RESOURCE GUIDE

cDonnell & ck M Aaro tri yrics b n P Pa nd L y An os y c a dy n b si M er d u by Patri it e M ook ck to t b M n p e cD a th o d n n n A o e ME...JANE: d ll e s a B THE DREAMS & ADVENTURES OF YOUNG

Oct. 19-Nov. 17, 2019 • Newmark Theatre

About This Guide leads the way in this musical portrayal of Jane’s Oregon Children’s Theatre creates teacher resource childhood, encouraging boys and girls of all ages to guides for our mainstage shows with the intention pursue their ambitions in the face of adversity. to help teachers enhance the field trip experience for their students by engaging further with the content of Commissioned by the Kennedy Center in Washing- the show. We seek to provide lesson plans and ton, DC, childhood imagination leads the way in this activities that can be facilitated easily and with minimal musical portrayal of Jane’s lifelong love of animals, preparation, that tie in with the standard curriculum, starting with backyard chickens, hungry squirrels, and and that engage different abilities and imaginations. neighborhood dogs. Defying expectations of what girls “should” do, Jane’s natural curiosity leads her (and In these activities we also offer opportunities to Jubilee) all the way to the land of her dreams: living explore social and emotional skills, as are described amongst the chimpanzees in the jungles of Africa. by Collaborative for Academic, Social, and Emotional Learning (CASEL). We highlight these themes in the play in our discussion questions and offer activities Big Ideas • Curiosity can lead to important that help students build these skills. These standards discoveries. can be found throughout this guide in yellow. • Observing the natural world helps you learn about yourself and others. About the Show • Achieving your goals requires Before she was an internationally renowned natu- hard work and perseverance. ralist, conservationalist, and activist, Jane Goodall was a young girl with big aspirations—and a stuffed • Believe in your dreams even when chimpanzee named Jubilee. Journey into Jane’s vivid others try and discourage you. daydreams as she and Jubilee eat breakfast on the • Some great things take time. Sahara, feel the ground shake during the Great Be patient. Migration on the Serengeti, and smell the air on the • There are amazing things to shores of Lake Tanganyika. Childhood imagination 1 discover “right in your own backyard.” RESOURCE GUIDE

About the About Jane Book Author Goodall Patrick McDonnell created Jane Goodall was born on the , , April 3, 1934, in London, En- which debuted in 1994 gland. At the young age of 26, and now appears in over she followed her passion for 700 newspapers in 22 animals and Africa to Gombe, countries. He won The Tanzania, where she began her National Cartoonists landmark study of chimpanzees Society’s highest honor, The Reuben, in 1999. A in the wild—immersing herself in their New York Times bestselling author, his children’s habitat as a neighbor rather than a distant observer. books The Gift of Nothing and the Caldecott Honor Her discovery in 1960 that chimpanzees make and winning Me...Jane were both adapted as musicals use tools rocked the scientific world and redefined the for the Kennedy Center stage. McDonnell has relationship between humans and animals. collaborated with on Guardians of Being: Spiritual Teachings from Our Dogs and Cats, and In 1977, she established the Jane Goodall Institute with poet Daniel Ladinsky for Darling I Love You. A (JGI) to advance her work around the world and for lifelong animal welfare advocate, he is a member of generations to come. JGI continues to field research the Board of Directors for The Fund for Animals. at Gombe and builds on Dr. Goodall’s innovative McDonnell is also on the board for The Charles M. approach to conservation, which recognizes the Schulz Museum. central role that people play in the well-being of animals and the environment. In 1991, she founded Roots & Shoots, a global program that guides young people in nearly 100 countries in becoming conser- vation activists and leaders in their daily lives. Today, Dr. Goodall travels the world, speaking about the threats facing chimpanzees, environmental crises and her reasons for hope. In her books and speeches, she emphasizes the interconnectedness of all living things and the collective power of the individual action. Dr. Goodall is a UN Messenger of Peace and Dame Commander of the British Empire.

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Before the Show Building on the Book RI.2-3.1 Discussion Questions Me...Jane is not a very long SL.K-3.1,RI.2-3.1 book, and there’s not a • Jane knows a lot about animals! She reads and lot of spoken dialogue. In thinks about animals all of the time. Is there anything order to make it fun and you know a lot about that other people might not? Is exciting for the stage, the there anything you spend a lot of time doing or learn- creators used their imagi- ing? Either with a partner or with the class, share a nations to add to the story. little bit about something you know a lot about. When you watch the play, • Jane dreams about going to Africa. Where is the you’ll see characters and farthest away place you’ve been? Is there a place you conversations that don’t know of that you’d be excited to visit? exist in the book, and see more of the world that • Jane Goodall grew up to become a primatologist, young Jane grows up in. which means she studied primates, like monkeys, chimps, and humans. Is there something you are look- For the following activity, invite students to build ing forward to doing when you’re older? What would on the current story as a playwright might, by either you have to learn before you could do those things? writing a short “scene” or drawing a picture that ex- pands on what we already know and see in the book. • What are some things you are interested in that If needed, you can offer the following prompts: you can learn more about? Pick a page in the book. What if you had to make a • The Tarzan books were very important to Jane whole story out of that one page? because they were about apes, and featured a character named “Jane.” Are there books that are • Who would the characters be? Could there be important to you? What do you think makes it any new characters we haven’t met yet? Who else interesting to you? might be in Jane’s life, or around where she is exploring? • Jane has to be very patient as she observes the hen laying eggs. What are situations where you • What might these characters talk about? What need patience? would they have to discuss? Does Jane have ques- tions she’d like to ask? Do any animals or people Vocabulary have questions for Jane? Or things they might want Phenomenon (noun) – someone or something that from her? is uniquely remarkable or impressive. • What might happen during the story that we Realistic (adjective) – based on reality rather than don’t see? For instance, if Jane spends a long time fantasy or imagination. in the chicken coop, what might she do if she got Secretary (noun) – a person whose job is to assist bored? What would she do to entertain herself? another person in the office. • Where might Jane go that we don’t see in the Air Hostess (noun) – a female flight attendant (this book? What might happen before the book starts, term is no longer used in our time – we just say flight after the book ends, or somewhere in the middle? attendant!) Pursue (verb) – to chase after something, like your dream! 3 RESOURCE GUIDE

Bringing the Book to Life

RL.K-3.7 Teacher tip: One useful way to do this is to have Learning Objective: Engages whole body and a sound effect every time there is any punc- imagination while practicing focus and self-regula- tuation, or the end of a sentence. However, we tion. Focuses on collaboration, expressive reading, encourage that the only actual words spoke are creative/physical storytelling, sharing. from the original text, though it can be divided 1. Read the book aloud to the class. Afterward, up and spoken by as many people as they like (for instance, three trees could all say “one day” ask students what scenes or pictures they liked or at the same time, OR the trees could say “one found interesting. day, one day, one day” one at a time, one after 2. Tell the students that we are going to perform another). We want to encourage students to the book like a play, with the entire class creating think creatively about building the scene, using all of the elements – the environment, the dia- their bodies, and working together. Those things logue, and the characters. The idea is to have a tend to fall away when students start to add many people get to participate as possible, so we their own dialogue. will work together as a class to think of what might be in the scene that others can perform. 3. Pick one of those scenes to start with and ask Reflection Questions the class to name everything they can think of that • What did we have to do to tell the story needs to be in the scene. Prompt them to think together? beyond just what is on the page if necessary, such • Did you discover anything about the story that as, “is it a sunny day? Maybe we need a sun.” you didn’t know the first time we read it? 4. Ask volunteers to come up and set up the • What new characters did we discover? What scenes by being the characters and objects/parts of were they like? the scenery that are needed to act out the story. En- courage multiple students to collaborate on being various objects. For instance, if someone suggests “tree,” you might invite 3 people to come up and all be a tree together. 5. Once everyone is in position, read the line from the book out loud. (For example, “One day, curious Jane wondered where eggs came from. So she and Jubilee snuck into Grandma Nutt’s chick- en coop…”). Divide the dialogue creatively. For instance, the Sun can say “One day,” the student playing Jubilee can say “and Jubilee.” A performer playing Grandma Nutt can pop in to “tsk tsk tsk” in response to “Grandma Nutt’s chicken coop.” Feel free to populate the scene with as many sound effects as desired from the “environment.” 6. If there is time, you can act out the entire book this way, dividing up the “dialogue” in creative ways. 4 RESOURCE GUIDE

Women in ST EM Teacher tip: Focus on one “woman in science” Young Jane grew up in a time where it was uncommon each day to extend your curriculum! Create for women to become scientists. Here are some notable flash cards of each woman and a few facts women in science you may not have heard about. about her contributions for students to study.

“Humans are allergic to change. “When I see weird behavior [from They love to say, ‘We’ve always male colleagues], my first inclina- done it this way.’ I try to fight tion is not to think, ‘What’s that. That’s why I have a clock on wrong with me?’ It’s, ‘What the my wall that runs counter-clock- heck is wrong with these guys?’” wise.” —Grace Hopper, US Navy —Lene Vestergaard Hau, admiral and inventor of the first physicist, known for her work compiler for computer languages with cold atoms and light

“I always, always, always liked “Life is not easy for any of us. But mathematics. As a child I was what of that? We must have rather introverted, and as far back perseverance and above all as I can remember I liked mathe- confidence in ourselves. We must matics... I could do it alone.” believe that we are gifted for —Marjorie Lee Browne, mathe- something and that this thing matician, educator, and the must be attained.” —Marie Curie, third African American woman first scientist to be awarded a Nobel to earn a Ph.D. in her field Prize in two different categories “For whatever reason, I didn’t “Don’t be afraid of hard work. succumb to the stereotype that Nothing worthwhile comes easily. science wasn’t for girls. I got Don’t let others discourage you encouragement from my parents. or tell you that you can’t do it. In I never ran into a teacher or a my day I was told women didn’t counselor who told me that go into chemistry. I saw no science was for boys. A lot of my reason why we couldn’t.” friends did.” —Sally Ride, first —Gertrude Elion, Nobel American woman in space Prize-winning biochemist who “We look at science as something developed medications to treat very elite, which only a few leukemia, malaria, meningitis, people can learn. That’s just not herpes, and more. true. You just have to start early “Every time we have a chance to and give kids a foundation. Kids get ahead, they move the finish live up, or down, to expecta- line.” —Mary Winston Jackson, tions.” —Mae Jemison, first black NASA’s first black female woman in space engineer

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6. Lagos, Nigeria is the largest city on the African Extension Activity continent, with over 13 million residents. That’s 5 SL.K-3.4 million more than New York City, and 3 times as Invite the class to do a short research project and many people that live in the entire state of Oregon! present on a woman who made an important impact 7. There are eight major geographical regions in in history. It could be in science, or in any field of Africa, each with its own unique landscape: the their choosing. They can present in pairs or small Sahara Desert, the savanna, the Sahel, the African groups, about who this person was, what significant Great Lakes, the Swahili Coast, South Africa, and things they did, and what they had to do to achieve the rainforest. their goals. 8. Africa is the world’s oldest populated area. Archaeologists have found evidence that the human Blank worksheets for all activities can be species has lived on the continent for roughly 7 found at the end of this resource guide. million years! 9. African cuisines use vegetables such as black- eyed peas, sweet potatoes, and okra, that grow well What is Africa? in hot climate. (Worksheet on pg. ) In the play, Africa is re- 14 Extension Activity ferred to as a place with lots of nature and wildlife, but there is a lot more going on in Africa. Fill in SL.K-3.3, SL.K-3.1 the blank spots to learn new things about Africa. For each fact, have groups research an equivalent fact for another continent or country. For example­—what is the longest river in South America? How many 1. The Sahara is the largest desert in the world­— languages are spoken in India? bigger than the entire contiguous United States! 2. The continent of Africa is comprised of 54 Additional Discussion Questions: countries and one territory. Half of the animal • What is the difference between a continent and species in Africa live in the rainforests. a country? 3. Nigeria’s film industry, known as Nollywood, is • What is a “climate?” the second largest in the world in terms of num- • What are different climates here in Oregon/Pacific ber of films made. The country that produces the Northwest? In the United States? most films every year is India, with the US com- • What does the climate effect? ing in third place. • Many scientists believe that our global climate 4. The Nile River is the longest river in the world is changing, which is causing shifts in habitats for - 4,132 miles long. That’s like driving the entire animals and people. What are some things you can west coast from the bottom of Canada to the top do to take action to fight climate change? Check of Mexico – AND BACK! out this infographic for information. 5. There are nearly 2,000 different languages spoken in Africa. Swahili is the most widely spoken language in Africa, with over 100 million speakers. There are about 350 languages spoken in the US.

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Animal Habitats (Worksheet on pgs. 15-16) A habitat is an animal’s Deer – Europe “home.” It provides the animal with food, water, and These animals have a thick coat that helps protect them shelter: all the things it needs to survive. Animals in cold weather. Males are called bucks or stags, and they have certain characteristics that allow them to live in have antlers that fall off and regrow every year. Females certain habitats. are called does and babies are fawns. These herbivores Unscramble each animal’s name below. Then, match are not picky eaters and will eat almost any type of plant. the animal and its characteristics to its ideal habitat. Parrot – South America ANSWER KEY These colorful birds have strong legs and clawed feet. They also have curved bills that they use when eating Elephant – Africa different types of seeds. Most rely on seeds as food, These mammals have large, thin ears they can use to while others may eat fruit, nectar, flowers, or even help cool them down in their very hot habitat. They small insects. have long, powerful trunks they use for eating, drink- ing, and spraying themselves with water. Narwhal – North Pole These unique animals are also known as “moon Moose – North America whales” or “unicorns of the sea.” Their large tusk is These large antlered mammals can grow to be bigger actually a tooth! Their diet mainly consists of differ- than an average car! They are herbivores, meaning ent types of fish including cod and halibut. their diet includes different types of plants like grass, shrubs, and pinecones. Penguin – South Pole These black and white birds live in the coldest habi- Tiger – Asia tats in the world. They cannot fly, but use their wings These large wild cats is known for its orange coloring and feet as flippers while they swim. They also glide and black stripes which helps camouflage them while across the snow on their bellies. they stalk prey. It covers their entire body and help insulate and protect them.

Koala – Australia These quiet animals are marsupials, meaning they carry their young in a pouch on the mother’s belly. They live in the trees, and their paws are designed for gripping trees and branches. They eat eucalyptus leaves as their main source of food.

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• What was the conflict? What did Jane want? After the Show What was in her way? How did that seem to make Discussion Questions her feel? SL.K-3.1 • How did Jane handle the conflict? What did she • What are the differences between the book and say or do? Did it work? Is there anything else she the play? could have tried? • Who were some characters in the play that • Can you think of an example when something aren’t in the book? has gotten in the way of you getting what you wanted, or you had a disagreement with someone? • Which character was your favorite, and why? What was the conflict about? How did you handle • What were some animals you saw in the play? it? Did that work? Is there anything else you might What do you remember about them? have done? • Why did some adults in the play think that Jane’s interest in animals was silly? How did it make Jane feel when her neighbors made fun of her inter- Act it out! Have students act out several short ests? How could you tell that’s how she was feeling? scenes of conflict—one where the conflict is What are some other things people say or do that unresolved, and then a new version where the can make people feel that way that Jane felt? What conflict is resolved. Use these scenes to help could you tell someone who was feeling like that? facilitate the discussion about conflict resolution. • Jane receives help and guidance from her Mum. Who are some adults you can ask for help? What Patience! things do they do to help you? Is there anyone who Play games that help practice impulse control (self you give help and guidance to? What are some of management-impulse control, self discipline). the ways you help others? • How did Jane practice being patient while Chicks, Eggs, Hens watching Maisy lay an egg? 1. In the play we see Jane watch Maisy lay an egg. Mum tells Jane to be patient. What are some situa- • What are some things young Jane did to achieve tions where students need to practice patience? her goals of studying primates in Africa? 2. Tell students that we will play a game where Handling Conflict they get to act like eggs, chicks, and hens. SL.K-3.1 3. Egg – curl up in an egg shape and fold arms The playwright uses conflict to create tension and over self. Stay still and quiet. make the story more interesting. In theatre, conflict is 4. Chick – walk with bended knees, say “peep, anything that prevents a character from getting what peep.” they want. What are some things you saw getting in 5. Hen – use arms as wings, say “bock, bock.” the way of Jane’s dream? (ex: Mr. and Mrs. Crouch disagree with Jane about how girl should behave and 6. When you say “eggs,” “chicks,” or “hens,” they say that her dream of going to the jungles in Africa are to act accordingly. is silly and impossible; Professor Scroop claims that 7. Start out by having students be eggs. Wait for dogs don’t have feelings, but Rusty disagrees.) everyone to be silent and still before saying “chicks,”

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or “hens.” Switch back and forth, varying the speed. 1. On the board, draw a large outline of a head When students get excited, return to eggs for them and shoulder of a person. Tell the students that to practice managing their excitement. this is an outline of Jane, and we are going to explore some of the influences she’s experiencing Reflection Questions: inside and out. What did you do to keep yourself still? What was 2. Ask students to recall some of the things Jane hard about staying still? is hearing from the outside world. Prompt them as African Tableaux necessary with other characters who talk to Jane (ex: what messages does Jane’s mother give her? RI.K-3.1-3 “There is nothing in the world you cannot do,” Sl.K-3.1,4 “Dreams come true only by doing!” What messages 1. Working together, create a list of animals that do her neighbors give her? etc.) live in Africa. 3. Write down students responses on the outside 2. Go to What Animals Live in Africa for of the outline. pictures and information about the animals. 4. Ask students to name some of Jane’s thoughts 3. Create a jungle scene by asking 4-6 students to or feelings of how Jane might feel receiving these come up to the front of the class. Explain to them messages. that you will call out each animal and they will 5. Write Jane’s internal thoughts and feelings on have 5 seconds to think of a frozen statue repre- the inside of the outline. senting the animal. 6. Ask students to connect specific messages to the 4. Prompt students to think about all the differ- thoughts and feelings. Draw lines between the mes- ent characteristics of the animals. How many legs sages on the outside and the feelings inside the figure. do they have? Do they move fast or slow? 5. Say, “Show me ______(the animal),” then Extension Activity count down from 5 and say “freeze!” Have students role play how Jane right respond to 6. Once students are frozen, look around and the outside messages she is receiving. You can do this point out what you see them do. Ask students who by putting them in pairs and one person represent are sitting to point out what they see. an outside voice, and one person represent an inside voice, or you can act as the outside voice and ask stu- 7. Repeat with a different group of students. dents to suggest what Jane might say to these outside voices. Exploring the Roles • What messages are important for Jane to listen to? Gain a more complex understanding of the charac- • How do we know what messages to listen to ter’s motivation and behaviors. when different people are telling us different things? Role on the Wall • How can we make sure that we are giving others RI.K-3.1,RL.K-3.3 the kinds of messages that encourage and help In this activity, you and your class will create a visual them follow what they want? map that explores how the people in Jane’s life in- fluence her thoughts, emotions, and actions. It also demonstrates how Jane is able to persevere.

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2. Divide the class into groups for each of the Writing & Critical Thinking animals you’ve discussed. You can have the class Activities number off by five and have all ones be lions, all W.1-4.2-5, RL.1-4.4,W1-4.1 twos be elephants, all threes be gorillas, etc. Use these writing prompts to encourage critical 3. Then tell them now we’re going to make a thinking and essay writing skills. soundscape. By making the sounds of all the differ- ent animals were create an animal symphony of the Me Direction: Discuss the impact of people’s choices on sounds of the African Jungle. their communities with students. Brainstorm ideas 4. Direct each group like a conductor would and have students write an essay using the worksheet conduct a symphony, as you bring your hand up on page 19. they get louder (crescendo) as you bring your hand down they get quieter (decrescendo). You can play My Future with bringing one group up then down, then the Each one of us makes a difference. We cannot live through next group up then down until all the animals of a single day without making an impact on the world the jungle have made their sound. around us—and we have a choice as to what sort of differ- ence we make. —Jane Goodall 5. Then you can start to have groups of animals up at the same time. (Ex: let’s hear the lions and How do you think you are making a difference in the the crickets, now the monkeys and the parrots, world? What are some qualities, attitudes, or person- etc.) until finally are singing their song together. ality traits you have that have a positive impact on those around you? What are some things you can do 6. Discussion/discovery questions: What did to make your community happier? you like about this activity? What did you notice? What made it work? How were we working as a Direction: Using the worksheet on page , ask 20 team? How did our symphony change when one of students to write a personal essay about their goal the animals wasn’t singing? Why is it important for for the future and what they have to do to get there, every animal to sing their song? incorporating the words given on the worksheet. Write a story about yourself using these words from Me...Jane: Dream, Pursue, Learn, Magic Stones Let the students know that, using our imagination, Observe, Read, Study we are going to turn ourselves into magic stones. Our stones are so magical because they have the power to Animal Jamboree change into frozen statues of different things. Develop skills in perspective taking, respect for Let students know that the first things they need to others, teamwork, and give & take. know in order to turn themselves into a magic stones Working together, create a list of animals that live in is the magic word: the magic word is science. Have the students repeat the magic word and say it with you. Africa. Then, go to What Animals Live in Africa pictures and information about the animals. Let the students know the next thing they will need 1. What sounds do these animals make? Encour- to know in order to be a magic stone is to know what age students to share and make the sounds of each a magic stone looks like. different animal by asking Who knows what sound On the floor, demonstrate a position just like “child’s a lion makes? Can we all make those sounds? pose” (kneeling on the floor with the front half of

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your body folded over your legs and your head facing the ground). Introduce that every stone shape can look a little different, and for our class we are looking for stones that are small, silent and still. Have students try a small, silent and still shape on the floor. Instruct the students that when you say the magic word “science,” from their magic stone shape they will stand on their feet and transform into a frozen statue of Jane’s friend Rusty. Say the magic word and give them a few seconds to stand on their feet and make a statue of a dog. Once the students have frozen into their statues of Rusty you can point out the shapes they are making with their bodies that tells you they have changed into a dog. For example, “I see this person who looks like they are wagging their tail. I see another person’s tongue sticking out like they are panting. I see some- one using their hands to make ears,” etc. Instruct the students to melt back into their magic stone shapes in slow motion. Look for control of movement, use of their whole body and a slow pace. Repeat the process. After having them melt, Let them know that Jane Goodall studied Zoology, which is the study of animals. When I say the magic word, transform into an animal. Keep repeating the process using different definitions for prompts. For example... “Jane Good studied botany. Botany is the study of plants. When I say the magic word, transform into a plant.” “Jane Goodall studied Biology. Biology is the study of living things. When I say the magic word, trans- form into either a plant OR and animal.” Jane Goodall studied Ecology. Ecology is the study of living things and their surroundings. When I say the magic word, transform into something your might find in our surrounding, the classroom.

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Animals, Animals, Animals! Rusty’s Emotions (Worksheet on pg. 17) Recount information from (Worksheet on pg. 21) Match Rusty’s faces the story. with these emotional words. SL.2-4.4 From the song “Animals, Animals, happy Animals!”, what fun facts about these animals do you remember? Ferrets sleep twenty hours a day. sad Butterflies taste with their feet. Cockatoos can dance to the beat. angry Koalas don’t drink. Snakes don’t blink. scared Giraffes can lick inside their own ears. An ostrich lays the biggest egg. Starfish have eight eyes in every leg. worried

Help lead these animals back to excited their homes. (Worksheet on pg. 18)

ANSWER KEY: embarrassed

surprised

Why We Have Feelings (Worksheet on pg. 22) On the left column, name the feeling you see on Rusty’s face. Then, on the right column, write what feeling you see, and a situation that may cause someone to feel that feeling.

Blank worksheets for all activities can be found at the end of this resource guide.

12 Printable worksheets for activities

PAGES 14 - 22

13 WORKSHEET

What is Africa?

In the play, Africa is referred to as a place with lots of nature and wildlife, but there is a lot more going on in Africa. Fill in the blank spots to learn new things about Africa.

1. The ______is the largest desert in the world - bigger than the entire contiguous United States! 2. The continent of Africa is comprised of 54 countries and one territory. Half of the animal species in Africa live in ______. 3. Nigeria’s film industry, known as ______, is the second largest in the world in terms of number of films made. The country that produces the Choices: most films every year is India, with the US coming in third place. 13 million 4. The ______River is the longest river in the world - 4,132 miles long. That’s like driving the entire west coast from the bottom vegetables of Canada to the top of Mexico – AND BACK! Archaeologists 5. There are nearly 2,000 different languages spoken in Africa. Nile ______is the most widely spoken language in Africa, Nollywood with over 100 million speakers. There are about 350 languages spoken in landscape the US. Swahili 6. Lagos, Nigeria is the largest city on the African continent, with over ______residents. That’s 5 million more than New York the rainforests City, and 3 times as many people that live in the entire state of Oregon! Sahara 7. There are eight major geographical regions in Africa, each with its own unique ______: the Sahara Desert, the savanna, the Sahel, the African Great Lakes, the Swahili Coast, South Africa, and the rainforest. 8. Africa is the world’s oldest populated area. ______have found evidence that the human species has lived on the continent for roughly 7 million years! 9. African cuisines use ______such as black-eyed peas, sweet potatoes, and okra, that grow well in hot climate.

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Animal Habitats A habitat is an animal’s “home.” It provides the animal with food, water, shelter: all the things it needs to survive. Animals have certain characteristics that allow them to live in certain habitats.

Unscramble each animal’s name below. Then, match the animal and its characteristics to its ideal habitat.

PNLHT EEA These mammals have large, thin ears they can use to help cool them down in their very hot habitat. They have long, powerful trunks they use for eating, drinking, and spraying themselves with water.

Habitat:

OSEOM These large antlered mammals can grow to be bigger than an average car! They are herbivores, meaning their diet includes different types of plants like grass, shrubs, and pinecones.

Habitat:

EIT RG These large wild cats is known for its orange coloring and black stripes which helps camouflage them while they stalk prey. It covers their entire body and help insulate and protect them.

Habitat:

OKLAA These quiet animals are marsupials, meaning they carry their young in a pouch on the mother’s belly. They live in the trees, and their paws are designed for gripping trees and branches. They eat eucalyptus leaves as their main source of food.

Habitat:

DREE These animals have a thick coat that helps protect them in cold weather. Males are called bucks or stags, and they have antlers that fall off and regrow every year. Females are called does and babies are fawns. These herbivores are not picky eaters and will eat almost any type of plant.

Habitat:

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TAPROR These colorful birds have strong legs and clawed feet. They also have curved bills that they use when eating differ- ent types of seeds. Most rely on seeds as food, while others may eat fruit, nectar, flowers, or even small insects.

Habitat:

HRALNWA These unique animals are also known as “moon whales” or “unicorns of the sea.” Their large tusk is actually a tooth! Their diet mainly consists of different types of fish including cod and halibut.

Habitat:

NPNUIEG These black and white birds live in the coldest habitats in the world. They cannot fly, but use their wings and feet as flippers while they swim. They also glide across the snow on their bellies.

Habitat:

ANIMALS HABITATS

narwhal North America

deer South Pole

elephant South America

tiger Africa

parrot Australia

moose Europe

penguin North Pole

koala Asia

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Animals, Animals, Animals!

From the song “Animals, Animals, Animals!”, what fun facts about these animals do you remember?

Ferrets sleep ______hours a day.

Butterflies taste with their ______.

Cockatoos can ______to the beat.

Koalas don’t ______.

______don’t blink.

Giraffes can lick inside their own ______.

An ______lays the biggest egg.

Starfish have eight ______in every leg.

Choices: ears ostrich

dance eyes snakes

drink feet twenty

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17 WORKSHEET

Animal Habitats

Help lead these animals back to their homes by drawing a line from the animal on the left to its corresponing habitat on the right.

18 WORKSHEET

Me,

“Each one of us makes a difference. We cannot live through a single day without making an impact on the world around us—and we have a choice as to what sort of difference we make.” —Jane Goodall How do you want to make a difference in the world? What are some qualities, attitudes, or personality traits you have that can have a positive impact on those around you? What are some things you can do to make your community a better place to be?

19 WORKSHEET

My Future

Write a personal essay about your goals for the future and what you have to do to get there using these words from Me, Jane.

Dream Pursue Learn Observe Read Study

20 WORKSHEET

Rusty’s Emotions

Match Rusty’s faces with these emotional words by drawing a line from each dog picture on the left to the corresponding emotion on the right.

happy

sad

angry

scared

worried

excited

embarrassed

surprised 21 WORKSHEET

Why We Have Feelings

On the left column, name the feeling you see on Rusty’s face. Then, on the right column, write what feeling you see, and a situation that may cause someone to feel that feeling.

22 RESOURCE GUIDE

Recommendations for Additional Resources Further Reading janegoodall.org: The official website of the Our friends at Green Bean Books have curated a Jane Goodall Institute for Wildlife Research, Educa- book list for further reading about Jane Goodall, tion, and Conservation, which promotes understand- women in science, animals, and more! ing and protection of great apes and their habitat and builds on the legacy of Dr. Goodall to inspire individ- Me… Jane: the Dreams & Adventures of ual action by young people of all ages to help animals, Young Goodall by Patrick McDonnell other people and to protect the world we all share.

Who Is Jane Goodall? by Roberta Edwards rootsandshoots.org: Founded in 1991 by Dr. Goodall, Roots & Shoots is a youth service program for Primates: The Fearless Science of Jane young people of all ages whose mission is to foster respect Goodall, Dian Fossey, and Biruté Galdikas by and compassion for all living things, to promote under- Jim Ottaviani standing of all cultures and beliefs, and to inspire each individual to take action to make the world a better place Hidden Figures: The True Story of Four for people, other animals, and the environment. Black Women and the Space Race by Margot Lee Shetterly stemlikeagirl.org: Local nonprofit STEM Like a Girl offers an affordable, research-based pro- Women in Science: 50 Fearless Pioneers Who gram combining early exposure, parent engagement, Changed the World by Rachel Ignotofsky and female mentorship to begin cultivating a positive Little Dreamers: Visionary Women Around STEM identity for girls. Find online resources and the World by Vashti Harrison at-home activities on their website, as well as infor- mation about parent-daughter workshops. Wangari’s Trees of Peace: A True Story : The Oregon Zoo is a local from Africa by Jeanette Winter oregonzoo.org nonprofit organization helping to create a better fu- Spring After Spring: How Rachel Carson ture for wildlife through research, education, action Inspired the Environmental Movement by and advocacy. The 64-acre zoo will be expanding its Stephanie Roth Sisson sustainable footprint this year with the addition of The Primate Forest, which will provide an environ- Shark Lady: The True Story of How Eugenie ment that supports natural chimpanzee behaviors Clark Became the Ocean’s Most Fearless and give visitors insight into their lives. Scientist by Jess Keating dbp.theatredance.utexas.edu: Ada Twist, Scientist by Andrea Beaty Drama-based pedagogy (DBP) is a collection of teach- ing tools designed to be used in conjunction with classroom curriculum, using active and dramatic ap- Teachers enjoy 20% off all book proaches that easily engage students and immediately purchases at Green Bean Books! help create an environment for focused inquiry and cross-curricular learning opportunities. 1600 NE Alberta Street Portland, Oregon 97211 503-954-2354 greenbeanbookspdx.com

23 etpnorthwest.org • octc.org