Chapter One
— Words to Know —Read the story, then re-read it, circling the following words:
steeped Did you notice that many of these words state an ´action´? Re-read each sentence and this time, in place of the word, perform the action and see if your family or friends can figure out the word. — Newspaper Activities —1. By the title, you can tell that this story involves things that are endangered. Set up a bulletin board or clipping collection and, over the next weeks, add stories from your newspaper that tell about people, places and/or things that are in danger of being eliminated. With friends, family or classmates, discuss how your life might change if those things cease to exist. 2. Both Katie and the large bird are living with major injuries to their feet. From your newspaper, clip articles of people living with disabilities. Select one person who has overcome a handicap and, with the help of your teacher or family, write a letter to that person telling why you admire him/her. Send a copy to nie@nieworld.com for possible publication on the web. |  |
— Links —
Map of Halifax River
Map of Final Halifax River (A) portion
of Federal Manatee Refuge in Volusia.
Recreational Blue Crabbing Information
Although it is lawful to keep non-egg bearing female blue crabs, it is a conservation practice to release them unharmed.
Great Egret (Ardea alba)
Perhaps no species better symbolizes conservation than the Great Egret.
— In the News —
Florida officials ignore decline of the giant land crab
Decades ago around this time of year there were land crabs in the streets, land crabs underfoot, so many land crabs that the effect was almost biblical, say those who remember it.
The Changing Family: Where Do You Fit In?
Who are you, and where are you going? According to a recent News-Journal article, we learn the answers to these important questions right in our own families.
— Things to Think About and Discuss —
Animal-Human Encounters
1. At the end of Chapter 1, after the bird steals her crabs, Katie is tempted to drive it away by throwing a can at it, but she stops when she sees that it has an injured foot. Think about a time when you were annoyed by an animal.
How did you react? Why?
What other courses of action could you have taken?
What might have changed if you had acted differently?
2. Wild animals and people often find themselves in each other´s way. Think about a time when you have seen:
An ant, spider, or fly in your house
A turtle, armadillo, or squirrel a crossing the road
A crab or starfish on the beach
What did you do?
Move it?
Ignore it?
Observe it?
Collect it?
Protect it?
Kill it?
Of what importance are those animal to:
You?
Your family?
Your community?
Your country?
The world?
Should you, your family, your neighbors, citizens of the U.S./world be concerned about what happens to those animals? Why? Why not?
Living with Injuries, Disabilities and Handicaps
Think about a time when you had an injury or physical condition that set you apart from others.
Did it change your actions, thoughts or feelings?
Did it change how others treated you?
— Elementary Science Tie-ins —
1. What different physical states of matter are observable in the title illustration? What state is not observable but is implied? How would the sun change these states? (SC.A.1.2.2)
2. Keep a record of examples of ways that technology has improved the lives of the characters and animals in the story. (SC.H.3.2.1)
3. Are there any examples in the story of how a solution to one scientific problem can create another? (SC.H.3.2.3)
4. At the end of each chapter write down what you predict will happen in the next chapter. (SC.H.3.2.4) (SC.H.2.2.1)
5. How might changes in the environment affect the living things in the story? (SC.B.1.2.1), (SC.G.1.2.2)
6. Keep a list of the forms of energy found in the story, and its illustrations, and group them by category. (SC.B.1.2.2)
7. Keep a record of the segments of the food chains that are included in the story. Make charts showing the merges and flow of energy. (SC.B.1.2.1)
8. Keep a list of the scientific problems that emerge as the story progresses. (SC.H.1.2.4)
9. What changes occurred in the wild animals and humans? What natural patterns were those changes a part of? (SC.H.2.2.1)
10. As the story progresses construct a model of the setting for the story. Include as many of the natural features as possible. Add to it as the story progresses. (SC.H.1.2.5)
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Now is your chance to ask Marian Tomblin, the author of Endangered!, questions about: the story, the writing process, her other projects and interest, etc. Before you do, click here to see what others have asked and how she answered their questions. Just click here and ask away. Check back often for her answers here.
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