. This pirate from ancient times used to call himself “Ruler of the Sea.”
S _ _ TU_ P_MP_ I_S
2. Which ancient pirate was rumored to have made a pact with the devil to
make his ship invisible?
E_ _ TAC_ T_ _ _ _ NK
3. Which unsuccessful Corsair pirate was captured and forced into slavery
after raiding a few ships?
FR _ _ _ _ S _ _ R _ EY
4. Which Corsair, after being captured by the English, managed to escape by
rowing 150 miles to France?
_ EA _ B _ _ T
5. Which English Privateer was so feared by the Spanish that he was called
“El Draque” (“The Dragon”)?
S _ _ F_ _ N _ _ I _ D_ _ _ E
6. Which pirate, when attacking British ships, was known for saying, “I have
not yet begun to fight?”
J _ _ _ PA _ L J _ _ ES
Wanted: Pirates!
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7. Which Buccaneer pirate, married to another pirate, dressed as a man in order to
join Calico Jack?
_ A _ Y R _ _ _
8. Which dreaded Buccaneer pirate fought with six pistols slung across his chest?B _ _ _ K _ _ AR _
9. Which Asian pirate is known as the greatest pirate of all time, commanding 1,800
ships and 70,000 men?
_ ADA _ _ CH_ _ _
10. Which Asian pirate stole from the government and European traders to give to
the poor and himself?
Z _ _ _ G Z _ I_ON_
1 . S e x t u s P o m p e u i s . 2 . E u s t a c e t h e M o n k . 3 . F r a n c e s V e r n e y . 4 . J e a n B a r t .
5 . S i r F r a n c i s D r a k e . 6 . J o h n P a u l J o n e s . 7 . M a r y R e a d .
8 . B l a c k b e a r d . 9 . M a d a m e C h i n g . 1 0 . Z h e n g Z h i l o n g
ANSWERS:
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Feeling Crafty, Like a Pirate?
Pick your favorite pirate and make him or her a “Jolly Roger,”or pirate flag.
Now, make yourself a pirate flag.
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Visual stimulation mobile
A key principle of Montessori learning is to provide a visually stimulating
environment for infants, even from birth. In this activity, you’ll create a bright mobile
for an infant’s room.
What you’ll need:
2 wooden sticks or 2 coat hangers
Ribbon, yarn, and/or string
Crayons, markers, colored pencils
Masking tape
Brightly colored objects: pipe cleaners, felt, plastic cookie cutters, beads, sequins,
plastic animals
1. Get two wooden sticks or two coat hangers, and cross them over, using
masking tape and/or yarn or string to tie them together. Use as much tape
or string as necessary to secure the items, so that you have a strong
foundation from which to build your mobile.
2. Choose the items to include on your mobile. Your goal is to create a bright
and welcoming mobile, full of colorful and orderly items.
3. Tie lengths of string or ribbon to your mobile items. Vary the length of the
string or ribbons, so that your items will hang at different lengths.
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* Variation #1 for older children: Engage an older child in creating a mobile for her
or his room. Ask the child to come up with a theme of her or his choosing
(examples: seasons, space, nature, “my favorite things,” the colors of the rainbow,
etc.). Then, encourage the child to come up with items to use on the mobile. Show
the child the range of objects that can be used, from everyday items to creating
pictures on cardstock.
* Variation #2 for older children: Engage an older child in creating a mobile for an
infant, explaining to the child the goals of creating as colorful and bright a mobile
as possible.
4. Tie the strings and ribbons to your sticks or coat hanger, arranging the
objects for a stimulating colorful array of items for the infant to gaze at.5. Tie a piece of ribbon to the middle of the cross if you’re using sticks, so that
you’re able to tie the mobile to a ceiling hook. If you’re using hangers, you
can use the hanger hook to secure the mobile to the ceiling.
6. Secure the mobile safely above the child’s grasp.
* Variation #1 for older children:
Engage an older child in creating a mobile for her or his room. Ask the child to come up
with a theme of her or his choosing (examples: seasons, space, nature, “my favorite
things,” the colors of the rainbow, etc.). Then, encourage the child to come up with items to
use on the mobile. Show the child the range of objects that can be used, from everyday
items to creating pictures on cardstock.
* Variation #2 for older children:
Engage an older child in creating a mobile for an infant, explaining to the child the goals of
creating as colorful and bright a mobile as possible.
Encouraging Letter Play and Comprehension
Montessori encourages a hands-on phonetic approach when it comes to children learning
how to read. Children begin to master the sounds made by each letter, one letter at a time,
until they have a firm grasp on the entire alphabet. Try this activity to help children further
grasp letter comprehension.
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Shaving Cream Finger Paint Activity
What you’ll need:
Unscented shaving cream A shallow pan or a smooth, flat surface that’s easily washable
1. Ask child to squirt a small pile of shaving cream on a flat surface or in theshallow pan. Remind child the shaving cream isn’t edible.
2. Trace a letter in the shaving cream, saying the sound the letter represents.
For instance, if you’re tracing a “B,” say, “This is ‘buh.’ Can you say, ‘buh’?” Ask
your child to trace your letter, then to trace his or her own letter, repeating
the sound of the letter.
3. Brainstorm other words with your child that starts with the letter you’re
tracing.
Variation for children aged 2-3: Instead of using shaving cream, use an item that’s edible,like yogurt or pudding.
Create Family/Classroom Positive Guidelines:
In order to set up a positive family or classroom experience, sit down with children and
create positive guidelines together. Share with children the four basic rules:
• Treat everyone with respect
• If you use something, put it back correctly when you are done.
• If you break or spill something, clean it up.
• Tell the truth and don’t be afraid to make a mistake.
On a large piece of posterboard or on a blackboard, write the four basic rules. Encourage
children to come up with rules of their own. They may be variations of the rules above, but
that will help children understand them within their own specific contexts, e.g. “If you spill
your juice, clean it up with a towel.” Help children frame them in a positive context, ratherthan in a prohibitory one, e.g. instead of “Stop throwing a tantrum,” say, “Take deep
breaths when you’re upset until you can calmly say what’s going on.” Periodically revisit
these guidelines, adding new guidelines as you and the children see fit.
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Ultimate Visual Dictionaryltimate Visual ictionaryCreate Your Own Visual Dictionary
Flip through the pages of the Ultimate Visual Dictionary . Do you see how each entry has adescription, then pictures with labels noting different parts of the picture? Use the page
below to draw a picture or paste a picture of an object. Create your own visual dictionary
entry. Give the picture a name, write a brief description, and then label the different parts of
the picture. Create a collection of visual dictionary pages, gathering images
from your family, magazines, newspapers, and your imagination.
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Scavenger Hunt
Divide up into teams of 4-5 people. When your teacher says go, work together
as a team, and using Ultimate Visual Dictionary, find information on the following
items in the book. Once you’ve found an entry that talks about the item, fill in the
information requested (the name of the image and the page number it appears
upon). When you’re done, raise your hands. See who can find all the answers
first!
Remember: You have to find the item within the pages of the book.
A dinosaur
• Name of a dinosaur: __________________________________________ • Page number: ________
A sport that uses a ball
• Name of the sport: __________________________________________
• Page number: ________
An ancient building
• Name of the type of building: _____________________________________
• Page number: ________
A type of fossil
• Name of the fossil: __________________________________________
• Page number: ________
A bone in the human body
• Name of the bone: __________________________________________
• Page number: ________
A type of painting
• Name: __________________________________________
• Page number: ________
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A stringed musical instrument• Name of the instrument: __________________________________________
• Page number: ________
Information about a planet
• Name of the planet: __________________________________________
• Page number: ________
A constellation
• Name of a constellation: __________________________________________
• Page number: ________
An animal with sharp teeth
• Name of the animal: __________________________________________
• Page number: ________
A sport that’s played with a team of people
• Name of the sport: __________________________________________ • Page number: ________
A machine that helps us explore space
• Name of the machine: __________________________________________
• Page number: ________
An animal with wings
• Name of the animal: __________________________________________
• Page number: ________
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A muscle in the human body
• Name of the muscle: __________________________________________
• Page number: ________
A mineral
• Name of the mineral:__________________________________________
• Page number: ________
A part of a train
• Name of the part: __________________________________________
• Page number: ________
A part of a flower • Name of the part: __________________________________________
• Page number: ________
A part of a bike
• Name of the part: __________________________________________
• Page number: ________
An ancient ship
• Name of the ship: __________________________________________
• Page number: ________
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DK Graphic ReadersK Graphic ReadersOnce students have had a chance to read a few of the DK Graphic Readers, start a
discussion about the comic book/graphic novel format. Questions you may ask:
• Do you like reading stories in this kind of format? Why or why not?
• What’s the advantage of using a comic book format?
• Why do you think the publisher chose to tell the story in this format?
• How would the reading experience have been different if the story was told in
a text-only format?
• Do you think the author was able to present more story information or less
story information in this format? Why or why not?
• What elements of successful storytelling did the author use in this graphic
novel? (Encourage students to think about plot, character,
setting, detail, etc.)
• What characteristics do graphic novels seem to share? (Encourage students to come up
with a list of things common to a graphic novel/comic book format: pictures in boxes,
brief dialogue that moves plot along, etc.)
• Explain the story triangle, aka Freytag’s pyramid, to students, defining each
element. Have students identify each of the story triangle elements in the graphic novel
they’ve just read. (Explain that there can sometimes be several triangles at work in one
story.) Explain how the story triangle can be applied to many stories, whether they’re
graphic novels or not, and encourage students to list some examples.
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Activity: Create Your Own Graphic Novel
Once students have identified some of the key characteristics of graphicnovels, tell them they’re going to be writing one of their own.
1. Encourage students to select an event they’d like to represent. The class can vote
on an event, and everyone can work with the same story. Or, the student can pick
an event of his or her own. Ideas: An element from a history lesson, recreating a
story they are reading, an event from their own life.
2. Once the topic has been selected, ask students to identify the key parts of this story.
Who are the main characters? What is the setting? What will the plot be? What will
the main elements of the story triangle be? It may help to have them draw a story
triangle and identify what they need to illustrate for each stage.
3. Ask students to map out the story ahead of time. How many frames will they needto illustrate each part? (Encourage them to focus only on the key parts, as the DK
Graphic Readers do.)
4. Have them begin drawing their graphic novel. You may want to provide photocopied
pages with blank squares on them, so they can use them to make their graphic
novels.
5. Ask students to share their graphic novels with each other. Make an “Author
Celebration Day,” and congratulate students on their hard work.
The Price of Victory
1. In The Price of Victory , Pylades and his brother Kinesias worship Ancient Greek
gods. Pick a Greek god to do a report on: Zeus, Poseidon, Hades, Hestia, Hera,
Ares, Athena, Apollo, Aphrodite, Hermes, Artemis, or Hephaestus. The report
should cover who the god is, how that god is related to other gods, what that god
represents, and stories about that god.
2. In The Price of Victory , Kinesias is participating in the early Olympic games.Research what the early Olympic games were like. What sports were featured? Are
any of those still featured now? What traditions do the current Olympic games
celebrate, in order to honor the games’ origins?
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The Terror Trail
1. The Terror Trail takes place in the days of the Roman empire. Research the following ques-
tions: What lands did the Roman empire conquer? What was life like for the privileged in the Roman
empire? What was life like for slaves? What led to the downfall of the Roman empire?
2. Roman men wore togas in their day-to-day life. Bring in a sheet, and practice making your
own toga. Is it comfortable? Why might they have worn such a garment in the climate they lived in?
Instruments of Death
1. Instruments of Death takes place in Ancient China near the Great Wall of China. What is the
Great Wall? How big is it? Why was it built? Can you find pictures of it as it exists today?
2. In Instruments of Death, Shen is summoned to play the zither for the Emperor. What is a
zither? Do people still play zithers today? What other instruments is it similar to? What do you think it
sounds like?
Curse of the Crocodile God
1. Curse of the Crocodile God features an ancient Egyptian pyramid. What was a pyramid?
How were they built? What pyramids still exist today?
2. Ancient Egyptians practiced mummification. What is mummification? How were bodies
prepared for mummification?
3. What famous tombs have explorers found today? What have we learned about the Egyptian
culture through pyramids and mummies?
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Create Your Own Graphic Novel
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Be a Word Detective!
Can you find the following words in the word scramble below? Words can go
forward, backward, across, down, and diagonally.
DNA
ARSON
ROBBERY
MURDER
EVIDENCE
FORGERY
FINGERPRINT
ANALYSIS
EYEWITNESS
CASE
FORENSICS
BALLISTICS
FIREARM
DETECTIVE
LUMINOL
TOXICOLOGY
SLEUTH
XRAY
SCANNER
SUSPECT
POLYGRAPH
PARAMEDIC
Crime Scene Detectiverime Scene Detective
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Answer key
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1. Ask three staff members to volunteer for this activity.
2. Determine who will be the “criminal” and ask that person to press one of their fingers
carefully on several glass salt shakers. You’ll get a clearer print if more body oils arepresent, so encourage the person to rub their finger along their nose or through their
hair first. (If you have a limited amount of volunteer time, ask your culprit to only use
her or his right hand in making the prints.)
3. Handle the shakers carefully, holding them only on the top and bottom, so
your prints aren’t included on the glass part of the shaker.
4. Present the following mystery to your students: Someone has filled all the
salt shakers in the teachers’ lounge with sugar. You need their help to determine who
committed the crime. Divide your students up into groups of three or four, giving each
group one of the imprinted salt shakers.
5. Show your students how to gather prints by lightly sprinkling cocoa powder over the
fingerprint on the salt shaker and gently blowing away the excess.
6. Show your students how to lift the print from the salt shaker by placing the
sticky side of a piece of tape on the dusted print, carefully lifting the tape, and pressing
it onto a sheet of white paper. If multiple prints can be obtained, place them on the paper
as well.
7. Once each group has a lifted print, they should take time to record the prints of the four
suspects, using the attached fingerprint worksheets. (If you have limited time, ask the
students to only record prints for the suspects’ right hands.)
8. Encourage each group to analyze the fingerprints to see if they can determine who the
culprit is. Ask them to look for and note any whorls, arches, loops, or combinations in the
fingerprints they recorded? Can they identify the culprit?
9. Once the culprit has been revealed, talk with your students about theprocess: What other evidence could they have used? What motivations might
the culprit have had? What would have made for a clearer (or less clear) print? What
challenges are there in fingerprinting? Why is fingerprinting a good method for solving
crimes?
Variation for parents:
Ask family members to participate as the suspects.
Who’s the Sugar Prankster?Fingerprinting in the Classroom
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Fingerprinting WorksheetRecord the fingerprints of friends, classmates,
and/or family members.
Method 1: Rub an area on a piece of paper with a pencil. Then, have your “suspect” rub
their fingers over the graphite on the paper. Next, apply a small piece of tape to the finger,lift and place the tape on the sheet of paper. You should have a replica of their fingerprint
Method 2: Use the inkpad included in Crime Scene Detective to gather fingerprints.
Name Notes
Right thumb
Right index
Right middle
Right ring
Right pinkie
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Name Notes
Left thumb
index
middle
ring
pinkie
Left
Left
Left
Left