classroom complete press catalog 2015

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466 Assessments(SMART ResponseTM & PDF)

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1076 eBooks(PDF & ePUB)

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Digital & Print Content Regular & Remedial Education Grades PK-12

Common Core• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

205 Print Books

910 Digital Lessons

............................................................................

PK-8 Language Arts Bundle (800 Screen Pages) 3-8 Science Bundle (960 Screen Pages) PK-8 Mathematics Bundle (1,200 Screen Pages)PK-8 Social Studies Bundle (240 Screen Pages)PK-8 Language Arts & Science Bundle (1,760 Screen Pages) PK-8 Language Arts & Mathematics Bundle (2,000 Screen Pages)PK-8 Science & Mathematics Bundle (2,160 Screen Pages)PK-8 Language Arts, Science, Social Studies & Mathematics Bundle (3,200 Screen Pages)

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Before You Read(Ideal for differentiated learning)

Reading Passages(Content - Common Core

State Standards)

Interactive Games Printables Memory Match Games

Content in every ready-made LESSON PLAN

Available in SMART Notebook& Flash formats

IWB

CompatibleWith Any

Site & District Pricing

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Language Arts Bundle Titles Grades PK-2 High Frequency Sight Words Grades PK-2 High Frequency Picture WordsGrades PK-2 Word Families: Short Vowel Grades PK-2 Word Families: Long VowelsGrades 3-8 How to Write a ParagraphGrades 3-8 How to Write a Book ReportGrades 3-8 How to Write an EssayGrades 3-8 Reading ComprehensionGrades 3-8 Literary DevicesGrades 3-8 Critical Thinking

Science Bundle Titles Grades 5-8 Solar SystemGrades 5-8 Galaxies & The UniverseGrades 5-8 Space Travel & TechnologyGrades 3-8 Cells, Skeletal & Muscular SystemsGrades 3-8 Senses, Nervous & Respiratory SystemsGrades 3-8 Circulatory, Digestive & Reproductive SystemsGrades 3-8 ForceGrades 3-8 MotionGrades 3-8 Simple MachinesGrades 3-8 Global Warming: CausesGrades 3-8 Global Warming: EffectsGrades 3-8 Global Warming: Reduction

Mathematics Bundle Titles English & Spanish Versions

Grades PK-2 5 Strands of Math (1,285 Task & Drill Problems) Grades 3-5 5 Strands of Math (1,655 Task & Drill Problems) Grades 6-8 5 Strands of Math (2,155 Task & Drill Problems)

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Ready-Made Digital Lesson PlansFor use with SMART BoardsTM or any other brand of Interactive Whiteboard, as well, all Computers and Projectors.

Written to

Common CoreState

Standards

Written to Next

GenerationScience

& STEM

2

............................................................................Common Core State Standards (CCSS)

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All of our Mathematics titles meets the Common Core State Standards for Mathematics. Our lesson plans meet these standards by focusing on the key components of the five strands of mathematics that students must comprehend: Number & Operations, Algebra, Geometry, Measurement, and Data Analysis & Probability. Our Mathematics titles are also written to the NCTM Standards. The Common Core State Standards for Mathematics are a culmination of standards that aim to make the mathematics curriculum more focused and coherent.

All of our Language Arts titles meets the Common Core State Standards for English Language Arts. Our lesson plans meet these standards through our teaching pedagogy, which includes pre-assessment questions to determine what the students already know about the topic, and post-reading comprehension activities that tests students on how much they understand what they have read in the provided reading passage. The Common Core State Standards for English Language Arts are a culmination of standards that aim to ensure all students are college and career ready in literacy.

All of our Science and Environmental Studies titles meets the Next Generation Science Standards and the National STEM Standards. The NGSS aim to intergrate the content and skills of science in an approach to teaching and learning. The STEM Standards aim to integrate the content and skills of science, technology, engineering, and mathematics in an approach to teaching and learning.

Math

Next Generation Science Standards (NGSS) & STEM

Language Arts

CC2314 CC2007 CC2519 CC2703

NEW!NEW!

CC1112

CC7114

CC3306

CC7316

CC4515

CC7560

3

Written to

Common CoreState

Standards


ccpResource BooksREGULAR EDUCATION

GRADES PK-2, 3-5 or 6-8

MATHEMATICS

CC3100-CC3117 CC3200-CC3217

CC3300-CC3316 All 5 Books in 1 Big Book

Principles & Standards of Math Task and Drill Series

Written to

NCTM &CCSSM Standards

Each book includes: Teacher’s Guide, Worksheets,

Easy Marking Answer Key and 3 Mini Posters/IWB Downloads.

Math Task SeriesWritten to the NCTM five strands, our Principles & Standards of Math Series Task Sheets are made up of challenging problem-solving tasks. The task sheets offer space for reflection, and opportunity for the appropriate use of technology. 32 pages.

Math Drill Series Written to the NCTM five strands, our Principles & Standards of Math Series Drill Sheets are made up of warm-up and timed drills to help students strengthen their procedural proficiency skills. The drill sheets offer necessary practice your students need to develop strong mathematical skills. 32 pages.

TITLE GRADES PK-2 3-5 6-8

• Number & Operations CC3200 CC3206 CC3212• Algebra CC3201 CC3207 CC3213• Geometry CC3202 CC3208 CC3214• Measurement CC3203 CC3209 CC3215• Data Analysis & Probability CC3204 CC3210 CC3216• All 5 Titles in 1 Big Book CC3205 CC3211 CC3217

Math Task & Drill Combined SeriesWritten to the NCTM five strands, our Principles & Standards of Math Series Task and Drill Sheets are made up of task sheets to teach the lesson and drill sheets for procedural practice. The Task & Drill Sheets are a combination of the Task and Drill sheets (shown above) to provide a well-rounded lesson for students. 60 pages.

©

NAME:

...................Task Sheet

Algebra CC310719

21 +

Task Sheet 1313. = x and = 1

This can be represented as 2x + 4 = x + 6

a) Remove the same number of tiles from each side, making sure that you keep both sides in balance. What do you have left?

i) 2x = 1 ii) x = 2 iii) 4 + x = 2x iv) 2 + 2x = 0

b) How might the following be written as an equation?

i) 3x + 7 = 2x + 7 ii) 2x + 7 = 3 x + 4 iii) 3x + 4 = 2x – 7 iv) 3x + 5 = 2x + 7

=

=

..................Before You Teach

Number and Operations CC31006

Principles & Standards

The NCTM’s Principles & Standards for School Mathematics

The Principles are the fundamentals to an effective mathematics education. The Standards are descriptions of what mathematics instruction should enable students to learn. Together the Principles and Standards offer a comprehensive and coherent set of learning goals, serving as a resource to teachers and a framework for curriculum. Our resource offers exercises written to the NCTM Process and Content Standards and is inspired by the Principles outlined below.

Six Principles for School MathematicsEQUITY: All students can learn mathematics when they have access to high-quality instruction, including reasonable and appropriate accommodation and appropriately challenging content.

CURRICULUM: The curriculum must be coherent, focused, and well articulated across the grades, with ideas linked to and building on one another to deepen students’ knowledge and understanding.

TEACHING: Effective teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well.

LEARNING: By aligning factual knowledge and procedural proficiency with conceptual knowledge, students can become effective learners, reflecting on their thinking and learning from their mistakes.

ASSESSMENT: The tasks teachers select for assessment convey a message to students about what kinds of knowledge and performance are valued. Feedback promotes goal-setting, responsibility, and independence.

TECHNOLOGY: Students can develop a deeper understanding of mathematics with the appropriate use of technology, which can allow them to focus on decision making, reflection, reasoning, and problem solving.

Our resource correlates to the six Principles and provides teachers with supplementary materials which can aid them in fulfilling the expectations of each principle. The exercises provided allow for variety and flexibility in teaching and assessment. The topical division of concepts and processes promotes linkage and the building of conceptual knowledge and understanding throughout the student’s grade and elementary school career. Task sheet problems offer space for reflection, and opportunity for the appropriate use of technology. The drill sheets are provided to help students with their procedural proficiency skills.

Principles & Standards for School Mathematics outlines the essential components of an effective school mathematics program.

Equity

Curriculum

Teaching

Learning

Assessment

TechnologyNAME:

...................

©© Algebra – Drill Sheets CC32018

2a) What are the missing numbers?

i) + 4 = 9 ii) 9 – = 5

iii) 6 + = 8

b) Choose > = or <: Ex: 3 > 1

i) 4 0 ii) 7 8 iii) 0 1

c) What are the missing numbers?

i)

7 8 9 12

ii)

12 16 21

4 8

6 10

d) Complete the pattern.

Use a calculator to practice your adding.

i) 16 + 22 = ii) 19 – 14 =

iii) 121 + 73 =

Explore With Technology

Timed Dril l Sheet # 1

Task Sheet

Drill SheetAlgebra – Drill Sheets CC3207© 32

Patterning and Graphing

a) Continue the pattern shown in the one hundred chart below.

1 2 3 4 5 6 7 8 9 1011 12 13 14 15 16 17 18 19 2021 22 23 24 25 26 27 28 29 3031 32 33 34 35 36 37 38 39 4041 42 43 44 45 46 47 48 49 5051 52 53 54 55 56 57 58 59 6061 62 63 64 65 66 67 68 69 7071 72 73 74 75 76 77 78 79 8081 82 83 84 85 86 87 88 89 9091 92 93 94 95 96 97 98 99 100

x y

b) Graph the following

c) What items would be next in the following pattern?

..............................


• Number & Operations CC3100 CC3106 CC3112• Algebra CC3101 CC3107 CC3113• Geometry CC3102 CC3108 CC3114• Measurement CC3103 CC3109 CC3115• Data Analysis & Probability CC3104 CC3110 CC3116• All Five Titles in 1 Big Book CC3105 CC3111 CC3117


• Number & Operations CC3300 CC3306 CC3312• Algebra CC3301 CC3307 CC3313• Geometry CC3302 CC3308 CC3314• Measurement CC3303 CC3309 CC3315• Data Analysis & Probability CC3304 CC3310 CC3316

........................................................................

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Reproducible

Written to

Common CoreState

Standards

4

Written to

Common CoreState

Standards

IWB Software

MATHEMATICS

Order: 1.800.663.3609

TITLE SINGLE-USER 6-USER 30-USER• Five Strands of Math PK-2 CC7315 CC7315V CC7315X (1285 Task & Drill Problems)• Five Strands of Math 3-5 CC7316 CC7316V CC7316X (1655 Task & Drill Problems)• Five Strands of Math 6-8 CC7317 CC7317V CC7317X (2155 Task & Drill Problems)

Enhance your student’s learning experience with our highly compelling and engaging Digital Lesson Plans.Both English and Spanish content. Each ready-made core curriculum lesson plan for Math contains Printable Task and Drills, images, math tools, Memory Match Game, Board Game and Spinner Game.

400 screen pages. Compatible with PC,

Mac and Notebook.

Five Strands of Math Series Big Box • Number & OperatiONs Place value, patterning, evaluating, number lines, graphs and mathematical sentences.• algebraSimplifying and graphing, solving equations, creating, simplifying scientific notation and patterning.• geOmetry Two and three dimensional shapes, volume, area, coordinating points.• measuremeNtLength, width, height, weight, capacity, perimeter, area, angle measurements, time and money.• Data aNalysis & prObabilityCollect, organize, analyze, interpret and predict data probabilities.

........................................................................

REGULAR EDUCATIONGRADES PK-2, 3-5 or 6-8

Ready-made math tools in every lesson plan

IWB

CompatibleWith Any

SMART Notebook & FLASH formats in every box

Pre-Assessment

Printable Task & Drill Sheets

Games & Puzzles

5 CDs combined, 400 SCREEN PAGES

English& Spanish

•TEXT•AUDIO

Written to

Common CoreState

Standards

5

Written to

Common CoreState

Standards


........................................................................

TITLE SINGLE-USER 6-USER 30-USER

• Word Families: Short Vowels CC7112 CC7112V CC7112X

• Word Families: Long Vowels CC7113 CC7113V CC7113X

• Word Families: Vowels Big Box

(2 CDs combined) CC7114 CC7114V CC7114X

increase vocabulary, sight word recognition and comprehension as you help your students identify the correct pronunciation of short and long vowel phonograms using real life pictures as an aid. As students begin to understand more about the onset and rhyme connection found in word families, they will begin to think of words as easily recognizable segments or chunks of language. 80 ready-made screen pages include interactive activities, graphic organizers, crossword, word search, memory match game, and voice over.

ccp LANGUAGE ARTS

IWB Software

CC1110 CC1111 CC1112 - Big Book

Word Families Series

REGULAR EDUCATIONGRADES PK-2

IWB

CompatibleWith Any


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Word Families - Long Vowels CC1111©9

NAME:

...................Working With Words

Onset – Rime Addition

1. Add the onset to the rime to create a new word. Say the word. Write the word on the line. The first one has been done for you.

sk + ate = skate

g + ate = ________________

l + ate = ________________

m + ate = ________________

cr + ate = ________________

pl + ate = ________________

f + ate = ________________

st + ate = ________________

2. Write two sentences using the –ate family words.

a) ________________________________________________________________

b) ________________________________________________________________

–ate

© Word Families - Short Vowels CC111019

NAME:


Short “i” Picture RimesLook at the picture. Choose the best onset to finish each word. The first one has been done for you.

kick ______ ______ick ______ig ______id

______ ______ill ______ill ______in ______ink

______ ______ink ______ip ______ ______ip ______it

Word Families Big Book CC1112© 112

..................Rime

Rime: _______________________

Give some students consonants, others blends and the rest digraphs. Choose one word family rime and ask students if their onset makes a real word. Record all real words in the appropriate column.

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Consonants Consonant Blends Consonant Digraphs

TITLE CC# # PAGES IWB • Word Families: Short Vowels CC1110 60 6 • Word Families: Long Vowels CC1111 60 6 • Word Families: Vowels Big Book (2 books combined) CC1112 116 12

Resource Books Reproducible

Each book includes: Teacher’s Guide, Assessment Rubric,

Vocabulary Lists, Student Hand-outs, Graphic Organizers,

Comprehension Quiz, Crossword & Word Search, Etc.

Written to

Common CoreState

Standards

6

Written to

Common CoreState

Standards

LANGUAGE ARTS

Order: 1.800.663.3609

........................................................................

TITLE CC# # PAGES IWB • High Frequency Sight Words CC1113 60 6 • High Frequency Picture Words CC1114 60 6 • Sight & Picture Words Big Book (2 books combined) CC1115 116 12

Resource Books

CC1115-Big BookCC1113 CC1114

REGULAR EDUCATIONGRADES PK-2 IWB Software

Sight & Picture Words SeriesTITLE SINGLE-USER 6-USER 30-USER

• High Frequency Sight Words CC7100 CC7100V CC7100X• High Frequency Picture Words CC7101 CC7101V CC7101X• Sight & Picture Words Big Box (2 CDs combined) CC7102 CC7102V CC7102X

TAKE A PEEK INSIDE!

increase students' sight word recognition, vocabulary and comprehension as you help them identify 178 sight words and 120 common nouns using real life pictures as an aid. Picture associations will aid young readers in developing anchor words to increase their oral and written language proficiency. Sight words are words that must become automatically recognizable by the reader because they are often not pronounced or spelled in expected ways. 80 ready-made screen pages include working with words, interactive activities, graphic organizers, crossword, word search, and memory match game.

© HIgh-Frequency Picture Words CC111412

NAME:


Boxed Picture Words Set#4Read the words in the table. Use each word in the table once. Write the letters in the box that match the shape of the word. The boxes show tall and small letters.

church

1.

circle clock cloud coat

comb cow cup curtain dog

2.

3.

4.

5.

6.

7.

8.

9.

10.

Write two sentences on the back using one picture word in each.

Sight and Picture Words Big Book CC1115©19

NAME:


Kindergarten Boxed Words Set#3

Write two sentences using one sight word in each one.

4. 9.

3.

2.

1. 6.

7.

8.

Use each word in the list once. Write the letters in the boxes that match the shape of the word. The boxes show tall and small letters.

are brown eat he no please say there want white

5. 10.

HIgh-Frequency Sight Words CC1113©

..................Take a Guess

57

Read each clue. Think of which sight word matches the clue. Write the word on the line in the guess column. Read the next clue and make another guess.

Clue Guess

1. This word has letters.

This word makes sense in this sentence:

.

5.

This word rhymes with

.4.

This word starts with a .3.

This word has sounds.

2.

IWB

CompatibleWith Any


Reproducible


Vocabulary Lists, Student Hand-outs, Graphic Organizers,

Comprehension Quiz, Crossword & Word Search, Etc.

Written to

Common CoreState

Standards

7

Written to

Common CoreState

Standards


........................................................................

TITLE CC# # PAGES IWB

• How to Write a Paragraph CC1100 60 6 • How to Write a Book Report CC1101 60 6 • How to Write an Essay CC1102 60 6 • Master Writing Big Book (All 3 books combined) CC1103 170 18


• How to Write a Paragraph CC7104 CC7104V CC7104X• How to Write A Book Report CC7105 CC7105V CC7105X• How to Write an Essay CC7106 CC7106V CC7106X• Master Writing Big Box (All 3 CDs combined) CC7107 CC7107V CC7107X

Resource Books

Become a Master Writer by gaining the ability to communicate through written text with our Writing Skills Series. Students will learn the fundamentals to writing a paragraph, book report and essay. We offer clear and concise instruction in the drafting and revision phases. Graphic Organizers are paired with each topic, allowing students to interactively practice what they have learned. 80 ready-made screen pages include reading passages, interactive activities, graphic organizers, video, audio, crossword, word search and memory match game.


Vocabulary Lists, Student Hand-outs, Graphic Organizers, Reading

Passages, Comprehension Quiz, Crossword & Word Search, Easy

Marking Answer Key and IWB Downloads.

TAKE A PEEK INSIDE!

ccp LANGUAGE ARTS

IWB Software

18

NAME:

...................After You Read

How to Write an Essay CC1102

What is a Descriptive Essay?1. Complete the following Spider Map Organizer for a descriptive essay about your

favorite dessert.

a) The purpose of a descriptive essay is to ___________________________________.

b) The two types of descriptive essays are __________________ and ____________________.

c) Descriptive essays should contain a great deal of colorful _________________________.

d) The first step of any prewriting process should be _________________________.

e) When you write a descriptive essay, your job is to paint a __________________

_________________________ of the topic.

f) A good graphic organizer to use for a descriptive essay is a _______________________ Map.

2. Complete each statement

Detail

Detail

Detail

Detail

Detail

Detail

My Favorite Dessert

Think of an event that you want to describe.• Why is this particular event important?• What were you doing?• What other things were happening around you? Is there

anything specific that stands out in your mind?• Where were objects located in relation to where you were?• How did the surroundings remind you of other places you

have been?• What sights, smells, sounds, and tastes were in the air?• Did the sights, smells, sounds, and tastes remind you of

anything?

• What were you feeling at that time?• Has there been a time in which you have felt this way

before?• What do you want the reader to feel after reading the

paper?• What types of words and images can convey this feeling?• Can you think of another situation that was similar to the

one you are writing about? How can it help explain what you are writing about?

• Is there enough detail in your essay to create a mental image for the reader?

Things to Remember When You Write a Descriptive Essay about an event:

CC1100 CC1101 CC1102 CC1103 - Big Book

Writing Skills Series

16

NAME:

...................Before You Read

How to Write a Paragraph CC1100

Using Graphic Organizers for PrewritingMatching: Draw a line from the graphic organizer to the written description of how it is used.

1. A diagram made up of two or more intersecting circles representing relationships among concepts. It is a good way to compare and contrast two things and to organize your thoughts for writing.

2. A type of graphic organizer that lets the writer think about and list the “Who, When, Where, What, and Why” of a story or event.

3. A graphic organizer that shows the relationship between two events when one of the events is the reason the other occurred.

4. A graphic organizer showing the key events within a particular period of time.

5. A chart that organizes the details of the sights, tastes, smells, touches, and sounds in a story or event.

5 W’s Chart

Venn Diagram

Sensory Chart

Cause and Effect Chart

Timeline

_____/ _____/ _____/ _____/ _____/ _____/

What happened?Who was there?Why did it happen?When did it happen?Where did it happen?

Subject: Sight:Sound: Smell: Touch: Taste:

Cause Effect

How to Write a Paragraph CC1100©

..................

55

Who, What, When, Where, Why, How

Graphic organizers are a pictorial way of constructing knowledge and organizing information. They help the student convert and compress a lot of seemingly disjointed

information into a structured, simple-to-read, graphic display. The resulting visual display conveys complex information in a simple-to-understand manner. This 5 W’s + H Chart helps

students organize all the pertinent information needed for an expository essay.

Where? (setting)

Where does this ta

ke place?(setting)

Where does this ta

ke place?

How?

How did it happen?

How?

How did it happen?

When? (time)

When did the problem happen?

Who?Who are the characters?

A. Major and B. Minor

Who?Who are the characters?

What?What is the problem?

What?What is the problem?

Why?

Why did this happen?

Main Idea:

REGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4

IWB

CompatibleWith Any


Reproducible

Written to

Common CoreState

Standards

8

Written to

Common CoreState

Standards

LANGUAGE ARTS

Order: 1.800.663.3609

........................................................................

TITLE CC# # PAGES IWB • Reading Comprehension CC1116 60 6 • Literary Devices CC1117 60 6 • Critical Thinking CC1118 60 6 • Master Reading Big Book (3 books combined) CC1119 170 18

Resource Books





Marking Answer Key and IWB Downloads.

REGULAR & REMEDIAL EDUCATIONGRADES 5-8, 7-8 or 9-12IWB Software

Reading Skills SeriesTITLE SINGLE-USER 6-USER 30-USER

• Reading Comprehension CC7108 CC7108V CC7108X• Literary Devices CC7109 CC7109V CC7109X• Critical Thinking CC7110 CC7110V CC7110X• Master Reading Big Box (3 CDs combined) CC7111 CC7111V CC7111X

TAKE A PEEK INSIDE!

Become a Master Reader by gaining the ability to communicate and understand the written word with our Reading Skills Series. Covering a wide range of topics such as Main Idea, Making Inferences, Characterization, Fact and Opinion, Point of View, and Independent Thinking, students will develop the necessary skills to be able to understand reading comprehension, literary devices, and finally become critical thinkers. 80 ready-made screen pages include reading passages, interactive activities, graphic organizers, video, audio, crossword, word search and memory match game.

16

NAME:

...................Before You Read

Reading Comprehension CC1116

Using Graphic Organizers to Identify Context Clues

Synonyms

A

B

C

D

graphic organizers

context clues

Synonyms

Antonyms

1. Put the letter of the correct term beside its definition:

1

2

3

4

words that mean the opposite of the new word

diagrams or drawings which help you list your ideas on paper

words or phrases that can help readers understand the meaning of a new word.

words that mean the same as the new word

2. Use the information in the following paragraph to complete the graphic organizer. You may use a dictionary after you’ve tried to complete the organizers on your own.

During a storm at sea the water is treacherous. Ships are often broken apart by the strong waves. Others have simply vanished, never to be found again. Sometimes a simple fishing trip can be fatal to passengers if a storm forms while they are at sea. Sea captains must always take precautions to keep everyone safe.

ANTonyms

treacherous

IWB

CompatibleWith Any

Master Reading – Big Book CC1119©

..................Five Stages of Plot Development

161

2.

1.

5.

(Describes the characters and the setting of the story.)

(Conflicts are introduced, and readers find out more about the

characters.)

(A tying-up of all the loose ends left in the story.)

3.4.(The “high point” of a story.)(Deals with the results of

the climax.)

5.(A tying-up of all the loose ends

left in the story.)

1.

4.(Deals with the results of

the climax.)

Reading Comprehension CC1116©

..................

58

Making Inferences: Reading Between the Lines

Question: (from the book, our group, or my teacher)

What I know from the book: What I know from my brain:

My Inference:

Reproducible

Written to

Common CoreState

Standards

IWB


9


........................................................................

ccp LANGUAGE ARTSREGULAR EDUCATION

GRADES 1-2, 3-4 or 5-6

reading response Forms Series

CC1109 - Big Book

students will eagerly share their impressions about literature with our unique skill-based reading response Forms. Each book in the series contains 36 worksheets that are engaging, purposeful and graded appropriately. Each worksheet focuses on one of the following skills based on Bloom’s Taxonomy: remembering, understanding, applying, analysing, evaluating and creating.

Literature Kits™

CC2101

TITLE CC# # PAGES IWB • Curious George CC2100 55 3 • Paper Bag Princess CC2101 55 3 • Stone Soup CC2102 55 3 • The Very Hungry Caterpillar CC2103 55 3 • Where The Wild Things Are CC2104 55 3

CC2311 CC2315

Resource Books

The Classroom Complete Press system provides motivation and guidance for independent reading in a way that can be easily integrated into a structured whole-class reading program. Three specially suited graphic organizers are included in each Literature Kit™.

TITLE CC# # PAGES IWB • Grades 1-2 CC1106 60 6 • Grades 3-4 CC1107 60 6 • Grades 5-6 CC1108 60 6 • Grades 1-6 Big Book (All 3 books combined) CC1109 170 18

Reproducible

TAKE A PEEK INSIDE!

Reading Response Forms CC1107©

...................My name:

Title of my book:

Author:

After You Read

Remembering14

Describing WordsWords that name people, animals, places or things are called nouns. Words that describe nouns are called adjectives.

Look in your story for nouns. Find the adjectives that describe the nouns.

Complete the chart. Look at the example.Write the nouns that you found.Then write the adjectives from the story that describe those nouns.

Adjectives Nouns – people, Adjectives Nouns – people, animals, places, animals, places, things things

shaggy dog ghostly sky

Reading Response Forms CC1107©

..................Character Report Card

60

Complete a REPORT CARD to tell how the character behaved in this story.

Use facts from the story.

Character Report Card

Character’s E Excellentpicture: G Good S Satisfactory NI Needs Improvement

Character name: _______________________________________________________

Grade: _________________________________________________________________

Teacher’s name: ________________________________________________________

Behavior Grade Comments

Positive attitudeActed safely & carefullyHelpful to othersPays attentionCompletes tasksShows responsibility

Comments: _____________________________________________________________

Signature: ______________________________________________________________

Phonics NAME:

...................

© The Very Hungry Caterpillar CC210316

Activity Eleven

Example: Monday YES NO

1. everyday YES NO

2. today YES NO

3. Thursday YES NO

4. Wednesday YES NO

5. yesterday YES NO

6. schoolday YES NO

7. happyday YES NO

8. Teaday YES NO

1. Many words end with the word day. Read each word below. Circle Yes if it is a real word. Circle No if it is not a real word..

2. Choose two real words from the list above. Use each word in a full sentence. Remember to begin your sentence with a capital letter and end it with a period.

Sentence One

___________________________________________________________________

Sentence Two

___________________________________________________________________

© The Paper Bag Princess CC2101

Story Makeover..................

55

PRETEND YOU ARE THE AUTHOR OF THE STORY. THERE ARE SOME THINGS YOU LIKE AND DON’T LIKE ABOUT IT.

• You want to CHANGE TWO things in the story. What are they?

• There are TWO things you DON’T want to change. What are they?

• There are TWO things you will ADD to the story. What are they?

Write your answers below.

Things to Change

1 2

Things to Add

1 2

Things NOT to Change

1 2

Grades 1-2

Grades 3-4

TITLE CC# # PAGES IWB • Babe: The Gallant Pig CC2300 55 3• Because of Winn-Dixie ❂ CC2301 55 3• The Tale of Despereaux ❂ CC2302 55 3• James and The Giant Peach CC2303 55 3• Ramona Quimby, Age 8 ❂ CC2304 55 3• The Mouse and The Motorcycle CC2305 55 3• Charlotte's Web ❂ CC2306 55 3• Owls in The Family CC2307 55 3• Sarah, Plain and Tall ❂ CC2308 55 3• Matilda CC2309 55 3• Charlie & The Chocolate Factory CC2310 55 3• Frindle CC2311 55 3• M.C. Higgins, the Great ❂ CC2312 55 3• The Family Under the Bridge ❂ CC2313 55 3 • The Hundred Penny Box NEW! CC2314 55 3• The Cricket in Times Square NEW! CC2315 55 3

NEW!

Written to

Common CoreState

Standards

10

LANGUAGE ARTS

Order: 1.800.663.3609

........................................................................

Resource Books REGULAR EDUCATIONGRADES 5-6, 7-8 or 9-12

CC2520

CC2007

CC2511

CC2010

NAME:

...................After You Read

© Frindle CC231128

Chapter Nine

Imagine that you are Nick. Plan your strategy for the rest of the game. What will your next move be? What will be Mrs. Granger’s next move? Record at least three moves for each team.

Journaling Prompt

Answer each question with a complete sentence or short paragraph using examples from the text to support your answers.

1. What is Mrs. Chatham’s perspective on the diffi culties at school?

2. Why was Nick’s statement about the word – ain’t, a “fi rst-class thought-grenade?”

3. Do you think that Nick could stop others from using the word frindle now if he really wanted to? Why or why not?

4. What judgement would you make about Mrs. Granger’s use of Mrs. Chatham to end the game? Was this really what she was trying to do?

5. How is Nick’s mom related to the white queen in a chess game?

6. List three characteristics of Mr. or Mrs. Allen citing evidence from the text to support your ideas. (Eg. creative – Nick invented the word frindle.)

Frindle CC2311© 54

Choose specifi c events from the story that infl uence each other and put them in order in the cycle graphic organizer below. Be sure to describe

the event and how it infl uences the next one.

One Event Leads to Another..................................

Event #1

____________________________________________________

Event #4____________________________________________________

Event #5

____________________________________________________

Event #2____________________________________________________

Event #3

____________________________________________________

The Classroom Complete Press system includes meaningful, standards-based activities that blend content-rich skill work with critical thinking and writing skills. Our ‘Before You Read’ and ‘After You Read’ activities provide a basis for group discussion. As well, to facilitate independent study learning.

TITLE CC# # PAGES IWB • Black Beauty CC2500 55 3• Bridge to Terabithia ❂ CC2501 55 3• Bud, Not Buddy ❂ CC2502 55 3• The Egypt Game ❂ CC2503 55 3• The Great Gilly Hopkins ❂ CC2504 55 3• Holes ❂ CC2505 55 3• Number the Stars ❂ CC2506 55 3• The Sign of The Beaver ❂ CC2507 55 3• The Whipping Boy ❂ CC2508 55 3• Island of The Blue Dolphins ❂ CC2509 55 3• Underground to Canada CC2510 55 3• Loser CC2511 55 3• The Higher Power of Lucky ❂ CC2512 55 3• Kira-Kira ❂ CC2513 55 3• Dear Mr. Henshaw ❂ CC2514 55 3• The Summer of The Swans ❂ CC2515 55 3• Shiloh ❂ CC2516 55 3• A Single Shard ❂ CC2517 55 3• Hoot ❂ CC2518 55 3• Hatchet ❂ CC2519 55 3• The Giver ❂ CC2520 55 3• The Graveyard Book ❂ CC2521 55 3• The View From Saturday ❂ CC2522 55 3• Hattie Big Sky ❂ CC2523 55 3• When You Reach Me ❂ CC2524 55 3• Criss Cross ❂ CC2525 55 3• A Year Down Yonder ❂ CC2526 55 3

Grades 5-6 Literature Kits™

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Each book includes: - Teacher’s Guide

- Assessment Rubric

- Vocabulary Lists

- Student Hand-outs

- Chapter Questions

- Reading Passages

- Comprehension Quiz

- Crossword & Word Search

- Easy Marking Answer Key

- Graphic Organizers

❂ Newbery Winner❂

Grades 7-8TITLE CC# # PAGES IWB

• Cheaper By The Dozen CC2700 55 3 • The Miracle Worker CC2701 55 3 • The Red Pony CC2702 55 3 • Treasure Island CC2703 55 3• Romeo & Juliet CC2704 55 3• Crispin: The Cross of Lead ❂ CC2705 55 3

Grades 9-12


• To Kill a Mockingbird ❖ CC2001 55 3

• Angela's Ashes ❖ CC2002 55 3

• The Grapes of Wrath ❖ CC2003 55 3

• The Good Earth ❖ CC2004 55 3

• The Road ❖ CC2005 55 3• The Old Man and The Sea ❖ CC2006 55 3• Lord of the Flies ®NEW! CC2007 55 3• The Color Purple ❖ NEW! CC2008 55 3• The Outsiders NEW! CC2009 55 3• Hamlet NEW! CC2010 55 3

❖ Pulitzer Prize Winner❖ Prize

NEW! NEW!

® Nobel Prize Winner®

11

Written to

Common CoreState

Standards


Space & Beyond Series

Resource Books





Marking Answer Key and Mini Posters/IWB Downloads.

TAKE A PEEK INSIDE!

SCIENCE

IWB Software

Get the big picture about Space. From our solar system, galaxies and the universe, to space travel and technology, we've got it covered. Learn about the Earth, the Moon, Comets, Stars and Constellations with our Space & Beyond Series. Budding astronomers will be thrilled to learn about the Milky Way Galaxy, Black Holes, Nebulae, and even Quasars! 80 ready-made screen pages include reading passages, interactive activities, video, audio, crossword, word search, memory match game, and English and Spanish voice over and text.




• Solar System CC7557 CC7557V CC7557X• Galaxies & The Universe CC7558 CC7558V CC7558X• Space Travel & Technology CC7559 CC7559V CC7559X• Space Big Box (All 3 CDs combined) CC7560 CC7560V CC7560X

Reproducible

........................................................................

TITLE CC# # PAGES IWB • Solar System CC4512 60 6 • Galaxies & The Universe CC4513 60 6 • Space Travel & Technology CC4514 60 6 • Space Big Book (All 3 books combined) CC4515 170 18

SCIENCEccp

English& Spanish

•TEXT•AUDIO

Written to

Common CoreState

Standards

Written to Next

GenerationScience

& STEM

12

Order: 1.800.663.3609

........................................................................

Ecology & the environment Series

CC4501

TITLE CC# # PAGES IWB • Ecosystems CC4500 60 6 • Classification & Adaptation CC4501 60 6 • Cells CC4502 60 6 • Ecology & The Environment Big Book (All 3 books combined) CC4503 170 18

Matter & Energy Series

CC4504


• Properties of Matter CC4504 60 6 • Atoms, Molecules & Elements CC4505 60 6 • Energy CC4506 60 6 • The Nature of Matter Big Book (All 3 books combined) CC4507 170 18

Here is everything you need for an exciting study of the natural world. Animal life, plant life, and the environment as a whole are all explored. First, we learn about classifying animals. Next, we look at cells, the building blocks of life, then on to the study of biotic and abiotic ecosystems, including producers, consumers and decomposers.

this is science made easy! you don’t have to be a rocket scientist to understand matter and energy. Discover what matter is, and isn’t. Learn about solids, liquids and gases, properties and changes in matter, and the difference between a mixture and a solution. Then, explore the invisible world of atoms and molecules.

NAME:

...................After You Read

© Classification & Adaptation CC450118

Warm-blooded vs. Cold-blooded Animals

Extension and Application

3. Classify the following animals into two groups: WARM-BLOODED ANIMALS and COLD-BLOODED ANIMALS. You might need to use research tools to find out more about each animal. Once you have divided them, explain what the difference is between the two groups.

frog human snail eagle dog spider

a) Cold-blooded Animals Warm-blooded Animals

b) The difference between cold-blooded and warm-blooded animals is

4. Design a Poster! We read about how the cold-blooded frog controls its body temperature. It might lie on a sunny rock to warm up its body. Or, it might bury under a rock to cool off its body. Use your imagination to think of what the following cold-blooded animals might do to control their body temperature. Pick one of the animals from the list below. Draw a picture showing these two things:

- how the animal warms up its body temperature - how the animal cools off its body temperature

snake lizard crocodile eel salamander

Don’t forget to label your picture. Use your imagination!

5. A conversation between a cold-blooded animal and a warm-blooded animal! Pretend you hear a conversation between a cold-blooded animal and a warm-

blooded animal. Using a dialogue structure (Animal #1 says…, Animal #2 says….) write down the conversation you hear. Your conversation should include the following information:

• the names of the animals (pick two)• what makes them either cold-blooded or warm-blooded• how they control their body temperature• the difference between the two animals

Classification & Adaptation CC4501©

Animal Adaptations

60

..................

Duck

Adaptation: webbed feetAdvantage: move quickly through water

Giraffe

Adaptation: long neckAdvantage: able to eat leaves on tall trees

Eagle

Adaptation: good eyesightAdvantage: able to see prey from far away

Cheetah

Adaptation: run fastAdvantage: able to catch fast-moving prey

NAME:

...................After You Read

© Atoms, Molecules & Elements CC450512

What Are Atoms?5. a) Complete the table with information from the reading passage.

Atom Part A. How much mass?A lot or a little?

B. Electrical Chargeplus, minus, or zero?

C. Positioninside or outside the nucleus?

D. Which two have about equal mass?

Electron

Proton

Neutron

b) Label the parts of the atom in the diagram below. Write E in the circle if it is an ELECTRON. Write P in the circle if it is a PROTON. Write N in the circle if it is a NEUTRON.

Atomic Model

Nucleus

Ato

ms, M

ole

cule

s & Ele

me

nts CC

4505©

55

Ato

mic M

odels

Hydrogen Helium Lithium Beryllium

Boron Carbon Nitrogen Oxygen

Fluorine Neon

..................

2 protons+2 neutrons



+1 neutrons







Resource Books REGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4

SCIENCE

CC4500CC4506

Written to

Common CoreState

Standards

Written to Next

GenerationScience

& STEM

13

Written to

Common CoreState

Standards


........................................................................


• Force CC4508 60 6 • Motion CC4509 60 6 • Simple Machines CC4510 60 6 • Force, Motion & Simple Machines Big Book (All 3 books combined) CC4511 170 18

Resource Books

give your students a kick start on learning with all the required fundamentals for learning Force, Motion & Simple Machines. We unravel the complexities of force, motion and work, with examples of simple machines in daily life. Discover what a force is, and different kinds of forces that work on contact and at a distance. Using simplified language and vocabulary, students will also learn about linear, accelerating, rotating and oscillating motion, and how these relate to everyday life – and even the solar system.






TAKE A PEEK INSIDE!

ccp SCIENCEREGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4


IWB Software

NAME:

...................After You Read

© Force CC450839

Other ForcesThat Act Without Touching

1. Tell which force goes with each sentence. In the spaces to the left, write G if it is about

GRAVITY. Write M if it is about MAGNETIC force. Write E if it is about ELECTROSTATIC

force.

a)

b)

c)

d)

e)

2. In the pictures below the balls on strings have electrical charges. The bars are

magnets that have been dropped into glass tubes.

Write the sign for the charges on the balls that are blank. Write + for a POSITIVE charge.

Write − for a NEGATIVE charge.

Show the names of the magnet poles that are not already shown. Write N on the

NORTH POLE ends of the magnets. Write S on the SOUTH POLE ends of the magnets.

A north pole is attracted to a south pole.

It pulls, but it can’t push.

This could be used to separate pins from toothpicks.

Plus repels plus, and minus repels minus.

It makes all falling objects speed up.

a) b)

c) d)

IWB

CompatibleWith Any


• Force CC7553 CC7553V CC7553X• Motion CC7554 CC7554V CC7554X• Simple Machines CC7555 CC7555V CC7555X• Force, Motion & Simple Machines Big Box (All 3 CDs combined) CC7556 CC7556V CC7556X(All 3 CDs combined)

Force & Motion Series

©


Simple Machines CC45106

BLOOM’S TAXONOMY:6 LEVELS OF THINKING

*Bloom’s Taxonomy is a widely used tool by educators for classifying learning objectives, and is based on the work of Benjamin Bloom.

Bloom’s Taxonomy* for Reading ComprehensionThe activities in our resource engage and build the full range of thinking skills that are essential for students’ reading comprehension and understanding of important science concepts. Based on the six levels of thinking in Bloom’s Taxonomy, and using language at a remedial level, information and questions are given that challenge students to not only recall what they have read, but move beyond this to understand the text and concepts through higher-order thinking. By using higher-order skills of application, analysis, synthesis and evaluation, students become active readers, drawing more meaning from the text, attaining a greater understanding of concepts, and applying and extending their learning in more sophisticated ways.

Our resource, therefore, is an effective tool for any Science program. Whether it is used in whole or in part, or adapted to meet individual student needs, our resource provides teachers with essential information and questions to ask, inspiring students’ interest, creativity, and promoting meaningful learning.

LEVEL 6Evaluation

LEVEL 5Synthesis

LEVEL 4Analysis

LEVEL 3Application

LEVEL 2Comprehension

LEVEL 1Knowledge

Bloom’s TaxonomyOur resource is an effective tool for any SCIENCE PROGRAM.

Vocabularycompound machine

effort distance

effort force

energy

exert

force

friction

fulcrum

gravity

inclined plane

joule

kinetic energy

lever

machine

meter

metric system

motion

newton

pivot

potential energy

power

pulley

resistance distance

resistance force

screw

simple machine

thread

watt

wedge

wheel and axle

work

©M

otio

n CC

450955

Human27 mph

Grizzly Bear30 mph

Killer Whale34 mph

Greyhound39 mph

Pronghorn Antelope61 mph

Cheetah65 mph

................A

nimal Speeds

Reproducible

Written to

Common CoreState

Standards

Written to Next

GenerationScience

& STEM

14

SCIENCE

Order: 1.800.663.3609

........................................................................


• Cells, Skeletal & Muscular Systems CC4516 60 6 • Senses, Nervous & Respiratory Systems CC4517 60 6 • Circulatory, Digestive & Reproductive Systems CC4518 60 6 • Human Body Big Book (All 3 books combined) CC4519 170 18

Resource Books


REGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4IWB Software

Human Body SeriesTITLE SINGLE-USER 6-USER 30-USER

• Cells, Skeletal & Muscular Systems CC7549 CC7549V CC7549X• Senses, Nervous & Respiratory Systems CC7550 CC7550V CC7550X• Circulatory, Digestive & Reproductive Systems CC7551 CC7551V CC7551X• Human Body Big Box (All 3 CDs combined) CC7552 CC7552V CC7552X

enhance your middle school curriculum with our comprehensive resource that studies all Human BodySystems. Take your students through a fascinating study of the human body with clear, comprehensive and current information. We start off with an in-depth study of both the muscular and skeletal systems. Then, we investigate the organs of the five senses, along with the respiratory system! We also look inside the kidneys and intestines, and then how a tiny sperm and egg cell can grow into a baby.

TAKE A PEEK INSIDE!

©

NAME:

...................Before You Read

Cells, Skeletal System & Muscular System CC451611

Cell Structures and Functions1. Complete each sentence with a word from the list. Use a dictionary to help you.

DNA nucleus cytoplasm cell membrane lysosomes mitochondria

a) The liquid inside a cell is called ______________________.

b) One of the most important parts of a cell is called the ______________________. It controls everything the cell does.

c) The nucleus contains special information called ______________________. This hereditary information helps the cell to reproduce itself.

d) The outside covering of a cell is called the ______________________.

e) The ______________________ are the parts of the cell that help break down waste to keep the cell clean and healthy.

f) The ______________________ helps break down the food we eat so it can be used by the cell.

2. Label the diagram using the terms in the list.

cell nucleus cell membrane cytoplasm

a

b

c

d


...................Hands-On ActivitY #

© Circulatory, Digestive, Excretory & Reproductive Systems CC4518

2

43

2

We have learned that the kidneys fi lter blood. This is how they help clean wastes from the body. For this activity, you will build your own “kidney”. It is really some pop

bottles, but it will give you an idea of how a fi lter, like our kidneys, works.

Build a Kidney!

FOR THIS ACTIVITY, you will need:• 3 large plastic pop bottles, cut in half (you will use the top half of each)• a large bowl or bucket • pebbles • sand • paper towel • masking tape

• small jug of dirty water

Ask your teacher to help you fi nd these things.

STEPS:

1. Fill the fi rst bottle with pebbles. Fill the second bottle with wet sand. Fill the third bottle with paper towel.

2. Stack the containers like they are in the picture and tape them together.

They are now in a column.

3. Hold the column of containers over the bucket. Pour the dirty water over the pebbles in the top bottle. The water should fi lter all the way down into the bucket.

QUESTIONS:

Answer these questions in your notebook.

1. What does the water in the bucket look like? How is it different from the dirty water you started with?

2. What did the pebbles, sand and paper towel do?

3. What conclusions can you make about how kidneys work?

pure water out

paper towel

sand

rocks

dirty water in

© Circulatory, Digestive, Excretory & Reproductive Systems CC451857

Esophagus

StomachLiver

LargeIntestine

SmallIntestine

Rectum

Lungs

Heart

..................Internal Organs

Reproducible



Passages, Comprehension Quiz, Crossword & Word Search, Etc.

IWB

CompatibleWith Any

15

Written to

Common CoreState

Standards

Written to Next

GenerationScience

& STEM

Written to

Common CoreState

Standards


........................................................................

Climate Change Series


• Global Warming: Causes CC5769 60 6 • Global Warming: Effects CC5770 60 6 • Global Warming: Reduction CC5771 60 6 • Global Warming Big Book (All 3 books combined) CC5772 170 18

Resource Books






NAME:

...................After You Read

© Global Warming CC577276

1. Match the term on the left to its defi nition on the right. You may use a dictionary tohelp you.

A1

B2

C3

D4

E5

F6

malaria a condition in which the body temperature rises dangerously high

intestine harmful disease passed to humans by mosquitoes

pollutant from the Sun

ozone a substance that harms people or wildlife

heat stroke part of the digestive system that allows nutrients from food to pass into the blood stream

solar a gas that can cause lung damage if breathed

2. In the table below, name and describe four major risks to human health due to global warming.

Health Risk Description

Climate and Human Health

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ccp ENVIRONMENTAL STUDIES

IWB Software

Help students separate fact from fiction to make informed decisions about products and lifestyle choices that affect the Earth system with our Climate Change Series digital lesson plans for Interactive Whiteboards. We take a critical look from a scientific perspective on the changing climate and what it means for the future. We look at the causes and effects of Global Warming as well as ways to help reduce this from happening. 80 ready-made screen pages include reading passages, interactive activities, video, audio, crossword, word search and memory match game.



IWB

CompatibleWith Any

NAME:

...................After You Read

© Global Warming: Causes CC576919

2. Study the diagram below. Circle the phrase that tells what the diagram represents.

positive feedback negative feedback water cycle

Greenhouse Gases: Water Vapor

a) Greater cloud cover would lead to a higher albedo effect. TRUE FALSEb) The kind of changes that bring back balance are called positive feedback. TRUE FALSEc) In nature, water is always changing state. TRUE FALSEd) Water vapor is the most common greenhouse gas in the atmosphere. TRUE FALSEe) Melting ice caps create a higher albedo effect. TRUE FALSEf) Global warming has already begun to melt the polar ice caps. TRUE FALSE

1. Circle the word TRUE if the statement is TRUE or Circle the word FALSE if it is FALSE.

© Global Warming: Reduction CC577158

.......................................Alternative Energy Automobiles


• Global Warming: Causes CC7747 CC7747V CC7747X• Global Warming: Effects CC7748 CC7748V CC7748X• Global Warming: Reduction CC7749 CC7749V CC7749X• Global Warming Big Box (All 3 CDs combined) CC7750 CC7750V CC7750X

Reproducible

Written to

Common CoreState

Standards

Written to Next

GenerationScience

& STEM

16

ENVIRONMENTAL STUDIES

Order: 1.800.663.3609

........................................................................


TAKE A PEEK INSIDE!Carbon Footprint Series

CC5781 - Big Book

TITLE CC# # PAGES IWB • Reducing Your Own Carbon Footprint CC5778 60 6 • Reducing Your School's Carbon Footprint CC5779 60 6 • Reducing Your Community's Carbon Footprint CC5780 60 6 • Carbon Footprint Big Book (All 3 books combined) CC5781 170 18

learn how you can improve the planet by identifying your carbon footprint. Our resource focuses on how students can make an impact to help slow the rate at which our planet is changing by becoming a part of the worldwide effort to reduce the planet’s carbon footprint.

Global Water Series

CC5776 - Big Book

TITLE CC# # PAGES IWB • Conservation: Fresh Water Resources CC5773 60 6 • Conservation: Ocean Water Resources CC5774 60 6 • Conservation: Waterway Habitat Resources CC5775 60 6 • Water Conservation Big Book (All 3 books combined) CC5776 170 18

Water is essential for life on earth. We offer a global scientific approach for middle school students by covering critical factors impacting on the Earth’s water and how human activity and climate change is affecting it’s purity and quantity as well as the health issues facing plant and animal life in fresh and marine water ecosystems.

managing Our Waste Series

CC5767 - Big Book


• Waste: At The Source CC5764 60 6 • Prevention, Recycling & Conservation CC5765 60 6 • Waste: The Global View CC5766 60 6 • Waste Management Big Book (All 3 books combined) CC5767 170 18

What is waste? Where does it come from? What are we doing to clean it all up? These are essential questions for challenging times. Our Waste Management series takes a critical look at how we create and manage our waste, and what we can do to live in more environmentally friendly ways.

NAME:

...................After You Read

© Waste Management: Prevention, Recycling & Conservation CC576540

Sustainable Living1. Use the words in the list to answer the questions.

a) Which source of energy causes air pollution when

burned?

b) What is another term for a sustainable business?

c) What can sustainable businesses use to power trucks

instead of gasoline?

d) What can sustainable homes catch to use for watering

gardens?

e) Which type of building materials do not have substances

that harm people or other living things?

f) Which source of power is renewable?

g) What can be used to make alternative fuels to power

automobiles?

2. Circle the sources of electricity that a sustainable business might use to power their stores.

3. Underline the goals of sustainable living.

rainwater nontoxic wind fossil fuels alternative fuels Green business plant products

oil burning furnaces solar panels gasoline generators windmills

use more petroleum oil create less waste recycle more materials

create less pollution use more fresh water spend more money

©W

aste M

ana

gem

ent: Prevention, Recycling &

Conserva

tion CC

576555

Plastics Recycling Num

bers

Polyethylene Terephthalate (48% of products recycled)

Soft drink & water bottles, salad dressing bottles and oven-ready

meal trays.

Polyvinyl Chloride (1% of product recycled)

Detergent bottles, Binders, cling film, clear food packaging, vinyl siding, wire sheathing drainage

and irrigation pipes.

Low density Polyethylene (1% of product recycled)

Bread bags, frozen food bags, dry cleaning bags, carpet, and

bin liners.

Polypropylene (1% of products recycled)

Ketchup bottles, straws, medicine bottles, margarine tubs,

microwaveable meal trays.

Polystyrene (1% of product recycled) Yogurt

cups, foam meat or fish trays, hamburger boxes and egg

cartons, vending cups, plastic cutlery.

High-density Polyethylene (47% of product recycled)

Milk cartons, shampoo bottles, trash bags, motor oil bottles,

yogurt containers, cereal box liners.

.......................

NAME:

...................Before You Read

©© Conservation: Ocean Water Resources CC577416

Climate Change and Salt Water

2. Put a check mark (¸) next to the answer that is most correct.

a) All of these are fossil fuels, except

A oil

B coal

C natural gas

D hydrogen gas

b) Where is most of Earth’s salt water?

A in lakes

B underground

C in the oceans

D in polar ice caps

1. Circle the word TRUE if the statement is TRUE or Circle the word FALSE

if it is FALSE.

a) The greenhouse effect traps heat in Earth’s atmosphere.

TRUE FALSE

b) Carbon dioxide is a greenhouse gas.

TRUE FALSE

c) Natural gas is a fossil fuel.

TRUE FALSE

d) When Earth gets warmer, the ocean level drops.

TRUE FALSE

e) Scientists can predict what the ocean level will be in the year 2100.

TRUE FALSE

f) Most of Earth’s fresh water is frozen in the polar ice caps.

TRUE FALSE

g) Rising temperature will cause most salt lakes to get deeper.

TRUE FALSE

h) Using gasoline as a fuel releases greenhouse gases.

TRUE FALSE

© Conservation: Water Way Habitats CC577555

Marine Dead Zones.......................How a Dead Zone Forms

Heat riverwater

Deadalgae

Some dead

Saltwater

Oxygen

Algaebloom

Freshwater Freshwater

saltwaterSaltwaterLiving

organismsDEAD ZONE

�sh �oat tosurface

Oxygen-deprived

Fresh

During the spring, sun-heated freshwater runo from the River creates a barrier layer in the Gulf, cutting o the saltier water below from contact with oxygen in the air.

Fertilizer and sewage in the freshwater layer ignite hugealgae blooms. When the algae die, they sink into the saltier water below and decompose, using up oxygen in the deeper water.

Starved of oxygen the deeper water becomes a dead zone. Fish avoid the area or die in massive numbers.

Algae blooms off the US coast of theGulf of Mexico

Image courtesy of NASA

NAME:

...................After You Read

Reducing Your School’s Carbon Footprint CC5779

Footprints in Your Lunch

24

1. Fill in each blank with a word from the list.

tractors carbon CO2 composting locally organically recycle reuse reduce

Most (a) emissions related to your school lunch are indirect. Farmers

add to the (b) footprint of your lunch when they drive their (c) back and forth across their fields. “Green” lunch programs are

based on the idea that (d) is good, but (e)

and (f) are better. Your lunch footprint can be reduced further

by buying food that is grown (g) and (h) .

Your lunch footprint can be reduced even further by (i) your food

scraps.

2. Circle the word TRUE if the statement is TRUE or Circle the word FALSE if it is FALSE.

a) Reusable plastic plates add less to the carbon footprint of your lunch than disposable paper plates.

TRUE FALSE b) Organic farming produces no CO2 emissions.

TRUE FALSE c) Supermarkets buy most of their vegetables from local farmers.

TRUE FALSE d) Material from compost piles is not safe to put on a garden.

TRUE FALSE e) The lunches of all students have a carbon footprint, whether they are

brought from home or bought in a school cafeteria.

TRUE FALSE

©

© Reducing Your School’s Carbon Footprint CC577960

How Carbon Offsets Work................................

Your daily activities such asdriving, flying and using electricityand natural gas emit carbondioxide,which contributeto climatechange.

Less CO2 in theair means a healthierenvironment and abrighter future.

This willbalance and offsetyour carbon footprintbecause you arehelping to reducecarbon elsewhere.

When youbuy carbonoffsets, your

money goes tosupport certified and

verified carbon reduction projectslike wind farms, methane gas

capture and reforestation.

Then neutralize yourcarbon footprint by investing in projects that reduce or avoid carbon emissions.

To reduce yourcarbon footprint,first practiceconservation andreduce reuse and recycle.

CO2

Includes a Carbon

FootprintCalculator

Reproducible

17

Written to

Common CoreState

Standards

Written to Next

GenerationScience

& STEM

Written to

Common CoreState

Standards


........................................................................

ccp SOCIAL STUDIES

IWB Software


• Grades PK-2 CC5786 60 6 • Grades 3-5 CC5787 60 6 • Grades 6-8 CC5788 60 6 • Grades PK-8 Big Book (All 3 books combined) CC5789 170 18

Resource BooksEach book includes: Teacher’s Guide, Assessment Rubric,

Vocabulary Lists, Student Hand-outs, Map activities, Reading



TAKE A PEEK INSIDE!


Mapping Skills Series

ReadinG PassaGe

Mapping Skills with Google Earth™ CCP5786-1

NAME:

...................

© 8

Maps are important because they are used to find places, measure distances, plan trips and holidays and find information about a place.

In order to find your way around a map, or give and receive directions, you need to understand the cardinal directions. These are North, South, East and West, and are shown on maps with a Compass Rose. A compass is an instrument that shows the direction you are traveling, the needle inside it always points North.

In the drawing of a compass to the right, arrows point to North, East, South and West. These are the cardinal directions.

There are many types of maps and many of these can be seen in books, in atlases or on the internet.

How to Read a Map

Mapping Hint:

A mnemonic is a memory aid to help you remember something. Never Eat Soggy Wheat is a mnemonic that can help you remember the Cardinal directions in clockwise order.

Type “United States” into the search field and see if you can find water bodies such as rivers, lakes or oceans.

Explore with Google EarthTM


Reproducible

REGULAR EDUCATIONGRADES PK-2, 3-5 or 6-8

NAME:

...................

©© Mapping Skills with Google Earth™ CC5788

Weather MapsLook at the precipitation map of North America and answer the following questions:

1. Which states/provinces/territories have the most average amount of precipitation? _________________________________

2. Which states/provinces/territories have the least average amount of precipitation? _________________________________

3. How much annual precipitation does the east coast of the United States have? _____________________________________________________________________________________

4. How much annual precipitation does the west coast of Canada have? _____________________________________________________________________________________

5. Use the following information to draw your own weather map of the United States.

18

ytivitcA paM

Area Amount of precipitation

(mm)

Eastern States

2400

Southern States

600

Mid Western States

800

West Coast 1000

North Eastern States

2000

South East States

700

South Western States

800

© Mapping Skills with Google Earth™ CC578856

= 10

0,00

0 p

eo

ple

2010

Un

ited

Sta

tes

Ce

nsu

s

= 10

,000

,000

pe

op

le=

1,00

0,00

0 p

eo

ple

Dot Density Map......................


• Grades PK-2 NEW! CC7770 CC7770V CC7770X• Grades 3-5 NEW! CC7771 CC7771V CC7771X• Grades 6-8 NEW! CC7772 CC7772V CC7772X• Grades PK-8 Big Box NEW! (All 3 CDs combined) CC7773 CC7773V CC7773X

English& Spanish

•TEXT•AUDIO

IWB

CompatibleWith Any

Learn the skills of map reading from the compass rose and symbols, to lines of latitude and longitude with our Mapping Skills Series digital lesson plans for Interactive Whiteboards. Students will learn how to read and understand maps of their neighborhood, country and the world, as well, learn about directions, scales, and grids. Comprehension questions provide students with the opportunity to apply new concepts while incorporating activities with Google Earth™. 80 ready-made screen pages include reading passages, interactive map activities, video, audio, crossword, word search, memory match game, and english and spanish voice over and text.

NEW!

Written to

Common CoreState

Standards

18

Written to

Common CoreState

Standards

SOCIAL STUDIES

Order: 1.800.663.3609

........................................................................

REGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4Resource Books Reproducible

World Conflict Series

CC5506

CC5508

NAME:

...................After You Read

© Persian Gulf War (1990 – 1991) CC550824

Invasion of Kuwait


if it is FALSE.

a) Unlike its larger neighbor, Iraq, Kuwait is a desperately poor country.

TRUE FALSE

b) Kuwait has been an independent country since 1812.

TRUE FALSE

c) Iraq and Kuwait had once been a part of the Ottoman Empire.

TRUE FALSE

d) Iraq earned millions of dollars because of their war with Iran.

TRUE FALSE

e) By the end of its war with Iran, Iraq’s army had shrunk to almost nothing.

TRUE FALSE

3. We have already encountered the names of a number of countries and empires. Circle the ones below that have already played a part in our story.

Iran Ottoman Empire Russia United States Saudi Arabia

2. Number the events from 1 to 5 in the order they happened in leading to the invasion of Kuwait.

a) The war between Iran and Iraq fi nally ends after eight years.

b) Kuwait becomes an independent country.

c) Iraqi troops invade Kuwait.

d) Saddam Hussein accuses Kuwait of “slant drilling” and stealing Iraq’s oil.

e) Kuwait becomes the largest exporter of oil in the Persian Gulf.


Saddam Hussein5th President of Iraq

1979 – 2003

George H.W. Bush 41st U.S. President

1989 – 1993

Norman Schwarzkopf US Army General, Commander-in-Chief

U.S. Central Command

Fahd bin Abdul AzizKing of Saudi Arabia

1982 – 2005

Persian Gulf War Key Figures....................

55

ReadinG PassaGeNAME:

...................

© The Vietnam War CC550625

hen American involvement in Vietnam began in 1954 it was in a

fairly limited role. The U.S. sent equipment and military advisors to

Vietnam to help train the South Vietnamese Army (ARVN). While

President Kennedy was in office there were around 16,000 military advisors

and personnel sent to Vietnam.

Weapons of the War

W

One of the major contributions of the U.S. was the introduction of the

helicopter in Vietnam. The UH-1 helicopter, known as the Huey by the

troops, became the workhorse of the U.S. Army. Early in 1962, Operation

Chopper involved American military pilots carrying over 1,000 South

Vietnamese soldiers in helicopters to perform a sweep of a Viet Cong

stronghold near Saigon. These were the first combat missions against the

Viet Cong that American forces were involved in.

© The Vietnam War CC550655

..................The Vietnam War

Major Battles

TITLE CC# # PAGES IWB • Korean War CC5505 60 6 • Vietnam War CC5506 60 6 • Korean & Vietnam Wars Big Book (2 books combined CC5507 114 12 • Persian Gulf War (1990-1991) CC5508 60 6• Iraq War (2003-2010) CC5509 60 6• Gulf Wars Big Book (2 books combined) CC5510 116 12• American Revolutionary War CC5511 48 6• American Civil War CC5500 48 6• American Wars Big Book (2 books combined) CC5512 90 12• World War I CC5501 48 6• World War II CC5502 48 6• World Wars I & II Big Book (2 books combined) CC5503 90 12

CC5502

NAME:

...................After You Read

© World War II CC550228

New Weapons of War2. Explain why Great Britain and the allies believed that German U-Boats were

their biggest threat.

3. How did tanks become more sophisticated in World War Two?

4. What is the difference between a bomber and a fi ghter aircraft?

Research & Application5. The German word “unterseeboot” or U-Boat, translates into “undersea boat”.

There are a number of words that we use in English that actually come from German. Below is a list of words that are derived from, or come from, the German language. Using a dictionary to help you, write out the English definition for each of these words.

• Kindergarten • angst • delicatessen • Fahrenheit • glitz • hamburger • kaput • waltz

6. Fighter planes became a very important weapon in World War Two. Do some research to find out more about these planes. Try to answer the following questions as well as at least three more points of interest:

• What did fighter planes look like? • How long did it take to build one? • How accurate were they? • How big were they? • Who built them? • How many people could fit into one plane? Write a two to three-minute speech explaining what you have found out about

fighter planes during World War Two. Be ready to share your speech.

©W

orld

Wa

r II CC

5502

American W

W II Cem

etary, N

ormandy

............

43

CC5511

NAME:

...................Before You Read

©© American Revolutionary War CC551130

Effects and Outcomes1. Look up the word GUERILLA in the dictionary. Write down the meaning of the word

below that you think would apply to the American Revolutionary War.

______________________________________________________________________________________

______________________________________________________________________________________

2. After looking at the defi nition of GUERILLA in the dictionary, who do you think might have used guerilla tactics during the American Revolution?

______________________________________________________________________________________

______________________________________________________________________________________

3. The Thirteen Colonies were helped by other countries during the war. Do you think that they could have survived and defeated Britain on their own? Explain your answer.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

4. Match the words on the left to their meaning on the right.

1

2

3

4

5

6

A

B

C

D

E

F

tactics

defeated

weakened

fi ghting

bankrupt

satisfaction

not victorious

a struggle

the branch of military science dealing with detailed maneuvers to achieve objectives set

by strategy

a person, fi rm or corporation that has been declared insolvent

the contentment one feels when one has fulfi lled a desire, need or expectation

diminished

©A

me

rica

n Revo

lutiona

ry Wa

r CC

551144

Bosto

n Tea Party.....................

A reenactment of the Boston Tea Party

Help students gain a concrete understanding of the causes, outcomes and events surrounding the Korean and Vietnam Wars, gulf Wars, World Wars, and american Wars. We look at the background, causes, key figures, major battles, and how they affected people back home. Following this, students will learn about the background of the region, the origins of the conflict, and the parties and key figures involved with each war. Using simplified language and vocabulary, and written in a way that is easier for students to understand, each resource is comprised of reading passages, student activities, crossword, word search, and mini posters.

TAKE A PEEK INSIDE!

19

Written to

Common CoreState

Standards

Written to

Common CoreState

Standards


........................................................................

ccp SOCIAL STUDIESREGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4

North American governments series

CC5757 TITLE CC# # PAGES IWB • American Government CC5757 60 6 • Canadian Government CC5758 60 6 • Mexican Government CC5759 60 6 • Governments of North America Big Book (All 3 books combined) CC5760 170 18

Here is everything you need to know about the three very different governments in North america. Students will learn: What is government and why do we need it? What kinds of governments exist in North America today? How are governments elected? We present a clear understanding and compare the varied branches of the Federal Governments as well as how the different systems of checks and balances work. Using simplified language and vocabulary, our resources clearly explain the structures and functions of different levels of government.

World governments SeriesCC5761

CC5763

Resource Books

Compare all types of governments as well as historical and present world electoral systems and reform. Get the scoop on twelve of the most interesting World Political Leaders from the past century along with their global impact of today. Learn how a Democratic Government operates and compare historical and present world electoral systems and reform. Find out the differences between the Presidential and Parliamentary system of running a country and why Dictatorship governments still exist. Using simplified language and vocabulary, we discover the power of Governments, proponents and critics of Capitalism as well as the frameworks of State and Democracy.

TITLE CC# # PAGES IWB • World Political Leaders CC5761 60 6 • World Electoral Processes CC5762 60 6 • Capitalism vs. Communism CC5763 60 6 • World Politics Big Book (All 3 books combined) CC5777 170 18

Reproducible

TAKE A PEEK INSIDE!


...................

© World Political Leaders CC576129

Nelson Mandelaelson Mandela was the 11th President of South Africa. He is

most famous for being a political activist. He worked to end

apartheid.

The South African government did not allow equal rights for all of

their citizens. Mandela began fighting with the resistance against

the racism he saw. He was arrested twice. He was first put in jail for

treason. He was arrested for voicing his opinions. He was found not

guilty.

He was arrested a second time. This time, he was convicted of organizing an armed

attack against the government. He spent twenty-seven years in prison for standing up for

what he believed.

His story was famous, and eventually people from around the world put pressure on South

Africa. The people of the world wanted Mandela to be freed. The government had to give

him his freedom.

After getting out of prison, Mandela made bringing peace to his country his main focus. He

worked to give everyone the right to vote. His hard work paid off. He was the first President

of South Africa to win an election open to all citizens.

Mandela worked with many human rights groups after he left office. He also worked to

fight the AIDS epidemic in Africa. He has received the Nobel Peace Prize for his efforts to

help end apartheid in South Africa.

What was Mandela arrested for the first time?

STOP

N

© World Political Leaders CC576156

Before

After

...........Berlin Wall

NAME:

...................Before You Read

Capitalism vs. Communism CC576328

A Communist Political Economy

a) Countries

b) A period of ten years

c) Allowed

d) Broken into pieces

e) Came into being

1. Write each word from the list next to the correct meaning. Use a dictionary to help you.

permitted emerged decadefragmented nations

2. During the Cold War, Communism spread very quickly in Eastern Europe, Asia, and in Africa. Use the resources in your classroom to list three facts about the Cold War to share with your class.

a) __________________________________________________________________________

b) __________________________________________________________________________

c) __________________________________________________________________________

3. Use the resources in your classroom to identify three countries that have Communist political economies.

a) __________________________________________________________________________

b) __________________________________________________________________________

c) __________________________________________________________________________

NAME:

...................Before You Read

© Canadian Government CC575810

Kinds of Governments

a) exists when a nation has no government at all.

b) A(n) is a form of government with a ruler who inherits the position, rules for life, and holds all power.

c) In a , the supreme power is held by all the people and is used by them directly.

d) In a , all power is held by one person who may use force.

e) In a , voters choose their government representatives.

f) In a , the power of the ruler or monarch is limited by law.

2. Write down each kind of government in the correct box. Use the word list from Question 1 above.

1. Complete each sentence with a word from the list. You may use a dictionary to find the definitions.

dictatorship anarchy absolute monarchy direct democracy constitutional monarchy representative democracy

a) Total rule by one person, usually a king

or queen

d) Exists when a leader rules with absolute

power, usually by force

b) All citizens take part in suggesting and

making laws

e) Exists when a nation has no person or group in charge, and people can

do anything they wish

c) Voters choose representatives to act

in their interests

f) Government lead by a monarch whose

power is limited by law

Am

eric

an G

ove

rnme

nt CC

5757©

55

The Federal Go

vernment

..................

CONSTITUTION

Legislative Executive Judicial

Congress

House of Representatives

President Supreme Court

Vice-PresidentSenate

The U.S. Capitol The White House The Supreme Court

Capitalism vs. Communism CC5763

Globalization

59

..................

• Smallbusinessescangetaccesstoabiggermarket.

• Bigbusinessescan find cheaper materialsandworkers.

Global Partnerships

• Manyproductscanbemadecheaperifbusinessescanhuntforthebestprices.

• Consumersbenefit from lower prices.

Cheaper Prices

• Othercountrieshavetoworktogetherbecauseofpartnerships.

• Worldleaderswill have to find waystoworkwithothercountriesinordertoprotectbusinesses.

Interdependence

Benefits of Globalization

• Lossofjobs,especiallyintheUnitedStates

• TheUnitedStateshasasmallershareoftheworldmarket.

• UncertaintyaboutthefutureofGlobalization.

Drawbacks of Globalization

Globalization:Theincreasingglobalconnectivity,integration,andinterdependencewithintheeconomic,social,technological,

cultural,political,andecologicalenvironmentsthroughouttheworld.


Vocabulary Lists, Student Hand-outs, Graphic Organizer, Reading



Written to

Common CoreState

Standards

20

Written to

Common CoreState

Standards

SOCIAL STUDIES

Order: 1.800.663.3609

........................................................................


World Continents Series

CC5752

TITLE CC# # PAGES IWB • North America CC5750 60 12 • South America CC5751 60 12 • The Americas Big Book (2 books combined) CC5768 114 24 • Europe CC5752 60 12• Africa CC5753 60 12• Asia CC5754 60 12• Australia CC5755 60 12• Antarctica CC5756 60 12

take a trip to North america, south america, europe, africa, australia, asia, or even antarctica! Using the Five Themes of Geography, students will discover far away places and exotic lands. Learn what makes each continent unique, from the wilds of Australia’s Outback to the ancient Egyptian pyramids in Africa. Learn about the mistral winds in France, and the busy subways of Hong Kong. Our resources present geography concepts in simple language and vocabulary that makes learning a breeze. Save time with our information passages and ready-to-use activities for independent, small-group or whole-class learning. Each book includes 12 color maps.No hassles at the airport guaranteed, since you won’t even leave your classroom!

CC5753

TAKE A PEEK INSIDE!

Reproducible


...................

© Africa CC575313

Africa – Placehich features make Africa unique? Perhaps it is the wildlife we find there. Maybe its physical characteristics make

it unique. Perhaps it is the people of Africa, and where they have chosen to live, and the languages that they speak. Each of these features helps us better understand Africa and describe it as a place.

Africa is a continent of huge contrasts. While large cities can be found throughout the continent, some people continue to maintain their tribal customs and live as they have for thousands of years, preserving a unique way of life. Many people in Africa live near coastal areas, while others prefer the savanna regions, areas of grasslands and certain kinds of agriculture.

There are many important cities on all of Africa’s ocean coasts. They developed there because they had easy access to transportation and trade with other continents. The ports of northern Africa make travel to Europe very easy. East African ports provide an easy route to Asia. The harbors of western Africa provide access to North America and western Europe. The Suez Canal in Egypt provides a short cut from the Mediterranean Sea to the Indian Ocean.

W

The physical characteristics of Africa are many. There are huge rainforests at the Equator. There are vast plains in eastern Africa. There are tall mountains, deep valleys, and huge deserts in different parts of the continent. The world’s largest desert, the Sahara, covers northern Africa like a hot, sandy blanket.

Why have so many cities in Africa developed along its coastal areas?

STOP

NAME:

...................After You Read

© Europe CC5752

Human/Environment Interactions

19

Answer each question with a complete sentence.

Research, Extensions and Applications

3. How did the accident at Chernobyl have a negative affect on the environment? Use examples from the reading in your answer.

4. What kinds of actions can people take to help protect the environment as we interact with it?

5. What kinds of programs does your school, town, or city have that were chosen because they help protect the environment? Circle which you will be researching.

my school my neighborhood my town my city

Complete a chart like the one below to help you collect your information.

When you have finished, create a brochure showing all the programs in your chosen area. Share the brochure with your class.

6. What things can you do at home to help better protect the environment? List them below.

7. Many agencies have been created to help protect the wildlife around us. Here are just a few:

World Wildlife Fund (WWF) Ducks UnlimitedThe American Society for the Prevention of Cruelty Against Animals (ASPCA)

Research one of these agencies. Find out what it does to help protect animals from harm. Share your findings with your class.

My ________________’s Programs How they help protect the environment

TAKE A PEEK INSIDE!

Full set of color MAPS in EVERY BOOK

Written to

Common CoreState

Standards

21

Written to

Common CoreState

Standards

World Connections Seriesexplore all that brings the world together with the impacts of Globalization. We use simplified language and vocabulary as we look at the debates and issues surrounding Culture, Society and Globalization, and how civil matters and lifestyle choices are affected. We explore the topics centered on immigration, outsourcing, nationalization and privatization, and the protection of intellectual property, by examining such themes as the history of currency and economic globalization, the Great Depression, international commercial law, multinational corporations, and foreign direct investment. Finally, become aware of the solutions and problems caused by technology and how it helps people function by discovering the process of Technology and Globalization.

TITLE CC# # PAGES IWB • Culture, Society & Globalization CC5782 60 6 • Economy & Globalization CC5783 60 6 • Technology & Globalization CC5784 60 6 • Globalization Big Book (All 3 books combined) CC5785 170 18

........................................................................View sample pages @ www.classroomcompletepress.com

CC5782

CC5784

NAME:

...................After You Read

© Technology & Globalization CC578418

Communications Technology1. Fill in each blank with the correct word, phrase, or number from the reading.

a) One of the fi rst and most basic forms of communications technologies was the development of _____________________.

b) Until the invention of the __________________________, all printed communications, even books, had to be copied by hand.

c) Early forms of postal service were found in the ancient world in places like Egypt and China as early as the _____________________________.

d) Development in ______________________________ allowed signals to be transmitted over wire.

e) The development of ____________________________ of information allowed for the development of radio and television.

2. Use the words below to fi ll in the timeline of communications technologies. Then, write a sentence about how each technology changed people’s ability to communicate.

US Postal Service begins fi rst telephones hieroglyphics digitized information

a

b

c

d

4,100 B.C.E.

1775

1870s

1900s

© Globalization CC5785

............................Globalism and Health

Global Impactsof the

Western Diet

Asthma Heart Disease Obesity

Pandemics & Epidemics

West Nile Virus Foot & Mouth Disease Swine Flu

154

Each book includes: - Teacher’s Guide

- Assessment Rubric

- Vocabulary Lists

- Student Hand-outs

- Reading Passages

- Comprehension Quiz

- Crossword & Word Search

- Easy Marking Answer Key

- Mini Posters/IWB Downloads


ccp SOCIAL STUDIES

Resource Books

TAKE A PEEK INSIDE! Color Mini Posters included.

NAME:

...................After You Read

© Culture, Society & Globalization CC578228

1. Use the words in the box to answer each question.

tourism economy congestion

dependent resources indigenous

a) What are air, water, and food?

b) What is the system of money and goods?

c) What are people who are native to a certain region called?

d) What is travel for fun or personal interest?

e) Which term means having to rely on something for support?

f) Which word describes an excessive amount of people in one place?

Globalism and Tourism

2. Put a check mark (¸) next to the answer that is most correct.

a) How many people have traveled internationally by the 1950s?

A 1 million

B 25 million

C 50 million

D 700 million

b) How many people traveled internationally in the year 2000?

A 1 million

B 25 million

C 50 million

D 700 million

© Culture, Society & Globalization CC578255

..............Silk Road

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rsTAKE A PEEK INSIDE!

REGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4Reproducible

Written to

Common CoreState

Standards

22

............................................................................

STUDENT HANDOUTSChapter Activities. For each chapter there are BEFORE YOU READ activities and AFTER YOU READ activities.

Writing Tasks, Graphic Organizers and Hands-on Activities are included to further develop students’ critical thinking and writing skills, and analysis of the text.

COLOR MINI POSTERSColorful Mini Posters are included in every book.

EZEASY MARKING™ ANSWER KEYMarking students’ worksheets is fast and easy with our Answer Key. Answers are listed in columns – just line up the column with its corresponding worksheet, as shown, and see how every question matches up with its answer!

Each Book Contains:


About Our BOOK CONTENT

TAKE A PEEK INSIDE!

TEACHER GUIDE Information and tools for the teacher presented with clear instructions and colorful graphics. Including: Assessment Rubric, Comprehension Quiz, Word Searches, Vocabulary Lists.

©


Simple Machines CC45106

BLOOM’S TAXONOMY:6 LEVELS OF THINKING

*Bloom’s Taxonomy is a widely used tool by educators for classifying learning objectives, and is based on the work of Benjamin Bloom.

Bloom’s Taxonomy* for Reading ComprehensionThe activities in our resource engage and build the full range of thinking skills that are essential for students’ reading comprehension and understanding of important science concepts. Based on the six levels of thinking in Bloom’s Taxonomy, and using language at a remedial level, information and questions are given that challenge students to not only recall what they have read, but move beyond this to understand the text and concepts through higher-order thinking. By using higher-order skills of application, analysis, synthesis and evaluation, students become active readers, drawing more meaning from the text, attaining a greater understanding of concepts, and applying and extending their learning in more sophisticated ways.

Our resource, therefore, is an effective tool for any Science program. Whether it is used in whole or in part, or adapted to meet individual student needs, our resource provides teachers with essential information and questions to ask, inspiring students’ interest, creativity, and promoting meaningful learning.

LEVEL 6Evaluation

LEVEL 5Synthesis

LEVEL 4Analysis

LEVEL 3Application

LEVEL 2Comprehension

LEVEL 1Knowledge

Bloom’s TaxonomyOur resource is an effective tool for any SCIENCE PROGRAM.

Vocabularycompound machine

effort distance

effort force

energy

exert

force

friction

fulcrum

gravity

inclined plane

joule

kinetic energy

lever

machine

meter

metric system

motion

newton

pivot

potential energy

power

pulley

resistance distance

resistance force

screw

simple machine

thread

watt

wedge

wheel and axle

work

..................

Global Warming: Reduction CC5771

Before You Teach

©

Introductionrovide your students an insight into the science of the atmosphere and the

effects of humanities actions on the Earth system. Global warming is an important topic for students to understand scientifi cally. It has become a frequent topic in the news and civic discussions. Students need to acquire a scientifi c understanding of the role of human activities with regards to changes in the atmosphere in order to make informed decisions about products and lifestyle choices that affect the Earth system. A scientifi c perspective on climate change will also help students separate fact from fi ction in popular accounts of global warming.

How Is Our ResourceOrganized?STUDENT HANDOUTSReading passages and activities (in the form of reproducible worksheets) make up the majority of our resource. The reading passages present important grade-appropriate information and concepts related to the topic. Included in each passage are one or more embedded questions that ensure students are actually reading and understanding the content.

For each reading passage there are BEFORE YOU READ activities and AFTER YOU READ activities. As with the reading passages, the related activities are written using a remedial level of language.

• The BEFORE YOU READ activities prepare students for reading by setting a purpose for reading. They stimulate background knowledge and experience, and guide students to make connections between what they know and what they will learn. Important concepts and vocabulary from the reading passage are also presented.

• The AFTER YOU READ activities check students’ comprehension of the concepts presented in the reading passage and extend their learning. Students are asked to give thoughtful consideration of the reading passage

5

through creative and evaluative short-answer questions, research, and extension activities.

Writing Tasks are included to further develop students’ thinking skills and understanding of the concepts. The Assessment Rubric (page 4) is a useful tool for evaluating students’ responses to many of the activities in our resource. The Comprehension Quiz (page 48) can be used for either a follow-up review or assessment at the completion of the unit.

PICTURE CUESOur resource contains three main types of pages, each with a different purpose and use. A Picture Cue at the top of each page shows, at a glance, what the page is for.

Teacher Guide • Information and tools for the teacher Student Handouts • Reproducible worksheets and activities

Easy Marking™ Answer Key • Answers for student activities

EASY MARKING™ ANSWER KEYMarking students’ worksheets is fast and easy with this Answer Key. Answers are listed in columns – just line up the column with its corresponding worksheet, as shown, and see how every question matches up with its answer!

Teacher GuideOur resource has been created for ease of use by both TEACHERS and STUDENTS alike.

EZ

P

Every question matches up with its answer!

EZ

9 10 12 1514

2.

1.

a) how greenhouse gas emissions change and how Earth’s system responds to changing temperatures

b) they will make it rise faster

3.

11

Answers will vary1.

2.

B1

2

3

4

5

D

A

G

C

8 E

7 F

6 H

fuels made from the remains of plants

that lived millions of years ago

a type of alternative fuel made from

plants

13

a) solar cells

b) hydroelectric

c) alternative fuels

d) biofuels

e) fuel cells

f) wind turbines

1.

2.

a) alternative fuels release less greenhouse gases and pollution; fossil fuels will run out

b) solar, wind, hydroelectric can provide electricity; biofuels, fuel cells can power vehicles.

3.

a) FALSE

b) FALSE

c) TRUE

d) TRUE

e) FALSE

a) A✔

b) D✔

c) B✔

a) coal oil

gasoline

b) biofuel hydrogen

wind hydroelectric

solar

© Global Warming: Reduction CC57719

NAME:

...................After You Read

How Warm Will Earth Get?

2. Put a check mark ( ) next to the answer that is most correct.a) Which change could lead to faster rise in Earth’s average temperature?

A melting polar ice caps

B lower greenhouse gas emissions

C faster evaporation of ocean water

D more clouds in Earth’s atmosphere

b) In which period of time has Earth’s average temperature been rising?

A several thousand years

B several million years

C several centuries

D several decades

c) Which characteristic of clouds leads to cooling of Earth’s atmosphere?

A they bring rain

B they reflect light

C they move quickly

D they are made of water

a) The concentration of greenhouse gases in the atmosphere has remained

the same for several decades. TRUE FALSE

b) If people lower greenhouse gas emissions, then Earth’s average

temperature will go down. TRUE FALSE

c) If people could stop all greenhouse gas emissions, Earth’s average

temperature would continue to rise slowly. TRUE FALSE

d) Negative feedback responses may act to balance changing temperatures. TRUE FALSE

e) Melting icecaps will create a negative feedback. TRUE FALSE

1. Circle the word TRUE if the statement is TRUE or Circle the word FALSEif it is FALSE.

© The Paper Bag Princess CC2101

Story Makeover..................

55

PRETEND YOU ARE THE AUTHOR OF THE STORY. THERE ARE SOME THINGS YOU LIKE AND DON’T LIKE ABOUT IT.

• You want to CHANGE TWO things in the story. What are they?

• There are TWO things you DON’T want to change. What are they?

• There are TWO things you will ADD to the story. What are they?

Write your answers below.

Things to Change

1 2

Things to Add

1 2

Things NOT to Change

1 2

©M

otio

n CC

450955

Human27 mph

Grizzly Bear30 mph

Killer Whale34 mph

Greyhound39 mph

Pronghorn Antelope61 mph

Cheetah65 mph

................A

nimal Speeds

NAME:

...................After You Read

© Global Warming CC577276

1. Match the term on the left to its defi nition on the right. You may use a dictionary tohelp you.

A1

B2

C3

D4

E5

F6

malaria a condition in which the body temperature rises dangerously high

intestine harmful disease passed to humans by mosquitoes

pollutant from the Sun

ozone a substance that harms people or wildlife

heat stroke part of the digestive system that allows nutrients from food to pass into the blood stream

solar a gas that can cause lung damage if breathed

2. In the table below, name and describe four major risks to human health due to global warming.

Health Risk Description

Climate and Human Health

NAME:

...................After You Read


Invasion of Kuwait


if it is FALSE.

a) Unlike its larger neighbor, Iraq, Kuwait is a desperately poor country.

TRUE FALSE

b) Kuwait has been an independent country since 1812.

TRUE FALSE

c) Iraq and Kuwait had once been a part of the Ottoman Empire.

TRUE FALSE

d) Iraq earned millions of dollars because of their war with Iran.

TRUE FALSE

e) By the end of its war with Iran, Iraq’s army had shrunk to almost nothing.

TRUE FALSE

3. We have already encountered the names of a number of countries and empires. Circle the ones below that have already played a part in our story.

Iran Ottoman Empire Russia United States Saudi Arabia

2. Number the events from 1 to 5 in the order they happened in leading to the invasion of Kuwait.

a) The war between Iran and Iraq fi nally ends after eight years.

b) Kuwait becomes an independent country.

c) Iraqi troops invade Kuwait.

d) Saddam Hussein accuses Kuwait of “slant drilling” and stealing Iraq’s oil.

e) Kuwait becomes the largest exporter of oil in the Persian Gulf.

Num

be

r the Sta

rs RH

2506© EZ

29 30 31 32 3433

a) She crawled to the house

b) She made up a picnic basket for

Annemarie to take

Answers will vary

For comfort

Answers will vary

Answers will vary

1.

2.

1.

Answers will vary

Peter’s attempt at encouraging

Annemarie by re-minding her of their

past relationship

Answers will vary

Answers will vary

The way they con-ducted themselves

Possible answer: Mama’s presence was unaccounted

for

2.

3.

4.

1.

1.

2.

Answers will vary

Answer will vary

1.

2.

Vocabulary

a) Johansen

b) ankle

c) 4:30

d) package

e) Henrik

f) Annemarie

g) apple

h) cheese

i) bread

j) story

k) dangerous

l) blueberry

m) business-like

n) Ingeborg

o) rustling

p) soldiers

q) dogs

3.

Answers will vary

Answers will vary

All sentences will

vary;

The meaning of

the word should

be clear in the

sentence

1.

2.

Vocabulary

2.

a) blankets

b) quiet

c) Henrik

d) Inge

e) Sweden

f) pride

a) sweater

b) food

c) Ellen

d) sea

e) Papa

f) Mama

5.

6.

1. a

2. c

3. d

4. b

5. d

a) b)

c) d)

C A

C A

4 4

4 4

4.

5.

30

f) Mama

NAME:

...................After You Read

Number the Stars CC2506© 30

Part A

1. Complete the paragraph by filling in each black with the correct word from the chapter.

a) The coffin contained folded ____________________ and articles of clothing.

b) Peter gave the baby some drops to make sure that she remained ____________________ .

c) Peter gave Mr. Rosen a package to give to ____________________ .

d) Annemarie noticed that Peter was now calling her mother, “____________________”.

e) Uncle Henrik was going to take them in his boat across the sea to ____________________ .

f) Annemarie realized that the Rosens had not left everything behind them in Copenhagen, for they still had their ____________________ .

Ellen Mama sweater food sea Papa

2. Use the words in the list to answer each question.

a) What did Mrs. Johansen give to the baby’s mother that belonged to Kirsti?

b) Each person was given a small packet containing what?

c) Who promised Annemarie that she would come back someday?

d) Annemarie knew that Mrs. Rosen was very frightened of this. e) This person would probably be back home worrying.

f) The shape lying on the earth was?

Chapters Eleven and Twelve

30

Regular & Remedial Education Grades PK-12

Curriculum Resource BooksA unique system of resources

that is sure to ignite CLASSROOM TEACHING!

Easy MarkingTM

Answer Key

Every question matches up with its answer

BONUS PAGES TO FREELY DOWNLOAD!

"6 Additional Worksheets"

23

........................................................................

About Our INTERACTIVE DIGITAL CONTENT

For use on Mac's, PC's, Projectors, and InteractiveWhiteboards

Before You Read(Ideal for differentiated learning)

Reading Passages(Curriculum content based on

Bloom's Taxonomy)

Reading Passages(Content - Common Core

State Standards)

Interactive GamesVocabulary Flash Cards Printables

Word SearchesCrosswords Memory Match Games

Each sofware box

includes: - Teacher’s

Guide

- Assessment Rubric

- Vocabulary Lists

- Student Hand-outs


- ReadingPassages

- Pre-Assessment Questions

- Interactive Apps

- Extension Activities

- Printables

- Video

- Audio*

Content in every ready-made LESSON PLAN

READY-MADE LESSON PLANS Teacher's love our systematic teaching pedagogy included in every IWB chapter.

• Pre-assessment Questions• Vocabulary Flash Cards• Curriculum Reading Passages• After You Read Assessment• Engaging Apps, Printables• Extension Activity Games

IWB

CompatibleWith Any

SMART Notebook & FLASH formats in every box

Projectors, and Interactive

S

English and Spanish

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From

$ 39.95

classroom complete press catalog 2015

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