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REGULAR & REMEDIAL EDUCATIONGrades PK-8

• MATHEMATICS

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Resources To Inspire Young People™

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PK-8 Language Arts Bundle (640 Screen Pages) 3-8 Science Bundle (720 Screen Pages) PK-8 Mathematics Bundle (1,200 Screen Pages)PK-8 Language Arts & Science Bundle (1,360 Screen Pages) PK-8 Language Arts & Mathematics Bundle (1,840 Screen Pages)PK-8 Science & Mathematics Bundle (1,920 Screen Pages)PK-8 Language Arts, Science & Mathematics Bundle (2,560 Screen Pages)

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Interactive Apps Printables Memory Match Games

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ALL LICENSES - The right to install and use our software product on an unlimited amount of computers and IWBs in one domain. Also unlimited use by teachers and students on personal computers who attend the same domain. Software masters will be delivered to each domain at no additional cost for installation on server or individual computers. Lifetime upgrades are included in pricing.

Language Arts Bundle Titles Grades PK-2 High Frequency Sight Words Grades PK-2 High Frequency Picture Words Grades 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 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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Crosswords

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

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- Crossword

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High Frequency Sight Words iPad App

Simple Machines iPad App

Reading Comprehension iPad App

How to Write an Essay iPad App

How to Write a Paragraph iPad App

Circulatory, Digestive & Reproductive iPad App

Students will identify 178 Dolch Sight Words using real life pictures as an aid. Interactive Graphic Organizers are included. Grades PK-2

Explore Levers, Inclined Planes, Wedges, Screws, Pulleys, and Wheel & Axles. Find out how simple machines work together to create compound machines. Grades 3-8

Important concepts includes context clues, determining the main idea, and understanding inferences. Interactive Graphic Organizers are included. Grades 3-8

Learn about the four most common types of essays: Descriptive, Narrative, Informative and Persuasive. Interactive Graphic Organizers are included. Grades 3-8

Students will learn how the topic, supporting, and summary sentences come together to form a paragraph. Interactive Graphic Organizers are included. Grades 3-8

Finish up your journey through the human body by traveling through the vein, arteries, heart, stomach, kidneys, and intestines. Grades 3-8

Try the firstChapter

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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.

oVeRHead tRanSPaRenCIeS Colorful overhead transparencies are included in every book. Each can also be downloaded to use on a SMArT Board™ for teacher-led activities and/or photocopied for use as student worksheets.

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: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

©

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

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

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

© Persian Gulf War (1990 – 1991) CC550824

Invasion of Kuwait

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

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.

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

BONUS PAGES TO FREELY DOWNLOAD! •6AdditionalWorksheets •OverheadTransparencies

Regular & Remedial Education Grades PK-8

Curriculum Resource Books

A unique system of resources that is sure to ignite ClAssroom teAChing!

Answer Key

Every question matches up with its answer




4

ccp About Our BOOK CONTENT

About Our INTERACTIVE WHITEBOARD CONTENT

IWB SoftwareDigital Lesson PlansComputers & Projectors too!

For use on all brands of Interactive Whiteboards

Before You Read(Ideal for differentiated learning)

Reading Passages(Curriculum content based on

Bloom's Taxonomy)

Reading Passages(Content - Common Core

State Standards)

Interactive AppsVocabulary Flash Cards Printables

Word SearchesCrosswords Memory Match Games

Each software box

includes: - Teacher’s

Guide

- Assessment Rubric

- Vocabulary Lists

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- Graphic Organizers

- ReadingPassages

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- Interactive Apps

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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

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SMART Notebook & FLASH formats in every box

Compatible With:



......................................................................5


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

Resource BooksREGULAR EDUCATIONGrades PK-2, 3-5 or 6-8

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 Overhead/IWB Downloads.

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 awell-rounded lesson for students. 60 pages.

©

NAME:

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

Algebra CC31071�

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

=

=


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

TAKE A PEEK INSIDE!

Reproducible

YOUR PRICE: $895 US/$999 CDN $2995 US/$3399 CDN BIG BOOK

YOUR PRICE: $895 US/$999 CDN $2995 US/$3399 CDN BIG BOOK

YOUR PRICE: $1495 US/$1699 CDN

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.

6

View sample pages @ www.classroomcompletepress.com

ccpAll Content isAligned to the


MATHEMATICS

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

NEW!

Enhance your student’s learning experience with our highly compelling and engaging Digital Lesson Plans.

Five Strands of Math Series Big Box • Number & OperatiONs Place value, patterning, evaluating, number lines, graphs and mathematical sentences.• algebra Simplifying and graphing, solving equations, creating, simplifying scientific notation and patterning.• geOmetry Two and three dimensional shapes, volume, area, coordinating points.• measuremeNt Length, width, height, weight, capacity, perimeter, area, angle measurements, time and money.• Data aNalysis & prObability Collect, 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

SINGLE-USER: $12995 US/$14999 CDN6-USER: $58475 US/$58475 CDN30-USER: $179900 US/$179900 CDN

TITLE• Five Strands of Math PK-2 (1285 Task & Drill Problems)• Five Strands of Math 3-5 (1655 Task & Drill Problems)• Five Strands of Math 6-8 (2155 Task & Drill Problems)

SINGLE-USERCC7315

CC7316

CC7317

6-USERCC7315V

CC7316V

CC7317V

30-USERCC7315X

CC7316X

CC7317X

Written to

NCTM &CCSSM Standards

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.

Compatible With:

IWB SoftwareComputers & Projectors too!

7




MATHEMATICS

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

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.

CC4508 CC4509 CC4510 CC4511 - Big Book

TAKE A PEEK INSIDE!

REGULAR & REMEDIAL EDUCATIONGrades 5-8 readING LeVeLs 3-4


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 & 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

Resource Books

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

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

Passages, Comprehension Quiz, Crossword & Word Search, Easy

Marking Answer Key and Overhead/IWB Downloads.

Reproducible

Big Box: $7995 US/8999 CDNBig Box: $35970 US/40194 CDNBig Box: 113850 US/128970 CDN


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TITLE• Force• Motion• Simple Machines• Force, Motion & Simple Machines - Big Box (All 3 CDs combined)

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YOUR PRICE$1495 US/$1699 CDN$1495 US/$1699 CDN$1495 US/$1699 CDN

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TITLE• Force• Motion• Simple Machines• Force, Motion & Simple Machines Big Book (All 3 books combined)

Compatible With:


8




SCIENCE

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

Resource Books



Human body Series

Enhance your middle school curriculum with our comprehensive resource that studies all Human Body Systems. 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

IWB

CompatibleWith Any

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

TITLE• Cells, Skeletal & Muscular Systems• Senses, Nervous & Respiratory Systems• Circulatory, Digestive & Reproductive Systems• Human Body Big Box (All 3 CDs combined)

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SCIENCE

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

Climate Change Series

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

TAKE A PEEK INSIDE!

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. We take a critical look from a scientific perspective on the changing climate and what it means for the future. We also look at rising sea levels and altered patterns of weather and agriculture which are cited as direct consequences of Global Warming. Finally we look at creative ways to reduce human consumption and output of waste, all in an effort to help clean up our planet.



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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

Reproducible

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ENVIRONMENTAL STUDIES

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

Resource Books REGULAR & REMEDIAL EDUCATIONGrades 5-8 readING LeVeLs 3-4

TAKE A PEEK INSIDE!Carbon Footprint Series

CC5781 - Big Book

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

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

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


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

fish float tosurface

Oxygen-deprived

Fresh

During the spring, sun-heated freshwater runoff from the River creates a barrier layer in the Gulf, cutting off 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

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ENVIRONMENTAL STUDIES

......................................................................12



space & beyond Series

CC4514

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$2995 US/$3399 CDN

TITLE• Solar System• Galaxies & The Universe• Space Travel & Technology• Space Big Book (All 3 books combined)

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. Budding astronomers will be thrilled to learn about the Milky Way Galaxy, Black Holes, Nebulae, and even Quasars!

Ecology & The Environment Series

CC4501

Matter & Energy Series

CC4504

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.

TAKE A PEEK INSIDE!

NAME:

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

©© The Solar System CC451218

The Outer Planets1. Pluto used to be considered an outside planet but has since lost its status. What do you

know about this? Do you have an opinion on it? Write a response in your notebook that

answers these questions. Make some predictions about the reason why Pluto is not a real

planet any more.

2. For each of the words listed below, fi nd a synonym from the word bank. Remember that

a synonym is a word that has the same meaning.

a) zone

b) belt

c) giant

d) gas

e) dwarf

f) orbit

g) rotate

h) geyser

i) spot

3. Label the diagrams below with terms from the following list:

rotate orbit ring spot

a) b) c) d)

Word Bank

little area

band spin

hoop encircle

vapor mark

huge spring

©Sp

ac

e Tra

vel &

Tec

hnolo

gy C

C4514

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Ima

ge

co

urtesy o

f NA

SA

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

Co

nstruction o

f the Internatio

nal Space Station

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







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Resource Books


Common CoreState StandardsReproducible

SCIENCE

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

LANGUAGE ARTS

Resource Books

CC1110 CC1111 CC1113 CC1114

REGULAR EDUCATIONGrades PK-2

Sight & Picture Words SeriesWord Families Series

TAKE A PEEK INSIDE!

Increase vocabulary, sight word recognition and comprehension as you help your students identify the correct pronunciation of short and long vowel phonograms (word families) using real life pictures as an aid. We also highlight the “Dolch” high frequency words, which encourage beginner reading skills and increase vocabulary, sight word recognition and comprehension as you help your students identify the correct pronunciation of short and long vowel phonograms (word families) using real life pictures as an aid.

© HIgh-Frequency Picture Words CC111412

NAME:

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

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.

© Word Families - Short Vowels CC11101�

NAME:

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

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

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.

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

TITLE• Word Families: Short Vowels• Word Families: Long Vowels

• Word Families: Vowels Big Book (2 books combined)

• High Frequency Sight Words

• High Frequency Picture Words

• Sight & Picture Words Big Book (2 books combined)

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• High Frequency Picture Words

• Sight & Picture Words Big Box (2 CDs combined)

Compatible With:


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

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 practice what they have learned. The learning objectives are based on Bloom’s Taxonomy and you can also use this material to supplement your present writing program and to evaluate independent student work.





TAKE A PEEK INSIDE!

1�

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:

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?

How?

How did it happen?

When? (time)

When did the problem happen?

Who?Who are the characters?

A. Major and B. Minor

What?What is the problem?

Why?

Why did this happen?

Main Idea:



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TITLE• How to Write a Paragraph

• How to Write a Book Report

• How to Write an Essay

• Master Writing Big Box (3 CDs combined)

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LANGUAGE ARTS

IWB

CompatibleWith Any

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

TITLE• Reading Comprehension• Literary Devices• Critical Thinking• Master Reading Big Book (All 3 books combined)

CC#CC1116CC1117CC1118CC1119

# PAGES606060170


$2995 US/$3399 CDN

Resource Books







reading skills series

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. The learning objectives are based on Bloom’s Taxonomy and you can also use this material to supplement your present writing program and to evaluate independent student work.

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.)

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



TITLE• Reading Comprehension

• Literary Devices

• Critical Thinking

• Master Reading Big Box (3 CDs combined)

SINGLE-USERCC7108

CC7109

CC7110

CC7111

6-USERCC7108V

CC7109V

CC7110V

CC7111V

30-USERCC7108X

CC7109X

CC7110X

CC7111X

Compatible With:


15




LANGUAGE ARTS

PAPERBACK NOVEL

PAPERBACK NOVEL

REGULAR EDUCATIONGrades 1-2, 3-4, 5-6 or 7-8

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™

Grades 1-2

CC2103

Literature Kits™

Grades 7-8

CC2704

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 organizer transparencies are included in each Literature Kit™. 55 pages each.

All activities engage the student and build the full range of thinking skills that are essential for students’ reading comprehension. The vocabulary and comprehension questions are always worded and graded appropriately. 55 pages each.

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

Each book includes: - Teacher’s Guide

- Assessment Rubric

- Vocabulary Lists

- Student Hand-outs


- Reading Passages

- Comprehension Quiz

- Crossword & Word Search

- Easy Marking Answer Key

- Overhead/IWB Downloads

❂ newbery Winner

TITLE• Grades 1-2• Grades 3-4• Grades 5-6• Grades 1-6 Big Book (All 3 books combined)

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TITLE• Curious George• Paper Bag Princess• Stone Soup• The Very Hungry Caterpillar• Where The Wild Things Are

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• Cheaper By The Dozen• The Miracle Worker• The Red Pony• Treasure Island• Romeo & Juliet• Crispin: The Cross of Lead ❂

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16

ccp LANGUAGE ARTS

Reproducible

PAPERBACK NOVEL

Resource Books REGULAR EDUCATIONGrades 3-4 or 5-6

Literature Kits™

Grades 3-4

CC2301

CC2519

CC2313

CC2525

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.Literature Kits™

Grades 5-6TAKE A PEEK INSIDE!

Each book includes: - Teacher’s Guide

- Assessment Rubric

- Vocabulary Lists

- Student Hand-outs


- Reading Passages

- Comprehension Quiz

- Crossword & Word Search

- Easy Marking Answer Key

- Overhead/IWB Downloads

❂ newbery Winner Reproducible

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PRICE$399 US/$599 CDN$699 US/$875 CDN$699 US/$799 CDN$650 US/$999 CDN$599 US/$750 CDN$699 US/$899 CDN$650 US/$799 CDN$650 US/$899 CDN$599 US/$799 CDN$650 US/$799 CDN$499 US/$899 CDN$599 US/$750 CDN$699 US/$799 CDN$699 US/$799 CDN$599 US/$799 CDN$599 US/$899 CDN$699 US/$799 CDN$699 US/$899 CDN$699 US/$999 CDN$699 US/$799 CDN$699 US/$750 CDN$799 US/$899 CDN$699 US/$799 CDN$699 US/$799 CDN$699 US/$799 CDN$699 US/$875 CDN$699 US/$999 CDN

TITLE• Black Beauty• Bridge to Terabithia ❂• Bud, Not Buddy ❂• The Egypt Game ❂• The Great Gilly Hopkins ❂• Holes ❂• Number the Stars ❂• The Sign of The Beaver ❂• The Whipping Boy ❂• Island of The Blue Dolphins ❂• Underground to Canada• Loser• The Higher Power of Lucky ❂• Kira-Kira ❂• Dear Mr. Henshaw ❂• The Summer of The Swans ❂• Shiloh ❂• A Single Shard ❂• Hoot ❂• Hatchet ❂• The Giver ❂• The Graveyard Book ❂• NEW! The View From Saturday ❂• NEW! Hattie Big Sky ❂• NEW! When You Reach Me ❂• NEW! Criss Cross ❂• NEW! A Year Down Yonder ❂

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vw

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TITLE• Babe: The Gallant Pig• Because of Winn-Dixie ❂• The Tale of Despereaux ❂• James and The Giant Peach• Ramona Quimby, Age 8 ❂• The Mouse and The Motorcycle• Charlotte's Web ❂• Owls in The Family• Sarah, Plain and Tall ❂• Matilda• Charlie & The Chocolate Factory• Frindle• M.C. Higgins, the Great ❂• The Family Under the Bridge ❂

PAPERBACK NOVEL

......................................................................17


LANGUAGE ARTS

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


World Conflict Series

CC5505

CC5509

Resource Books

Help students gain a concrete understanding of the causes and outcomes of the Korean and Vietnam Wars as well as the events of the first and second Gulf Wars. We look at the background, causes, major battles, and key figures of the Korean and Vietnam Wars, 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 the Persian Gulf War and the Iraq 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 overheads.

CC5506CC5508

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.


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

CC#CC5505CC5506CC5507

# PAGES6060114

YOUR PRICE$1495 US/$1699 CDN$1495 US/$1699 CDN $2295 US/$2599 CDN

TITLE• Korean War• Vietnam War• Korean & Vietnam Wars Big Book (2 books combined)

CC#CC5508CC5509CC5510

# PAGES6060116


TITLE• Persian Gulf War (1990-1991)• Iraq War (2003-2010)• Gulf Wars Big Book (2 books combined)

TAKE A PEEK INSIDE!

NAME:

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

© The Korean War CC550533

The Air War1. Circle the words that do not belong in the groupings found below.

Aircraft Carrier Helicopter Bombers Tank

Land Air Water Mountains

Food Medical Supplies Ammunition Parachute

2. Unscramble the words below:

CKINHVOLA

VELYAKVO

NSEALP

GTTSARE

IBBGNSMO

WNOLF

EEHSBNA

3. When it came to the “Air War” in Korea there were some very important fi rsts that changed the way future wars were fought. Can you name some of these very

important fi rsts?

4. Air superiority is very important in a war. Can you explain what it means to have air

superiority? Why is it important to have air superiority? Give some reasons.

©K

ore

an a

nd V

ietna

m W

ars C

C5507

103

The Ko

rean War M

emo

rialW

ashington

, D.C

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

ReadinG PassaGeNAME:

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

© Iraq War (2003 – 2010) CC550919

The United States and other Western nations knew that Osama bin Laden was the leader of the terrorist group that carried out the 9/11 attacks. Bin Laden was a millionaire from Saudi Arabia whose headquarters was believed to be in Afghanistan.

However, President George W. Bush made it known that Saddam Hussein and his Iraqi government were suspected of supporting terrorist groups such as al-Qaeda. In a 2002 speech Bush called Iraq a member of the “axis of evil” – along with Iran and North Korea. He also began to publicly call for military action to be taken against Iraq. He told people in the United States and around the world that he believed Iraq was manufacturing weapons of mass destruction (poisonous gas, nuclear bombs) and that Saddam Hussein was supporting al-Qaeda. The American government said that they had evidence that Iraq had large stockpiles of chemical weapons and was actively seeking materials to make nuclear weapons.

Many countries in Europe and elsewhere in the world did not support America’s call for military action. Countries such as France, Germany, and Russia suggested that more time should be given for the weapons inspectors to go through the questionable sites in Iraq.

Iraq finally let the weapons inspectors back into the country in November 2002. After three months of inspections no weapons of mass destruction had been found. However President Bush and his government still did not consider Hussein to be completely cooperative, and the path to war seemed unstoppable.

World Terrorism

Do you think President Bush’s reasons for going to war were convincing?


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

© 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

©Ira

q W

ar (2003 – 2010) C

C5509

58

U.S. Tro

ops o

n Patrol

Iraq, 200

7..........................

18




SOCIAL STUDIES

Reproducible

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

REGULAR & REMEDIAL EDUCATIONGrades 5-8 readING LeVeLs 3-4Resource Books

World Conflict Series

CC5500

CC5502

CC5501

the american revolutionary War was one of the most important events in united states history, where Britain’s thirteen colonies established in North America gained independence and became their own country. The American Civil War was a watershed event, causing years of war and terrible destruction, but also signaling the last time an individual state ever seceded, and more importantly, the end of slavery. WWI and WWII were terrible, expensive and tragic wars that changed the course of history. Find out the background and causes that led to these wars, and why each raged on for years. Major battles, methods and weapons of war, and final outcomes are all explored.

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

TAKE A PEEK INSIDE!

Reproducible

NAME:

...................ReadinG PassaGe

© American Civil War CC550012

Major Figureshere were many important people in the Civil War. Below are some of the individuals who were considered to be the major figures in the Civil War.

Abraham Lincoln was born in Kentucky on February 12, 1809. Although he came from an undistinguished family, Lincoln worked hard to receive an education. He was extremely ambitious and received a law degree. He married Mary Todd and had four children, although only one survived to be an adult.

He ran for Senator in 1858 but lost to a man named Stephen A. Douglas. Even though he lost, he gained national recognition for his ability to speak in public. In 1860 he became President. He worked hard and built up the Republican Party. On January 1, 1863 he issued his famous Emancipation Proclamation.

In 1864 Lincoln won re-election. With the end of the war near, he encouraged those fighting in the south to surrender. He worked to promote peace. On Friday, April 14, 1865 Abraham Lincoln was assassinated. He is remembered as being a kind person.

uring the Civil War, Ulysses S. Grant was the General of the Union army. He was born in 1822 to a family from Ohio. As a young man, Grant attended West Point even though he did

not really want to attend school. When the Civil War started, Grant was working in Illinois at his family’s leather store. He became the leader of a volunteer regiment and got the regiment ready for service. Within a year, Grant became Brigadier General of the volunteers. In February 1862 President Lincoln promoted Grant to Major General of volunteers. Two years later, due to his strong ability to fight and lead, he was appointed General-in-Chief.

Grant fought against many Confederate forces including General Robert E. Lee who surrendered to Grant in 1865. Grant became President of the United States in 1868. He was considered an obvious choice for president after his many accomplishments during the Civil War. After his presidency, Grant was a partner in a financial business that lasted only a short time before declaring bankruptcy. Shortly thereafter Grant learned that he had cancer of the throat. Dying, and knowing that he had nothing to leave his family, Grant frantically started writing his memoirs which earned him a great deal of money. He died in 1885, not long after he completed his book.

T

D

©A

me

rica

n Civil W

ar C

C5500

45

Land Lost To

Co

nfederacy...............................

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.

NAME:

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

©© World War I CC550122

Woodrow Wilson’s Fourteen Points1. Use a straight line to match each word with its correct meaning. You

may use a dictionary to help you.

elected1 The upper house of the United States Congress A

neutral2 The lower house of the United States Congress B

Senate3 Someone chosen by a vote C

House of Representatives4 Talks that are hoped to end in an

agreement D

Congress5 Not taking any side in an argument or dispute E

negotiations6The national legislative body in the United

States, made up of the Senate and the House of Representatives

F

1

2

3

4

5

Branch of the government

2. The government has a very big job to do. There are many different offices and branches of the government. Using the chart, try to list five different offices or branches of the government and the job that each office is supposed to do.

Job of that branch

© World War I CC550145

Woodrow Wilson Twenty-Eighth President 1913-1921.......................

©W

orld

Wa

r II CC

5502

American W

W II Cem

etary, N

ormandy

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

43


TITLE• American Civil War• American Revolutionary War• American Wars Big Book (2 books combined)

CC#CC5500CC5511CC5512

# PAGES484890


TITLE• World War I• World War II• World Wars I & II Big Book (2 books combined)

CC#CC5501CC5502CC5503

# PAGES484890

SOCIAL STUDIES

19




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


North American Governments Series

CC5757

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.

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

© 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

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) __________________________________________________________________________

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.

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.


$2995 US/$3399 CDN

TITLE• American Government• Canadian Government• Mexican Government• Governments of North America Big Book (All 3 books combined)

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$2995 US/$3399 CDN

TITLE• World Political Leaders• World Electoral Processes• Capitalism vs. Communism • World Politics Big Book (All 3 books combined)

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SOCIAL STUDIES

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

Resource Books REGULAR & REMEDIAL EDUCATIONGrades 5-8 readING LeVeLs 3-4

World Continents Series

CC5752

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 overhead transparency 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 print and downloadable MAPS included in EVERY BOOK


$1695 US/$1899 CDN$1695 US/$1899 CDN $1695 US/$1899 CDN$1695 US/$1899 CDN $1695 US/$1899 CDN

TITLE• North America• South America• The Americas Big Book (2 books combined) • Europe• Africa• Asia• Australia• Antarctica

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SOCIAL STUDIES

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Resource BooksREGULAR & REMEDIAL EDUCATIONGrades 5-8 readING LeVeLs 3-4

Mapping Skills SeriesLearn the skills of map reading from the compass rose and intermediate directions, to symbols and lines of latitude and longitude. Students will learn how to read and understand maps of their neighborhood, community and the world, as well, learn about directions, scales, grids, and legends. They will also use maps to follow and give directions. Comprehension questions provide students with the opportunity to apply new concepts while incorporating activities with Google Earth™. Our resource includes reading passages, comprehensive map activities, full-color overhead maps and blackline student maps.

World Connections Series

CC5786

CC5788

CC5784

Explore 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.

TAKE A PEEK INSIDE!

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

©M

ap

ping

Skills with G

oo

gle

Earth™

CC

578856

= 100,000 people

2010 United States Census

= 10,000,000 people= 1,000,000 people

Do

t Density M

ap......................

NAME:

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

©© Mapping Skills with Google Earth™ CC5786

Map Your Route to SchoolUsing the provided map, fi ll in the blanks with North, East, South or West.

Main Street

1st A

venu

e

Spring Road

11

16

N

SW E

Lake/River

Gas Station

Library

House

Post Office

Hospital

Park

1. 1st Avenue is ___________________ of Main Street.

2. Go _______________ to drive from the gas station to the library .

3. Go __________ to drive from the house on 1st Avenue to the post offi ce .

4. Go ___________ to drive from the house at 11 Spring Road to the house

at 16 Spring Road.

5. Go _____________ to travel from the park on Main Street to the hospital

.

22

ytivitcA paM

Ma

pp

ing Skills w

ith Go

og

le Ea

rth™ C

C5786

55©

Map Elem

ents on a Neighborhood M

ap.......................

Color Code

Legend

Buildings

Playing Field/Parks

Lakes/Pools

House

School

Park

Road

Identify each feature on the simple map of a neighborhood.

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

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TITLE• Grades PK-2• Grades 3-5• Grades 6-8• Grades PK-8 Big Book (All 3 books combined)

# PAGES60

6060

170


$1495 US/$1699 CDN$1495 US/$1699 CDN

$2995 US/$3399 CDN

TITLE• Culture, Society & Globalization • Economy & Globalization• Technology & Globalization • Globalization Big Book (All 3 books combined)

CC#CC5782

CC5783CC5784

CC5785

22




SOCIAL STUDIES

Reproducible

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