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PRODUCERBrenda Kazzi

ASSOCIATE PRODUCERPeggy Smith

CREATIVE DIRECTORSusan Decker

EXECUTIVE PRODUCERBernadette Gonzalez

WRITERBarbara Wood

LAYOUT AND DESIGNLauren Azeltine

COPYRIGHTUnder the copyright laws, neither the documentation nor the software may be copied, photocopied, reproduced,translated, or reduced to any electronic medium or machine readable form, in whole or in part, without the prior written consent of Knowledge Adventure, Inc. except in the manner described in the documentation.

© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.JumpStart Explorers is a trademark of Knowledge Adventure, Inc. and its licensors. All Rights Reserved.

All trademarks referenced herein are the property of their respective owners.

JumpStart Explorers © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

TABLE OF CONTENTS

SOFTWARE OVERVIEW

To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Introduction to the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Introducing the Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Sign-in Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Progress Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Classroom Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Knowledge Adventure Web site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

CLASSROOM ACTIVITIES

INTRODUCTORY LESSON

On the Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

EGYPT

Pyramid Puzzles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Draw Like an Egyptian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Hieroglyph Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

CHINA

Good Luck! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Smooth as Silk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Find the Dragon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

SOUTH AMERICA

Royal Road Run . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Cord Counting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Inca Weaving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

PLYMOUTH—NORTH AMERICA

Food for Thought . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Pilgrim Kids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Plymouth Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

ANTARCTICA

Keeping Warm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Life at the South Pole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Explorer Picture Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

TEACHER’S GUIDE

d JumpStart Explorers © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

Ages

Computer Mouse SkillsLetters & NumbersVocabularyMusic

Ages 2 – 4

ComprehensionPhonics & Letter SoundsComputer Mouse SkillsLetters & NumbersVocabularyMusic

Ages 3 – 5

Letter OrderQuantitiesProblemSolvingDecisionMakingSocial RolesPhonics & Letter SoundsCountingVocabularyMusic

Ages 4 – 6

Letter CombinationsReading & SentencesSimilarities & DifferencesSequencing &OrderingCounting & QuantitiesArt & CreativityTime ConceptsComprehensionListening SkillsVocabularyMusic

Ages 5 – 7

SpellingLiteratureEarly MathScienceGeographyVocabularyMusicReading &SentencesArt & CreativitySequencing & OrderingComprehensionPhonics & Letter Sounds

Ages 6 – 8

Basic GrammarHigher MathSocial StudiesScienceGeographyVocabularyWritingSpellingLiterature Reading & SentencesArt & CreativitySequencing & OrderingComprehensionPhonics Review

Ages 7 – 9

HistoryEarth ScienceLife ScienceGeographySpellingGrammarSentence Structure DivisionColumn MultiplicationAdditionSubtractionUnits of MeasurementArt StylesMusical ScoresLogicAstronomyPhysicalScience

Ages 8 – 10

HistoryFamous PeopleEarth ScienceNatural ScienceGeographyParts of SpeechSpelling GrammarStory CreationEquationsDivision withRemaindersMultiplicationAdditionSubtractionDecimalsFractionsUnits of MeasurementArt HistoryMusical Clefs

Ages 9 – 11

U.S.HistoryLogicProblemSolvingDeductive ReasoningMap ReadingEarth ScienceGeographyCompound WordsPrepositionsPronounsVerb TensesPrefixes & SuffixesFractionsDecimalsEquationsLong DivisionMultiplicationGeometryRatiosPhysicalScienceArt History

Ages 10 – 12

VocabularyAnalogiesGrammarSpellingWriting CompositionLiteraturePoetryReadingComprehensionNatural HistoryAncient CivilizationsHistorical FiguresGeographyMusicFine ArtsEstimationLong Division with DecimalsPercentGeometryBiology ZoologyPhysical ScienceGeology

ThereThere ’’s No Stopping As No Stopping A

Kid WKid W ith A JumpStart!ith A JumpStart!

Welcome to JumpStart Explorers! A brief overview of eachsoftware activity is provided here. For more detail,insert the JumpStart Explorers CD and click on theHelp icon to access the online user guide.

After signing in, students go to the Main Screen (inside CJ Frog's Time Machine), where they can select a destination—Egypt, China, South America, Plymouth Colony, or Antarctica. Students can earn points andlook for the missing tadpoles as they explore the different destinations. Variations of the following four activities are available at all destinations:

1JumpStart Explorers © Knowledge Adventure, Inc. and its licensors.

All Rights Reserved.

SOFTWAREOVERVIEW

The Mapping GameClick on the N, S, E, and W buttons to move across the map to the destination.

Time CardsDrag cards related to your destination into theTime Machine slot.

MazeEarn points by helping CJ and Edison maketheir way through the maze.

Tadpole SearchLocate and click on the hiding tadpoles.

In addition, these activities are available at specific destinations:

Egypt Care for the palace cat, meet King Tut, build a sphinx, wrap CJ like a mummy, and decode“glyphs” or type and print your own.

South America Feed, comb, and load the llama. Learn about Inca messengers, weaving, pottery, farming, and more.

ChinaDecorate, light, and print your own lantern.Learn about the silk industry, visit the market-place, and help celebrate the New Year.

Plymouth-North America Try your hand at planting and husking corn.Feed the chickens, help in the kitchen, andanswer questions by launching an arrow at the correct answer.

Antarctica Meet Roald Amundsen, help CJ Frog and Edison Firefly bundle up for the cold, explorecairns, learn about wildlife, and steer the dogsled to answer true-false questions about Antarctica.

When the student has earned enough points, map stickers for a printable world mapare available. The student can also print craft projects related to these destinations:

Egypt: mummy, pyramid, beads, Egyptian rattle, or weaving

China: Lai-See, lantern, dragon mask, puppets, or noisemaker

South America: Inca headdress, tunic, weaving, drum, or jewelry

Plymouth in North America: Pilgrim vest, leaf suncatcher, turkey card, seed mosaic, or corn napkin rings

Antarctica: flag, seal puppet, penguin pencil topper, snow globe, or snowflake.

TO THE TEACHER

In JumpStart Explorers, your students will step into history in CJ Frog’s Time Machineand explore destinations around the world.Players earn points as they complete activt-ties and find the hiding tadpoles. The pointsearn stickers for a printable map and direc-tions for craft projects. The fun-filled activitieshelp students learn about important people,places, and events in the world in which they live.

Students will build valuable skills in history, geography, and other areas:

• Mapping skills • Animals and plants• Cardinal directions • Different cultures and customs• Cultural crafts • Following directions• Foods, clothing, and modes of travel • Early reading skills• Famous explorers and historical figures

2 JumpStart Explorers © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

SOFTWAREOVERVIEW

INTRODUCING THE SOFTWARE

Before you introduce the software to your students, take time to read the online manual (insert the JumpStart Explorers CD and click on the Help icon).This online guide explains the computeractivities and the program features.

Demonstrate the software to the class,showing students how to sign in, how to select a destination, how to use thegreen arrows to move from place to place, and how to move the cursor around

the screen to search for tadpoles. Also, demonstrate how to click on a character forhints or additional information.

Note: Up to 50 students can enter their names on the Sign-in Screen. Use the Deletebutton to delete unneeded names.

TRACKING PROGRESS The student's Progress Report can be seen by clicking the ProgressReport button inside the TimeMachine at the top right.

The report shows the concepts covered in JumpStart Explorers.When the student has completed an area of the program designed to teach a concept, a check markappears next to the concept in the Progress Report.

SOFTWAREOVERVIEW



SOFTWAREOVERVIEW


CLASSROOM ACTIVITIESTo extend your students’ experience with the software, choose from the classroom activities on the following pages. The first lesson is an introductory lesson in which students complete a map puzzle, locate the Explorer's destinationson the map, and learn a few basics about eachlocation. This is a good time to introduce the software to the class.

The remaining cross-curricular lessons are arranged by destination, with three lessonsfor each JumpStart Explorers time and location:

• Egypt – 1359 B.C. • Plymouth Colony – 1621• China – 1280 • Antarctica – 1911• South America – 1532

These lessons contain a mix of hands-on activities, games, and reproducible activitysheets. They cover a wide range of curricular areas, including social studies, geo-graphy, language arts, math, thinking skills, science, music, and art.

KNOWLEDGE ADVENTURE WEBSITEFor additional fun-filled educational activities, visit the Knowledge Adventure Web site athttp://www.education.com. You will find education news, free lesson plans, and student activities suitable for both home and school.

ON THE MAP

MATERIALSCopies of the On the Map Activity Sheet

(1 per student)Printout and copies of the JumpStart

Explorers map (see Step 1 below)Globe Scissors

Activity1. Beforehand, print out the JumpStart Explorers map by clicking on the map that is tucked into

the pocket on the back of Edison’s seat in the Time Machine. Make copies of the map pagesfor each small group.

2. Divide the class into small groups of about six students each. Distribute the map pages. Explainthat students will be using JumpStart Explorers to explore Time Machine destinations around theworld. The destinations are marked on the maps. For fun, student groups will make their mapsinto puzzles and exchange them with the other small groups. Assist students as needed:

• The group should distribute the map pages among the group members (1 per student).

• Each student should cut off the white margin. Then the student should cut the map section in two to make two puzzle pieces.



FOCUS

Social Studies, Geography

Small groups, whole class,individual

GROUPING

• The group should shuffle the pieces and stack them together.

• Finally, groups can exchange map puzzles and put them together.

3. Discuss the maps and have students locate the destinations on both a map and a globe. Provide basic information about each listing in the Map Key.

• King Tut was a pharaoh of Egypt. Egyptians used the Nile River for travel.

• Marco Polo traveled from Italy to China to buy beautiful silks and other goods.

• The Incas lived in South America. They built beautiful cities and a Royal Road.

• The Pilgrims came from England to settle in Plymouth Colony.

• Roald Amundsen led the first expedition to reach the South Pole.

4. Finally, distribute the activity sheets. Have students use what they have learned to complete the matching activity.

ON THE MAP


ON THE MAPActivity Sheet



INCAS

ANTARCTICA

PILGRIMS

PLYMOUTH COLONY

MARCO POLO

SOUTH AMERICA

ROALD AMUNDSEN

CHINA

KING TUT

EGYPT

MATERIALS


FOCUS

GROUPING

PYRAMID PUZZLESEGYPT

MATERIALSCopies of Pyramid Puzzles Activity Sheet

on cardstock (1 per student) Crayons, scissorsGlueIndex cards, marker

ACTIVITY1. Provide time for student pairs to play in the Egypt destination of JumpStart Explorers. Discuss

ancient Egypt, including the pyramids. Explain that the pyramids are huge structures that still exist today. Egyptian pharaohs, or kings, were buried in the pyramids, along with manyvaluable possessions. The walls of the pyramids were decorated with Egyptian paintings and hieroglyphics.

2. Distribute the activity sheets. Explain that students will make miniature pyramids. Ask volunteers to identify the shape of the pyramid's base (square) and sides (triangles). Assist students as needed to color, cut, fold, and assemble their pyramids.

3. Place students' pyramids at a math station, and let students use them for skip-counting activities and for simple addition activities. Provide an index card with simple directions for each activity. For example:

Extension: Have students make pyramids of different sizes. They should use a ruler and pencil todraw the center square, measure the sides of the square with a ruler, and draw triangles with linesof the same length.

Math, Social Studies

Individuals, student pairs

Show this:Count by 2's

Show this:2 + 4

PYRAMID PUZZLESActivity Sheet



✁

Activity

1. Use a large-screen monitor, or gather small groups around you at a computer. Explain that theancient Egyptians are known for their beautiful wall paintings. Go to the JumpStart ExplorersEgyptian palace. Look at the wall paintings in the palace, and discuss their unique features.

• bright earth colors• geometric designs• stylized animals, plants,

natural objects• animal heads on the figures• heads turned sideways• shoulders turned forward• lower bodies turned sideways

2. Suggest that students make some sketches to help them remember what the Egyptianpalace art looks like.

3, Distribute the activity sheets. First, ask students to imagine that they are Egyptian artists. Thenhave them draw and color Egyptian designs and figures on the column on the activity sheet.Remind students to “draw like an Egyptian.”

4. When students are done, have them cut out their columns. On a bulletin board, tack students’ colored columns in a row to make an “Egyptian palace walkway.” If desired, have students add other Egyptian items to complete the scene.

DRAW LIKE AN EGYPTIAN

Egypt

MATERIALSCopies of the Draw Like an Egyptian

Activity Sheet (1 per student) ScissorsCrayons


FOCUS

GROUPING

Art, Social Studies

Small groups, individuals



DRAW LIKE AN EGYPTIANActivity Sheet

Activity1. Provide time for students to play in the Tadpole Glyphs section of JumpStart Explorers.

Then talk about Egyptian hieroglyphics, or picture writing.

• Ancient Egyptians used this type of writing for many years, and much of what we know about ancient Egypt comes from deciphering this writing.

• Sometimes the symbols were written on papyrus, a type of paper made from a plant that grew along the Nile River. Soot mixed with water was used as ink.

• At other times, the symbols were painted in bright colors and decorated with gold. • Egyptians did not write vowels. It would be as if we wrote teacher as tchr.• Some of the Egyptian symbols stood for whole words (a picture of a woman, for example,

meant woman). Other symbols stood for different sounds, much like the letters in our alphabet.

2. Distribute the activity sheets. If desired, let students color the cards. Then have students cut thecards apart and, working in pairs or small groups, write messages to each other. For example,a student might arrange the hippo picture and the ice-cream cone picture to say “Hi.” Students can use pencils and scratch paper when decoding each other's picture writing.

“Hi”Suggest that students try making some words without vowels. Can their partners decipher thewords?

3. You may want to have students use the cards to spell out the current week's spelling words. Students can also use the cards to play Concentration.

HIEROGLYPH CARDSEGYPT

MATERIALSCopies of Hieroglyph Cards Activity Sheets A, B, and C (1 of each per student)ScissorsCrayons (optional)Scratch paper, pencils


FOCUS

GROUPING

Language Arts,Thinking Skills,Social Studies

Student pairs

IH



HIEROGLYPH CARDSActivity Sheet A

A B C

D E F

G H I


HIEROGLYPH CARDSActivity Sheet B

J K L

M N O

P Q R



HIEROGLYPH CARDSActivity Sheet C

S T U

V W X

Y Z

Activity1. Talk about familiar symbols. For example, an octagon sign or a red

light signals us to stop, a heart stands for love, and a four-leaf clover stands for good luck.

2. Let students, working in small groups at computers, learn about Chinese symbols. Have eachgroup explore the China destination in JumpStart Explorers and list symbols on scratch paper..Discuss the symbols together.

• Long noodles for long life • Shrimp for happiness• Fish for abundance • Lai-See (Good Luck Money) for good luck• Oranges for a good year • Lanterns for lighting the way to happiness• Butterflies for joy • Dragon for good luck

3. Also discuss the Chinese New Year. Explain that the Chinese New Year celebration can last formany days. The Chinese hang paper lanterns and have a parade. Children are given papermoney in red envelopes for good luck (Lai-See or Good Luck Money).

4. Students can make their own Lai-See envelopes. Distribute the activity sheets and help studentsas needed to make and fill their envelopes:

• If Activity Sheet A is not red, color the back of the square red. Cut out the square. • Fold up on Dashed Line A. Then fold in the sides on Dashed Lines B and C, adding

a bit of glue in the middle.

• Color and cut out the Good Luck Money and other symbols of good luck and good wishes on Activity Sheet B. Fill the envelope with these items.

• Fold down the top flap of the envelope (Dashed line D) and seal with a sticker or tie with a piece of yarn.

• Give your envelope to a friend or family member.

GOOD LUCK!China

MATERIALSCopies of Good Luck! Activity Sheet A

on red paper if possible (1 per student) Copies of Good Luck! Activity Sheet B

(1 per student)Scratch paper, pencilsCrayons, scissorsGlueYarn or sticker


FOCUS

GROUPING

Language Arts,Art, Social Studies

Small groups, individuals



GOOD LUCK!Activity Sheet A

AB

D

C

✁


GOOD LUCK!Activity Sheet B

Dragon Head

Oranges

Make your own paper money. Do you know the Chinese were the first to use paper money?

✁

SMOOTH AS SILKChina

MATERIALSCopies of Smooth as Silk Activity

Sheets A and B (1 of each per student) Sample of silk (fabric, tie, or scarf)Crayons, scissorsStapler, tapeDrawing paper 6” x 8” pieces of silk

or silky clothWatercolors, brushesChopsticks or skewersYarn

Activity1. On the Explorers world map, find Marco Polo's route from Italy to China. Explain that Marco

Polo traveled to China looking for riches. He went along the old Silk Road. The road was usedby traders who brought silk and other luxury goods from China. Show students a piece of silkfabric (or a silk tie or scarf).

2. Use a large-screen monitor, or gather small groups of students around you at a computer. Signin as a new player and take students to the China destination. Click the green arrows at thebottom right of the screen to move through the Chinese market. Point out the person paintingon silk and the silk merchant. Listen together to the story of silk as told by the silk merchant.

3. Distribute Activity Sheets A and B. The pictures on thepages can be used to make a book about silk. Assist students as needed to color and cut the pictures apart,arrange them in order, and staple them together at the top.

4. Tell students that the Chinese painted on silk before theypainted on paper. Chinese artists often painted things innature—bamboo, mountains, ponds, and butterflies. Sometimes there was an arched bridge, a pagoda, orsome Chinese characters (letters) in the picture.

5. Give each student a square of silk (or silky fabric) to paint on. Have each student tape the fabric to a piece ofdrawing paper to hold it flat, and then use watercolors topaint on the fabric. Suggest that students paint things innature or other Chinese motifs. When the paintings aredry, students can tape them to chopsticks or skewers anduse yarn to hang them.



FOCUS

Science, Geography, Social Studies

Whole class, individuals

GROUPING


SMOOTH AS SILKActivity Sheet A

Color the pages. Cut them apart and arrange them in order to make a book.

The Story of Silk Here is a silk worm.

These are cocoons in a mulberry tree.

The silk worm is spinning a cocoon.

✁



SMOOTH AS SILKActivity Sheet B

What beautiful silk clothing!

The thread is dyed in bright colors. The thread is woven into silk fabric.

Silk is unwound from the cocoon.

✁

Activity1. Provide time for students to go to the China destination in JumpStart Explorers and click on the

dragon to hear about the Chinese New Year parade. Discuss the parade and explain that adragon's head similar to the one shown in the software is attached to a fabric body for theparade. More than fifty people may carry the dragon through the streets, weaving in and outof the crowd. Children often follow along behind the dragon.

2. Distribute Activity Sheet A. Let each student make a dragon:

• Color the head of the dragon.

• Cut out the head.

• Tape on crepe paperstreamers for a body.

3. Talk about the cardinal directions: north, south, east, and west. Locate each direction in theclassroom, using a compass if desired. Tape appropriate labels from Activity Sheet B to theclassroom walls.

4. Tell students that the class will play a game called Find the Dragon. Explain the rules and play several rounds as a class:• Ask a volunteer to leave the room for a few minutes while the rest of the class hides one of

the paper dragons. • When the volunteer returns, call on student volunteers to provide directions for finding the

dragon. For example, "Take three steps east."• When the volunteer finds the dragon, let a different student leave the room for another round

of the game.

5. Once students are familiar with the game, divide the class into groups to allow more studentparticipation. Several groups can play simultaneously in different areas of the room.

FIND THE DRAGONChina

MATERIALSCopies of Find the Dragon Activity

Sheet A on cardstock (1 per student)One copy of Find the Dragon Activity

Sheet BCrayons, scissorsCrepe paper streamersTapeCompass (optional)


FOCUS

GROUPING

Art, Geography, Social Studies

Individuals, groups or whole class



FIND THE DRAGONActivity Sheet A


FIND THE DRAGONActivity Sheet B

North

South

East

West

✁

ROYAL ROAD RUNSouth America

MATERIALSCopies of Royal Road Run Activity

Sheet (1 of each per student)Crayons

Activity1. Arrange for students to work in pairs or small groups at

computers. Have them go to the South America destination in JumpStart Explorers to find out about the Royal Road of the Incas.

2. Explain that messengers carried packages relay-style on the Royal Road of the Incas. Using a world map, discuss the difficulties of traveling on the Royal Road.

• First, locate Quito, Ecuador, on the map. Point out that Quito lies almost exactly on the equator.

• Now locate Cuzco, Peru. Use the map scale to estimate thedistance between the two cities (over 1,000 miles).

• Ask if the map shows what the land is like (mountainous).

• Remind students that the trip was made on foot.

3. Distribute the activity sheets. Let students color the borders inbright colors like those used by the Incas. Ask students to think of things used or produced by the Incas: foods such as fish,corn or potatoes, blankets and other items made from llama wool, valuables such as gold and silver, etc. Have each student draw an Inca item of choice in the center of the activity sheet.

4. Tell students that they can run relay-style to carry their Inca items (activity sheets) from one location to another. Have students take their activity sheets outside or to the gym. Divide the class intoteams of 6 students each.



FOCUSArt, Physical Education,Social Studies

Individuals, groups of six

GROUPING

Messenger #1and Sender





• One student is the Sender, one is the Emperor, and the remaining four students are Messengers. Position the students at 5 stations as shown. If possible, the stations should be at least 20 feet apart.

• To run the relay, the Sender gives an activity sheet to Messenger #1. Messenger #1 runs the activity sheet to Messenger #2 and then returns to his station empty handed. Messenger #2 runs the activity sheet to Messenger #3 and then returns to his station empty handed. Messengers #3 and #4 run in similar manner until the Emperor receives the activity sheet.

• The relay continues until all eight activity sheets have been delivered.

ROYAL ROAD RUNSouth America




ROYAL ROAD RUNActivity Sheet✁

Activity1. The Incas used a quipu (KEE-poo) to keep track of data, such as the number of people in

a village or the number of llamas cared for by each person. Ask a volunteer to describe the quipu shown in the South America destination of JumpStart Explorers. The quipu has a cord with knotted strings hanging from it.

2. The knotted strings of an Inca quipu were of variouslengths and colors. Some knots were larger than others,and the distances between the knots varied. All of thesevariables had special meanings.

3. Tell students that the class will use a simplified version of the Inca quipu to represent different numbers. On the board, draw a stick-and-string quipu similar to theone shown here. Explain that this stick-and-string quipurepresents the number 4 because the string has 4 knots.(Do not count the knot that holds the string to the stick.)

4. Now draw this stick-and-string quipu on the board.Explain that it represents the number 14 because there is 1 knot in the ten's place and 4 knots in the one'splace. Continue with other examples until students understand the concept.

5. Cut the numbers on the activity sheet apart and put them into a box. Let each student draw a number out of the box and make a stick-and-string quipu to represent the number.

6. Display the student work on a table or bulletin board. Stack the number cards nearby. Provide time for students, working individually or in pairs, to match each number card to the corresponding stick-and-string quipu.

CORD COUNTINGSouth America

MATERIALSCopies of Cord Counting

Activity Sheet (1 per student)Ice-cream sticks(or substitute 6" dowels or 6" twigs)Heavy string


FOCUS

GROUPING

Math, Social Studies

Individuals, student pairs

4

14



CORD COUNTINGActivity Sheet

12 53 46 35 112

27 30 79 9 84

93 7 311 61 18

75 26 44 4 414

8 32 90 18 72

23 123 29 33 112

✁

Activity1. Use a large-screen monitor, or gather small groups of students around you at a computer.

Go to the scene of the Inca woman weaving in JumpStart Explorers. Point out the bright colorsand the geometric designs. Explain these terms:

Warp yarns: The yarn that goes lengthwise from one end of the loom to the otherWeft yarns: The yarn that is woven back and forth, over and under the warp

Because the loom has no rigid frame, it can be rolled up and carried from place to place.When in use, one end is tied to a tree or post. The other end fastens around the weaver’sback. For this reason, it is called a backstrap loom.

2. Distribute the activity sheet and assist students as neededto follow the step-by-step directions on the page. Suggestthat students use colors in their paper weaving that aresimilar to the bright colors used by the Incas.

3. After students have practiced weaving with paper, makea simple frame loom to be shared by the students. Poundabout 14 small nails into each end of an old pictureframe at 1/2-inch intervals. Wrap yarn around the nailsas shown, tying it securely at both ends. (Alternatively,omit nails and wrap the yarn snugly around the frame.)

4. Ask each student to bring a torn cloth strip from home(about 1" x 36"), or provide colorful cloth strips for students to use for weft. (The cloth strips will bunch intofat “yarns.”) Have each student weave one strip of clothinto the class project.

5. When the weaving is done, cut it from the loom, tying the warp yarns together in pairs so that the weaving does not come unraveled. Display the class weaving in the room.

INCA WEAVINGSouth America

MATERIALSCopies of Inca Weaving Activity Sheet

(1 per student)Supplies listed on activity sheetOld picture frame about 18"–24" highYarn (for warp)Torn cloth strips about 1" x 36"(Optional) hammer, nails


FOCUS

GROUPING

Art, Social Studies

Individuals



INCA WEAVINGActivity Sheet

1. Draw a vertical line 1 inch from theend of a sheet of construction paper.

2. Fold the constructionpaper in half.

3. Draw lines 1 inch apart.Cut along these lines.

4. Unfold the paper.

5. From other colors of paper, cut 1-inch strips of paper.

6. Weave the paperthrough the slits.

You will need: colored construction paper, ruler, pencil, scissors

Activity1. Talk briefly about the Pilgrims and food. The Pilgrims had no drive-through

restaurants or grocery stores. They had to grow, gather, and prepare all of their own food.

2. Provide time for students to visit Plymouth Colony in JumpStart Explorers. Ask them to noticewhat the Pilgrims ate, how they got their food, and how they prepared it. Then discuss thisinformation together, including how the Pilgrims planted corn, raised chickens, hunted, andcooked. Include information from the activity sheet in the discussion.

3. Divide the class into groups of four or five students each. Tell students that they will act outscenes about the Pilgrims and food. Each group will have a different topic to present. Cut the activity sheet apart on the dashed lines. Give one section to each group.

4. Assist the groups as needed as they prepare to present their topics. The presentations can bevery simple or they can be elaborate, depending upon the available time and upon students’needs and interests. If desired, enlist the help of parent volunteers.

Narrated presentation: Let one student be the narrator. The narrator reads the information,one line at a time, while the other students act it out.

Simple presentation: Decide what scenes you will need to act out in order to present your topic. Decide who will act out each scene and how they will do it. For example, two students might act out berry picking. As they pretend to pick berries, they might talk aboutwhat they will do with the berries. Simple props, such as paper berries, can be used. Practice your scenes.

Complex presentation: Help each group plan and write a simple script. Assign a part to each student. Use a real stage, or designate a section of the classroom as a stage. Makecostumes and use props. Paint a backdrop, if desired. Have students learn their lines and practice together.

5. Let students make their presentations to the class. Consider inviting parents, school staff, or another class as your guests for a second presentation.

FOOD FOR THOUGHTPlymouth Colony

MATERIALSOne copy of the Food for

Thought Activity Sheet ScissorsCostumes or props

as desired


FOCUS

GROUPING

Language Arts (Drama), Science,Social Studies

Small groups



FOOD FOR THOUGHTActivity Sheet

CornIndians taught the Pilgrims to plant corn when the oak leaves were as "big asa mouse’s ear." The corn was planted in hills with three fish in each hill. Boysguarded the crop from birds, dogs, or other animals. When the corn was fullgrown, it was picked and husked. It was shelled by scraping the ear againstthe edge of a shovel or pan handle.

Berries, Garden HerbsHerbs were grown in gardens. They were used to flavor food and as medicines. For example, acream made from wild daisy and animal fat might be put on a cut. Sometimes herbs were made intotea or strewn about to freshen the air. Herbs were hung from rafters to dry for the winter. Wild berrieswere picked by the children and dried for later use.

Raising AnimalsThe Pilgrims raised animals for meat, milk, and eggs. Children helped to feedthe chickens and gather the eggs. Children also helped milk the cows andgoats. In the summer, they took these animals to the meadow to graze. And,of course, children had to help clean the animal pens!

Wild MeatsThe Pilgrims hunted deer, wild turkey, and other animals. Turkeys were cooked over a fire. Childrenturned the handle of the spit all day. The Pilgrims caught fish and dug in the mud for clams. The fishwere cleaned and packed in salt to store them. Indians taught the Pilgrims how to break through theice to fish in winter.

Preparing FoodIt took hours to prepare a meal. Children fetched wood for the fire and car-ried water in buckets from the village spring. Corn was the main food. It waseaten whole or ground in cornbread, corn pudding, corn syrup, and corn-and-bean succotash. Stews were made from meats and vegetables. Womenmixed ingredients for bread, let the dough rise, kneaded it, and baked theloaves in an outdoor oven.

EatingBoards were laid across sawhorses for a table (and taken down at nightto make room for sleeping). Children often stood to eat. People ate withtheir hands. They ate off wood trenchers, flat on one side and scoopedout for soups on the other side. Brothers and sisters shared theirtrenchers. There were a few wooden spoons or clamshell spoons. Eatingwas messy! A person might need three large napkins for one meal.

Activity1. Talk about the family life of the Pilgrims in Plymouth Colony. Include these facts in the

discussion:

• There was much to do. Children had to help care for animals, clean, plant, harvest, cook, and take care of the smaller children.

• There was no school at first at Plymouth Colony, but parents or neighbors sometimes taught children to read and write.

• When there was time, children played marbles, board games, running games, and ball games.

2. Tell students that they can learn to play Nine Men’sMorris, a board game that the Pilgrim childrenplayed. Distribute the activity sheets. Let studentscolor the illustration on the game board as desired.

3. Arrange for students to play in pairs. Each studentin the pair will need nine game pieces. Any small objects can be used, but each set should be identifiable. For example, one player might use nine dried beans, and the other playermight use nine pasta shells. Explain the rules:

At any time throughout the game, a player who places three game pieces in a row—horizon-tally or vertically—immediately gets to capture an opponent's game piece. The captured pieceis taken off the board for the rest of the game.

To begin the game, players take turns putting their game pieces on the board, one at a time. A piece can be placed at any open intersection (dot). When players have finished placing their game pieces, they take turns sliding them. A piece can be slid along a line to any adjacent, open intersection.

PILGRIM FUNPlymouth Colony

MATERIALSCopies of Pilgrim Fun Activity Sheet

(1 per student)CrayonsGame pieces: dried beans,

dried pasta, pebbles, coins, or squares of colored paper


FOCUS

GROUPING

Thinking Skills, Social Studies

Student pairs

PILGRIM FUNPlymouth Colony

Whenever possible, players capture game pieces. When a player has only three pieces left, he can move to any empty intersection on the board.

• The game is over when a player is left with only two game pieces.

Note: There are many variations of the game, some more complex than others. Students maywant to try other variations. For example, some rules state that three-in-a-row is called a mill. A player cannot capture a game piece in a mill, unless there is no other piece available. Ifdesired, the player who made the mill can break it up and remake it, capturing an opponent’spiece each time the mill is remade.




PILGRIM FUNActivity Sheet

Pilgrim children played board games like this one, called Nine Men's Morris.

PLYMOUTH BINGOPlymouth Colony

MATERIALSCopies of Pilgrim Bingo Activity Sheets

A and B (1 of each per student)One copy of Pilgrim Bingo Activity Sheet C(Optional) crayonsScissors, glueShoebox or similar containerPopcorn or other small items to use

as game markersActivity1. Provide time for the students to work at computers individually or in pairs. Have them visit

Plymouth Colony in JumpStart Explorers to learn about the Pilgrims.

2. Distribute copies of Activity Sheet A and discuss each of the illustrations. Ask volunteers to tell what the various illustrations have to do with the Pilgrims. (Be sure the discussion covers the information on Activity Sheet C.) If desired, let students color the illustrations.

3. Distribute Activity Sheet B. Have students follow these steps to make their own Plymouth Bingo game boards. • Cut out the cards on Activity Sheet A.• Glue the “Free” card onto one of the squares on Activity Sheet B.• Fill the other squares on Activity Sheet B with your favorite

cards, gluing them on the game board in any order. You will have four cards left over. (The finished game boards will vary from student to student.)

4. Cut the clues on Activity Sheet C apart and put them into a shoebox or a similar container. Give each student a handful of popcorn or other small items to use as game markers.

5. Explain the rules to Plymouth Bingo, and play several rounds:• Appoint a “caller,” or take the position yourself.• The caller draws a clue from the shoebox and reads it; for example,

“Pilgrims used this instead of a stove.”• Each player looks for the picture that matches the clue (kettle over a fire)

and puts a game marker on the picture. Some game boards may not have the picture.• Play continues until a student covers an entire row with game markers—horizontally,

vertically, or diagonally—and calls out “Plymouth Bingo!”• If desired, continue play until a student completely covers the game board.

6. Play again on another day, letting students trade game boards with classmates if they wish.



FOCUS

Social Studies

Individuals or pairs, whole class

GROUPING


PLYMOUTH BINGOActivity Sheet A✁

Free



PLYMOUTH BINGOActivity Sheet B

PLYMOUTH NORTH AMERICA

Bingo

This seafood with claws was eaten by the Pilgrims.

(lobster)

Pilgrims ground this to make cornmeal.

(corn)

Pilgrims ate with this or with their fingers.

(spoon)

This basket holds food the Pilgrims harvested.

(basket of foods)

Pilgrim men wore clothes like this on Sunday.

( clothing)

Pilgrim women wore clotheslike this on Sunday.

(clothing)

This is a Wampanoag hut.(hut)

Pilgrims made syrup from the sap of this tree.

(maple tree)

Pilgrims used this to chop down small trees.

(hatchet)


PLYMOUTH BINGOActivity Sheet C

Pilgrims used this instead of a stove.(kettle over a fire)

This was used to hunt deer.(bow and arrow)

Pilgrims brought these birds on the Mayflower.

(chicken)

This fruit grew wild around Plymouth Colony.

(grapes)

Pilgrims sailed on this.(Mayflower)

This marks the date and area where the Mayflower landed.

(Plymouth Rock)

Pilgrims learned to bury these when planting corn.

(fish)

The winter weather looked like this.(snowy cabin)

This big orange vegetable was an important crop.

(pumpkin)

This bird is a symbol ofThanksgiving today.

(turkey)

✁

KEEPING WARMAntarctica

MATERIALSCopies of Keeping Warm

Activity Sheets (1 per student)

Crayons, pencilsThermometerInsulated mittens

Activity1. Track the local temperature over a period of time, recording the data on a

calendar or line graph.

2. Locate Antarctica and the South Pole on a globe. Ask students what they think the temperatureis at the South Pole. Explain that winter temperatures may get as low as -94° F (-70° C)! Discuss the fact that very cold temperatures can be very dangerous. Some explorers died trying to reach the South Pole, but in 1911, an expedition led by Roald Amundsen made it.

3. Ask what kind of clothes students wear in the winter to keep warm. What kind of clothes wouldexplorers need in Antarctica? Members of Roald Amundsen’s expedition wore lightweight furs.Tell students that they will conduct an experiment to find out how clothes keep us warm. Distrib-ute the activity sheets.

• Use a thermometer to check the temperature of the air in the classroom. Have students write the temperature on the activity sheet and color the first thermometer to show the temperature.

• We sometimes say, “Put on some warm mittens.” But are mittens themselves warm? Check the temperature in the mittens. Record this data.

• Now have a student put a hand in the mitten. Check the temperature inside the mitten next to the student's hand. Record this data.



FOCUS

Science, Math, Social Studies

Student pairs, whole class

GROUPING

5040302010

0-10

Monday Tuesday Wednesday Thursday Friday

KEEPING WARMAntarctica


• Finally, have the student hold the thermometer in his or her fist. Record this data.

4. The temperatures of the room and the empty mitten will be similar, and the temperatures of thehand and the hand in the mitten will be similar. This tells us that the mitten feels warm becauseit holds the warmth of the hand inside.



KEEPING WARMActivity Sheet

1101051009590858075706560555045403530252015105

1101051009590858075706560555045403530252015105

1101051009590858075706560555045403530252015105

1101051009590858075706560555045403530252015105

1. The air is

degrees.

2. The empty mitten is

degrees.

3. The hand in the mitten is

degrees.

4. The hand is

degrees.

Activity1. Cover the upper part of a bulletin board with white paper (snow and ice), and cover the lower

part with light blue paper (water under the ice). Tell students that they will complete the sceneby adding drawings of different animals that live in Antarctica.

2. Let students work individually or in pairs at computers. Distribute the activity sheets, and havestudents go to the Antarctica destination of JumpStart Explorers to find out about animals ofAntarctica. After they have “explored Antarctica,” they should each select an animal, fill outthe activity sheet with information from the software, and sketch the animal on the back of theactivity sheet.

3. Assist students as needed to gather additional information about their animals from encyclo-pedias and other books. Note: Students may not be able to fill in all of the blanks.

4. Have students use markers or crayons anddrawing paper to make drawings of their animals. They should cut out their completedanimals.

5. If desired, let students cut paper snowflakes to use as a border for the bulletin board. Theycan follow the directions on Activity Sheet B.

6. Finally, provide time for students to show their animals, tell something about them, and tack them to the bulletin board, either in the water or on the snow and ice.

LIFE AT THE SOUTH POLE

Antarctica

MATERIALSCopies of Life at the South Pole Activity

Sheet A (1 per student)(Optional) Copies of Life at the South Pole

Activity Sheet B (1 per student)Encyclopedias and books about animals

of AntarcticaCrayons or markersScissors, drawing paperConstruction paper (white, light blue)Tacks


FOCUS

GROUPING

Art, Science, Social Studies

Individuals or student pairs



LIFE AT THE SOUTH POLEActivity Sheet A

Which animal did you choose? Circle its name:

emperor penguin blue whale

chinstrap penguin crab-eater seal

humpback whale leopard seal

krill squid

What did you learn about your animal? Fill in as many blanks as you can.

Size__________________________________________________________________________________________________

Looks __________________________________________________________________________________________________

__________________________________________________________________________________________________

Foods __________________________________________________________________________________________________

__________________________________________________________________________________________________

Habits __________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Other __________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Sketch your animal on the back of this page.


LIFE AT THE SOUTH POLEActivity Sheet B

1. Cut out the circle, and fold it in half.2. Fold it in half again. Fold it again one last time.3. Cut triangles and other designs from the edges

of the folded circle.4. Unfold your beautiful snowflake!

1.

2.

3.

4.

✁

EXPLORER PICTUREPUZZLE

Antarctica

MATERIALSCopies of the Picture Puzzle Activity

Sheet (1 per student)PencilsCrayons

Activity1. Discuss explorer Roald Amundsen, covering the information below.

Point out the various locations on a globe or world map.

• Roald Amundsen came from Norway.• He wanted to be the first to explore the South Pole.• He started at the Bay of Whales camp on the Ross Ice Shelf.• Roald Amundsen left on skis with four assistants in October 1911.• They carried their food and supplies on four sleds pulled by 52 sled dogs.• It took two months to get to the South Pole.• They left a tent and a flag of Norway at the Pole.• Today people live at a year-round research station at the South Pole.

2. Distribute the activity sheet. Have students write the words for each picture, with one letter in each box. They can use the Word Bank to find the correct spellings.

3. When students are done, discuss the picture cross-word with the class as students correct their work. Ask if students know what colors the flag of Norwayshould be (red background, blue cross with a whiteedge). Discuss the significance the other pictureshave to the exploration of the South Pole.

Extension:Have students, working in small groups, enact inter-views of Roald Amundsen and his assistants. They canask and answer questions about the expedition to theSouth Pole, and about Antarctica and the things thatcan be seen there.



FOCUS

Language Arts, Social Studies

Individuals

GROUPING


EXPLORER PICTURE PUZZLEActivity Sheet

CAIRN BOOTS SNOW ANTARCTICA

DOGSLED NORWAY TENT

Word Bank

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