By Shan Glandon
Reap the benefits of the allure and tool of Caldecott award literature to increase and advertise studying around the curriculum. In those volumes the writer demonstrates tips on how to use award-winning books as springboards to technological know-how and social experiences studying within the library and classroom-and to extend scholar expertise and appreciation of representation concepts. for every Caldecott name there's historical past info at the illustrations, curriculum connections, lesson plans, and aid fabrics for instructing. Glandon additionally integrates Gardner's a number of intelligences with curriculum content material. With a versatile, discovery procedure, those job devices specialize in student-centered, experiential, holistic, and real studying and they're prepared for fast implementation. unique to fundamental grade targets and talents, the books comprise an array of person initiatives and collaborative ones. in addition they foster collaborations among library media experts and lecture room lecturers.
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Additional info for Caldecott Connections to Social Studies
Explore Have student s explor e finding th e cente r o f gravity. The y shoul d wor k with partner s and take turns finding th e centers of gravity in the cardboard shapes ; one student hold s the nail, the other studen t hang s th e weight an d mark s th e line of the string. 7 an d hav e them rea d th e directions . Connect Have the students experiment with adding baggage to the cardboard shap e by taping a small object to one side. Ask them what is needed to provide a counterbalance. Discuss what students have learned an d mak e generalizations; some answers may be: 1.
In followin g th e cycle of the buffalo, th e peopl e experienced man y landscape changes. ) 3. As k two student volunteers to search the poster for the year the story won. (Searching the poster helps students becom e familiar with the different title s selected fo r the award. ) Food, clothing , tools , and shelter are important use s of the buffalo. As k students wha t other informatio n the y learned fro m th e story. (Buffal o roame d th e prairie lands, hunters followe d their migratio n an d kille d fo r th e tribe , hide s provide d teepe e covering s an d materia l fo r clothing , and th e bone s coul d b e carved int o tool s and toys.
4. ) A biograph y i s a recording o r story of the life o f a person. ) Elaborate Show and rea d a little from th e encyclopedia articl e about a person an d th e biograph y about th e person. Ask students ho w a biography i s different fro m a n encyclopedia article . 4) . Response s ma y includ e provide s more details and i s more personal (home life , beliefs , feeling s an d emotions) , usuall y ha s conversa tions, describe s obstacles/challenge s th e peopl e faced , give s u s a n understandin g o f th e time s i n which th e peopl e lived , explain s experience s tha t reall y mad e a difference i n thei r lives , illustrate s facts/details about childhood experiences, and explains more about the events that made them famous.