Chapter Three
— Words to Know —Read the story, then re-read it, circling the following words:
mythical Have you used any of these words before? How many? Did you learn any new words? — Links —Louisiana Canada New York |
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— Newspaper Activities —
1. Find examples, in your newspaper, of recent scientific studies, expeditions or projects throughout the world. Do research online to find additional information about one or more of them and report back to your family or class on your findings.
2. An automobile accident was the cause of Katie"s foot injury and her parents" death. Over the next weeks, keep a record of the traffic accidents reported in your newspaper. With classmates or family members, discuss factors that contributed to the accidents and how they might have been avoided or minimized.
— In the News —
Buoyant in portals of Floridan's plenty
The part of Florida that beckons most to me, few see. It lies beneath, undulating to rhythms as imperceptible as a grass shrimp's feelers, as agitated as a first magnitude spring boil. It is under water.
Butterflies Are More than Beautiful: Can We Keep Them Alive?
A butterfly"s lifespan, from egg through caterpillar to butterfly, is only about 20 to 40 days. After a butterfly egg hatches into a caterpillar, the first food it eats is its own eggshell.
Florida"s Black Bears: Abundant, or Endangered?
Nobody really knows how many Florida black bears there are. Over the years, people have cleared forests for space to live and work, and to sell the lumber and other products from the trees. As a result, there are a lot fewer bears than there once were.
— 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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