Literature Connections

Theme Questions

Extensions/ Activities

What vocabulary is important to know to be able to read this book?
How does moving affect a family?

Webliography for Maroo of the Winter Caves
http://www.fid.asd103.org/staff/Doran%20Maroo/Intro.html
This site was created by Fidalgo Elementary school in Washington. All links and information is directly related to Maroo of the Winter Caves. The examples of vocabulary words are aligned to each chapter and page in the book.

Score CyberGuide for Maroo of the Winter Caves
http://www.sdcoe.k12.ca.us/score/maroo/marootg.html
This site was created by Sally Thomas and is under construction at this time. The lesson that is available and has one activity that is aligned to state standards.

Word of the day with screen saver
Crossword puzzles
Discussion board about family, moving, etc.

Ask students to write in a journal their thoughts on moving and relocating to another area.

6th Grade Language Arts Content Standards
1.0 Word Analysis
Vocabulary Development
1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.

Theme Questions

Extensions/ Activities

How does daily life in hunter/gatherer culture compare/contrast with cultures of different times and locations?

Early Man Websites
http://www.gomilpitas.com/homeschooling/explore/ prehistoricman.htm
This site was created for parents and teachers who teach ancient history. The site includes a long list of relevant websites and activities for students and lesson plans for teachers.

The Life and Times of Early Man
http://members.aol.com/Donnclass/EarlyMan.html
This site was created by LIn Donn as part of a collection of learning modules intended for middle school students studying ancient history. Information includes an introduction to human prehistory and a "who's who of early man" with links to other relevant sites including Mr. Donn's Ancient History Page, an award-winning guide to ancient history resources for Middle School teachers and students.

Venn Diagram of daily life of hunter/gatherer cultures, of cultures of different times, of different locations. Inspiration as a tool for brainstorming.

Students in groups create a presentation comparing different cultures of same time or different times of same culture.

6th Grade History/Social Science
6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
1. Describe the hunter-gatherer societies, including the development of tools and the use of fire.
2. Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments.
3. Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter.

Theme Questions

Extensions/ Activities

What forces act over time to change Earth's features?

How does change in climate affect Earth's ecosystems?

StudyWorks: Did the Earth’s Climate Change?
http://www.studyworksonline.com/cda/content/ article/0,,EXP630_NAV2-79_SAR624,00.shtml
Study Works! Online is a service of MathSoft Engineering and Education, Inc. and provides free online activities and lessons for teachers and students grades 6-12. This activity on Global Warming makes learning real by making them investigators of temperatures and climate starting with ancient times and then comparing it to different times and places in history.

Compare Current Climate and Temperature to Past
Students can use the online acticity to investigate if there really is global warming. Teachers can use these ideas as writing prompts.

6th Grade Science Standards
Investigation and Experimentation
7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
a. Develop a hypothesis.
b. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.
c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables.
d. Communicate the steps and results from an investigation in written reports and oral presentations.
e. Recognize whether evidence is consistent with a proposed explanation.
f. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map.
g. Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions).