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b le o f Con ten tsA tableof con ten ts is like.a m ap. It gu ides you to the places you w an t tovisit in a book. Pick a subject you w an t to draw , then tu rn to the page listedb es id e th e p ic tu re .Fo r m ore in fo rm ation on the D raw . W rite. N ow s er ie s, s eepage 3. Fo r suggestions on how to use th is book, see page 6.

~~~I~~~'~~~~~~~~~~~~~~~~~.~~

. . . . . . . . . . . . . . . , . , , ~ .he Po lar R eg ion s Poge 9

~ - - - - - - - - - - - - - - - - - - ~ .

he A rctic Poge 2728

1 0

l e o

2 2

4

,1 2

1 8

2 '+ 2 < i >LsoPfT' .IJ i : t ( '

-"--.--~-

30

,20

32

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1'0

r' 1 ' 8

he Antarctic

3 < ' 0

5 < ' 0

eaching Tips P a g e < '0 3

I,5 2 5 L f

58

I

< 0 0 < ' 0 2

-- . . ,. " ~ s ~~ ~ hA : :C+ < _ ~C~ " _, #; -: t' t~~'~~T~~~,,"J+!piitJia;"'fl 4 P-.. . te;+'" Q t~~.::pA+:~ .. ;pxocus.t ' : ' ?.. _ , . , - , \.''''"' . < ! : - ! T ; H ~ . ,_il....,~~.~~~i} c~~;e -~. . . . ~5

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A few tips to get started ...This is a book fo r child ren and their parents,

teachers and careg ivers. A lthough m ost young peoplecan com ple te the: le ssons in th is bo ok quite success -fu lly on the ir ow n, a little help and encouragem en tfrom a caring adu lt can go a lo ng \ ~ ,.1 3yowa rd b u ild i nga child 's se lf-co nfid en ce, crea tivity a nd te chn ica lskills, ~

Ape by Michele Fujii, age 10{rom Draw.Wr i t e Now@, Book Eight

The fo llow ing ou tline con tains insights from the30-plu s years the au tho rs have w orked w ith themateria l in this book. Realizing tha t no tw o child renor classroom s ate alike , the au tho rs encourage you tom od ify thes e le sso ns to best su it the needs o f yourchild o r classroom . Each D raw -W rite -N ow " lessonin clu de s fiv e pa rts :

1. In tro du ce the s ubject.2 . D raw the subject .3. D raw the backg ro un d.4 . P ra ctic e ha ndw ritin g.5. C olo r the draw ing .

Each child w ill need a pencil, an eraser, d raw ingpaper, penm anship paper and either crayons, co lorpencils o r fe lt tip m arkers to complete each lesson aspresen ted here.1. In tr o duc e th e Subje c t

Begin the lesson by generating in teres t in thesubject w ith a sto ry, d iscuss ion , poem , pho tograph orsong . The questions on the illu stra ted no tes scatte red

6

throughou t this book are examples o f how in te restcan be bu ilt alo ng a rela ted theme. Answ ers to theseques t ions and the t itles o f several tneme-re la tecbooks are on pages 26, 48 and 62.2. D raw th e Subject

H ave the child ren draw w ith a pencil. Encouragethem to draw lightly because some lines (show n asdashed lines on the d raw ing lessons) w ill need to beerased . Po in t ou t the shapes and l ines in the su bjectas the child ren w ork through the lesson . H elp thechild ren see that complex objects can be view ed ascombina tions o f lines and simple shapes.

H elp the child ren be successfu l! Show them how toposition the first step on the ir papers in an appropri-a te size . In itially , the child ren may find some shapesd ifficult to d raw . ff they do, provide a pattern fo rthem to trace , or draw the firs t step for them . Oncethey fine-tune the ir skills and build the ir se lf-confi-dence, the ir ability and creativity w ill take over. Forlesson -specific d raw ing tips and suggestions, refer toTeaching Tips on pages 63-64.3. Dra w th e Ba ckg ro un d

Encourage the child ren to express the ir creativityand imag ina tion in the backgrounds they add to the irpictu res. Add to the ir creative libra ries by d emon -strating various w ays to d raw trees, ho rizons ando ther de ta ils. Poin t ou t background details in thedraw ings in this book, illu stra tions from other books,photographs an t i work s ofart .

Encourage the child ren to d raw their w orld bylooking fo r basic shapes and lines in the th in gs theysee around them . Ask them to draw from the irimag inations by using the ir deve loping skills. Fo radd itiona l ideas on motivating children to d rawcrea tively, s ee pag es 24-25, 46-47 a nd 60--6 1.4. P ra ct ic e H an dw rit in g

In place o f d ri l is-row s of e '51 r 's and so on- it iso ften usefu l and more motivating to have child renw rite com ple te sen tences w hen practicing theirhandw riting. W hen the focus is on handw riting,rather than spelling or vocabula ry en richm en t, use

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im ple w ord s that the child ren can easily read andpell. B egin by w riting each w ord w ith the child ren ,em onstra ting how ind iv idual le tters are fo rmed andtressing prope r spacing . S tart s low ly. One o r tw oentences m ay be challeng ing enough in the beg in -ing . O nce the child ren are consis ten tly fo rm inghe ir le tte rs co rrectly , encou rage them to w ork a the ir ow n pace.

There ate m any w ays to adapt these lessons fo r u seith you r child or cla ssroom . For example , you mayant to replace the au tho rs' tex t w ith your ow no rds. You m ay w ant to le t the child ren composeen tences to describe their draw ings o r an sw er theheme-re la ted question s found throughou t the book.ou m ay prefe r to replace the block alphabet used inhis book w ith a cu rsive; D 'N ealian " o r o ther a lphabetty le . If you are un fam iliar w ith the va riou s alphabetty les u sed fo r teaching handw riting , consu ltou r local library. A loca l e lem en tary schooly also be able to recom mend an appropria telphabet sty le and rela ted resource m ateria ls .. Co lo r th e P ic tureC hild renen joy co loring the ir ow n d raw ings.

he beau tifu l co lors , how ever, o ften cove r theeta ils they have so ca re fu lly d raw n in pencil .o prese rve the ir e fforts , you m ay wantto havehe child ren trace their pencil lin es w ith blackra yo ns o r fin e-tippe d fe lt m arkers .C rayons-W hen they colo r w ith crayons,

ave the child ren ou tlin e their d raw ings w ith aa ck c ra yo n after they have co lo red theiric tu res (the black crayon m ay sm ear i f they dohe ir o utlin in g firs t).

Swan by An.drew Thorsen age 4(rom DrawW rlte Now, Book O ne

Pilgrims by M eoan Forw ard, age 7( rom Draw Wr it e Now* , Book Three

Spo tte d DO ./j by Kate-Limn Brooks, age 8from Drau=wr i te sNoio" , Book One

Color Pencils-W hen they co lo r w ith colo rpencils , have the child ren outline their d raw ings w itha fe lt tip m arke r before they co lor their d raw ings.

F elt T ip Markers-W hen they colo r w ith fe lt tipmarkers, have the child ren outline the ir d raw ingsw ith a black m arker after they have co lo red theirpictures.

Y ou r c omme nts a re a pp re cia te d!H ow a re yo u sh arin g D ra us-W r ite -N oto " w ilh yo urc hildre n o r stud en ts? T he a uth ors w ou ld a ppre cia tehea ring (ro m yo u. W rite to M arie H ablitze l a nd K imS titze r, c lo B ar ke r C re ek P ub lish in g, P .O .Box 2610,P ou ls bo , WA 9 83 70 , U SA .

7

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The top and bottom of the worldare covered with ice and snow. These are the

. '.~

,~.":~-" '~',. _

, ~, - ~: ~ ' \ ~ ? ~ : ~ : . \ , } ~ ~ ~ , " : _ ~' ) 1 " " ~ '~~~r..~~L" _ ...

...I .~"/.I,~ : r

"_ I ~

B ~ b M iG . e ~ W < : l ; ; l~ K i i r c i f , i i c l iThe more you practice, the better your handwriting wil l lookI8

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The Po lar R eg ions

-9

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- - F h e - - N o -d h - P - O I e -js=jo - f h - a - A r c f i c- - J - h e - E o u f h - P - O I e - j s - i n - A n t a r i c t i c Q _- - -t'1~are - fhe- e a c l h - k - c o H e S f - = P l o c E S .= s J J _ e _ t J a I a n i m a l S - H~e-hel!e

~;. ~.-:; J-, W~'i:Js'tf ( I).' ...~ II~I~ {'SO,.. co a- . . . .~near th e .poles?

10

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Th e A rctic and Antarc t i cAde lle P engu in1 .

3.

5 .

Adelle P en g uin slive in the A ntarctic .

Ques tio n a n sw e re d on pag e 26

2 .

4 .

6.

11

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AurorasTeach ing T ip on p age 6 4Ques tio n ansuie red on page 26

T h e Nor the rn a n d So uth e rn Lights1.

2 .

3 .

12 '

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. .. .. .. '. 1, . . ,

_ ... . . . _ ... _ _ ',1r~6~,...~se:~.~~,~-+~.

. . . . . - - .....'-t-. r

.:, ..-....t ' . ~ ~ , ," ; < .

_ , . . _ _ __ _ , . . . _ _ , s e e = b - e m - orr -c Dud eSl --ojgbk

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_ _ _ _ _ _ _ _ _ _ . _ _ _ _ . . . . _ _ .. _ _ ,1 3 - Dr - a - - c - _ a l l f f i l - t c e~_s -- - - - -~ceb-~gs- - f o r r o neaaIie- - p _ o J B S ~ , - - - - - - - --r---- - f1 ---matt - - i - n - ~w_a[~rrte~a:~Br--S:---

14

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IcebergsQuestion answered on page 26

Orca1. 2 .

3. 4.

5 . 6.O rcas are found inthe A rctic andth e An ta rc tic .

15

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3.

O c e a n Migrat ionQue stio n a nsw er ed o n pa ge 2 6B lue Whale1.

2 .

B lue Whale smigrate to the Arcticand th e Antarctic.-6

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- r n t g r i i f e : - - - - - - - - - - - - -ome- I-north-fu-fhe-~Archc~-few-fl,-south -fa -fhe- - A n f u i i d i c - :

- I - h B ' - slay-O fl- =samm-er-:-

18

,.\ ",,

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A rctic L oo n1.

3.

5.

.A ir M ig ra tionQ uestio n a nsw ered o n pag e 26

2 .

4.

6.A rctic L oo nsm ig ra te toth e A r ctic .

19

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im als tha t S tays ti on a n swe r ed 011 pag e 26

1 .

3 .

5 .

20

2.

Seals live in theArctic and theAntarct ic .

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om e--an im o -- a :-no+ -m ~e---

21

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- _ e = a p l e _ = J je_ __ . _ _ . _ I " O _ . . _ _ : ~ t & e fa~-- n o t l l i - - - - -thii-Arcfu-is33iih-hom-a- ---- --

Anarcfrca~----------An arc TCU--is-ver"J-culd- . - - -

22

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Kayak1.

3 .

r

5 .

. P e op l eQ uestio n a nsw ered on pa ge 26'

2 .

4 .

6 . Ka ya ks w e reinvented bythe Inuit.

23

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Draw It'lzat You SeeHow can your co lo ring strokes add m ore than co lo r to your pic ture?

Strokes that gofrom side to side

give a calm,smooth look.

Strokes that goup and downsuggestheight and depth.

,,-,-""",,"-. -

24

Curved strokessuggest action.

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a re the co lo ring stro kes ...

..co lo re d to w ard the ' w o lf's ta il? / . . . . ~ - . , . ... co lo red tow ard the m usk ox 's fee t?

Auro ras shift and move in the n ighttim e sky. H ow can you m ake you r sky look active?

- 7 '- .: .: . .~ -. .: ;. .~ _- . . . . " .4 . ; .I'~r..

1. Lightlyd raw a lineo f a ctio n .

2 . C ross the lin eo f action w ithco lo r (z ig za g1in es a re a ctiv e).

. . . . - '" 1 I l ' # " I " : i . . . . . . . _.~..(~_&.. 7I ....:'lh~.;i... .,,", ~~"":'"

_",.-.~~l"'i1;f~~~

3. A dd m orec olo rs . Ov erla pthe ed ges.

4. C olo r the resto f the n ight sky.O v erla p thea uro ra 's e dg es.

25

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Learn more about the po lar regions .... . . . . . - . - - +~,

. . . .- I, '

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.'

T h e A rc tic

27

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North Pole t )'lI - Arctic Region

' - '- '" -LOW - -C:Over-~- _ _ _ _ _ ._ _ . _ ._ _ ~ r r r J J - . . ~ _ " -- " -_ _ . . _ .. . . . . . . .. . _ _ . . _. . . . _ _~e_sfs --__- - _ - = ~ ~= - t lTe -

28

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th er n H em isp he re1.

3 .

5.

The A rcticTeach ing T ip on page 64Q uestio n a nsw ered on pag e 48

2 .

4.

6 .

29

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Po larBearQuestio n a nsw ered o n pa ge 48

1.

3 .

5 .

30

4 .

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I

~ - - - - - - ~ . _ . _ _ I r 1 9 = -SWl rnrne[!j -_

.. ' ...~I~';;'~;; ".-/N.cffc~.....V j~~?~:. \\~.~ : I . . ' . - 'f ...:"0 o>.. .. 0)(.9S,.' _. 1 0 0 _. ~ ' .... "'?_, I-"t.-:~i\ar*bear.s ...,k I' -: p~ .-' ~ ....

31

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-WiiITls-es3ke-in--- ~c E-- -wI . ~=--~~-Bwim-~_-t_ .__._h~e ..rkca..__= - - 1 - b e - = - i j f e = fQ - - i B - e n - - - 1 e - -sans -'Il~:- - 1 - b B ) l - rest-orr - 6 e - -d t ;ift irrg - Tca---

32

. ."

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WalrusQuestion answ ered on page 48

1 .e) 2. C) 4.

5 .

7.

33

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tic P eoplee stio n a nsw ere d o n pa ge 48

.1 .

34

2.

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. . . - . . . . . . . .. _ "~"I ~- -.

. ._ . . . .. . --- - - . . - ....."._ - - - - -. _ .... A_ .

- e - o p ] - j~ e - c=:--------I hm,-w_ar3C-OOd-~ U~~a.------

- - - - " " " " " " ~ -e:=wIn - lr~S-art:r -ve-ry -

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. . . . " . ~~I I '. ,.... _~

~ . '"" ~ . 1 .. 1 .. .: .. . : :. . . ~ .

~-_."'- -. .. . ~.

-.1I~~ _ _"__~_ -m-mo- _9 ---~ SeSJ----

-many - p e ~ : " " _ _ - - 1 1 0 0 1 _ - ~L.I-I~~~_- - s h e l e r i i - m a d E Of-snow:

36

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.

.

.

A rc tic HomesQ uestio n a nsw ered on pag e 48

2 .

4 .

6 .

37

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T he A rctic T undraQuestion answ ered on page 48

Arc t i c Popp y1. 2 .

4. 5 .

3 .

6.

7.

38

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~,":O~,. ,~.,"- ,''' .-0'-'1- .

on-dJ'"'a:::js- f r iozEn- in-w~-- - 1 - h - e - -SQ_UW -and= - S u n f s - - b~oom--and-- insecfs- - h a f C h . -

39

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-MUSk-Dxen-B~ -on-the-cn:il~ - -"_~-~-n~-fDgatber--in-ber-ds~-----3-biij-form=_j .-~ci~de-Or-Baefy-=

~-- -ab ie s 9E -=kr-fhii-ce-nf-er:---

40

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1 .

MuskOxTeach ing T ip on page 64Question an sw ered on page 48

2 .

41

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o l fc hin g T ip 01'2 Page 64estio n a nsw ere d o n pa ge 48

.

.

.

42

2 .

a a4.

o6 .

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- H v e -:in- th e -Arcf-ic:-------her~_S-3ive-fQrther=-north:------- .h e r -northern -wolves- u r _ _ e - w h t F e ~

" -..;,,:::: ' ': '

43

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R :e iO da er - iv e -in -ASin-a rrd - h l rop_aafe- cy -e-- um,....~~.,__

-R -e indeBP - hsza - i1iE9r-dS- --

44

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1 .

.

5 .

o 2 .4.

u u6.

ReindeerT ea ching T ip on page 64Que stio n a nsw e re d o n page 48

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D raw Y our World ------------Outlin ing ca n cha nge the look of your drawing .T his s id e is o utlin ed . T his s id e is no t ou tlined .

- . ,.''. _"'._-~ _ ~ . ~ , ' f : : - - - ~ ~ ' , :-

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re co lo ring tips ...

Seas , lakes and pond sare like m irro rs .T hey reflect theco lo r o f the sky.

g rey sky , g rey w ate r b lue sky , blu e w ater(see pages 13,22,31 and 32)

w hite w ith g rey added w hite w ith blu e added( se e page s 21, 31 and 36)

H ills ap pe ar ro un de rw hen a darke rco lo r is added alongthe edge.

. _ ~ -i .,:'

sunse t

Wh ite a pp ea rsbrigh ter w hena little b lueis a dd ed .

h ill h ill w ith s haded e dge(see pages 10, 35,44 a nd 57)