Meeting Our Needs Together (Level 2) IDEA PAGES

I. UNIT THEME – Sub-themes/content areas • Introduction to people who supply our needs, the local geographical regions that influence this, and transportation they use. • Cross-cultural sensitivity theme: Many People in other countries lack the basic needs • Compare people who supply needs in various countries • All these careers are open to us all.

II. FOCUS/MOTIVATION • Passports to visit countries • Entire wall map of world in outline • Inquiry charts • Citizen of the world awards • Pictures of students placed on world map • Observation Charts

III. CLOSURE • Process charts and learning • Conference - portfolios • Share team explorations and personal explorations • Share foods from countries

IV. CONCEPTS - California State Standards History/Social Science Learning and Working Now and Long Ago The study of contemporary people who supply goods and services aids in understanding the complex interdependence in our free market system. 2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments by: 1. locating on a simple letter-number grid system the specific locations and geographic features in their neighborhood or community (e.g., map the classroom, the school) 2. labeling a simple map from memory of the North American continent, including the countries, oceans, Great Lakes, major rivers, mountain ranges; identifying the essential map elements of title, legend, directional indicator, scale and date 3. locating on a map where their ancestors live(d), describing when their family moved to the local community, and describing how and why they made their trip 4. comparing and contrasting basic land use in urban, suburban and rural environments in California 2.2 Students explain the institutions and practices of governments in the United States and other countries, in terms of: 1. the difference between making laws, carrying out laws, determining if laws have been violated and punishing wrongdoers 2. the ways in which groups and nations interact with one another and try to resolve problems (e.g., trade, cultural contacts, treaties, diplomacy, military force) IDEA PAGES 2

2.4 Students understand basic economic concepts and their individual roles in the economy, and demonstrate basic economic reasoning skills, in terms of:

Meeting our needs together, Level 2, CA 1 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) 1. food production and consumption long ago and today including the role of farmers, processors, distributors, weather, and land and resources 2. the role and interdependence of buyers (consumers) and sellers (producers) of goods and services 3. how limits on resources require people to chose what to produce and what to consume

Science Life Sciences 2.0 Plants and animals have predictable life cycles. As a basis for understanding this concept, students know: e. the germination, growth, and development of plants can be affected by light, gravity, touch, or environmental stress f. in plants flowers and fruits associated with reproduction.

Earth Sciences 3.0 Earth is made of materials that have distinct properties and provide resources for human activities. As the basis for understanding this concept, students know: c. soil is made partly from weathered rock and partly from organic materials, and that soils differ in their color, texture, capacity to retain water, and ability to support the growth of many kinds of plants. e. rock, water, plants, and soil provide many resources including food, fuel and building materials that humans use. f. changes in weather occur from day to day and over seasons, affecting the Earth and its inhabitants g. how to identify resources from the Earth that are used in everyday life, and that many resources can be conserved.

Investigation and Experimentation 4.0 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content the other three strands, students should develop their own questions and perform investigations. a. make predictions based on patterns of observation rather than random guessing. b. measure length, weight, temperature, and liquid volume with appropriate tools and express measurements in standard and non-standard units. c. compare and sort common objects based on two or more physical attributes (including color, shape, texture, size, weight). d. write or draw descriptions of a sequence of steps, events and observations. e. construct bar graphs to record data using appropriately labeled axes. f. write or draw descriptions of a sequence of steps, events and observations, and include the use of magnifiers or microscopes to extend senses. g. follow verbal instructions for a scientific investigation.

Meeting our needs together, Level 2, CA 2 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) IDEA PAGES 3

V. VOCABULARY maps consumers irrigate globes producers mountains needs geography valleys goods climate hills services weather coastal area bus land forms oceans truck boat/freighter lakes train plane/jet desert wagon seasons chaparral drought earthquake/tornado/storm factory flood processing trade disaster shelter wants

I. VOCABULARY (From Reflections California Series: People We Know: Unit 4&5) Unit 4: Using Our Resources Lesson 1: Land and Water Resources pp. 188-193

Tier II: last longer energy produce flowing useful drill conservation protect recycle pollution healthy power

Tier III: natural resource electricity wind turbine dam furniture coal natural gas oil fuel

Lesson 2: Getting Food Long Ago pp.194-197

Tier II: pioneers gather mild effect worried ruin

Tier III: crops Central Valley plow harvest climate swarms grasshopper raise food historian scythe hay fork catalog long ago

Lesson 3: Farming Today pp.202-209 Tier II: technology objects amount produce few loosen image product located

Tier III: disc cultivator wheat kernel pipes sprayer soil minerals hydroponics moister product map map legend body of water

Lesson 4: From Farm to Table pp. 212-217 Tier II: market unfairly rights sorted distribute deliver

Tier III: raw materials migrant workers processing plant distributor

Meeting our needs together, Level 2, CA 3 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) IDEA PAGES 4

Unit 5: People in the Marketplace

Lesson 1: Producers and Consumers pp.246-251

Tier II: provide alike downtown order supplies keep track

Tier III: producers consumers products goods services salon bakery factory

Lesson 2: Work and Income pp. 256-261, 264-267

Tier II: earn enjoy

Tier III: occupation income free enterprise business needs/wants

Lesson 3: How Much and How Many? pp.268-271,

Tier II: face problems price going up and down

Tier III: rich soil scarce marketplace manufacturing raw materials

Make a Choice When Buying pp.272-273 Tier II: willing little at a time choice give up

Tier III: budget bank interest

Lesson 4: Trading pp.276-279

Tier II: trade

Tier III: manufacture raw materials goods worldwide

English Language Arts Standards – 2nd Grade

Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Decoding and Word Recognition 1.1 Recognize and use knowledge of spelling patterns (e.g., dipthongs, special vowel spellings) when reading. 1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant = su/per; vowel-consonant/ consonant-vowel = sup/per). 1.3 Decode two-syllable nonsense words and regular multi-syllable words.

Meeting our needs together, Level 2, CA 4 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) IDEA PAGES 5

1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.). 1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies. wife/wives). 1.6 Read aloud fluently and accurately and with appropriate intonation and expression. Vocabulary and Concept Development 1.7 Understand and explain common antonyms and synonyms. 1.8 Use knowledge of individual words in unknown compound words to predict their meaning. 1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, -ing, -ly). 1.10Identify simple multiple-meaning words. 2.0 Reading Comprehension Structural Features of Informational Materials 2.1 Use titles, table of contents, and chapter headings to locate information in expository text. Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 State the purpose in reading (i.e., tell what information is sought). 2.3 Use knowledge of the author’s purpose(s) to comprehend informational text. 2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how). 2.5 Restate facts and details in the text to clarify and organize ideas. 2.6 Recognize cause-and-effect relationships in a text. 2.7 Interpret information from diagrams, charts, and graphs. 2.8 Follow two-step written instructions. 3.0 Literary Response and Analysis Narrative Analysis of Grade-Level –Appropriate Text 3.1 Compare and contrast plots, settings, and characters presented by different authors. 3.2 Generate alternative endings to plots and identify the reason or reasons for, and the impact of, the alternatives. 3.3 Compare and contrast different versions of the same stories that reflect different cultures. 3.4 Identify the use of rhythm, rhyme, and alliteration in poetry.

Writing 1.0 Writing Strategies Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). Organization and Facts 1.1 Group related ideas and maintain a consistent focus. Penmanship 1.2 Create readable documents with legible handwriting. Research 1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas). Evaluation and Revision 1.4 Revise original drafts to improve sequence and provide more descriptive detail.

Meeting our needs together, Level 2, CA 5 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) IDEA PAGES 6

2.0 Applications (Genres and Their Characteristics) Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0. Using the writing strategies of grade two outlined in Writing Standard 1.0 students: 2.1 Write brief narratives based on their experiences: a. Move through a logical sequence of events. b. Describe the setting, characters, objects, and events in detail. 2.2 Write a friendly letter complete with the date, salutation, body, closing and signature. Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure 1.1 Distinguish between complete and incomplete sentences. 1.2 Recognize and use the correct word order in written sentences. Grammar 1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking. Punctuation 1.4 Use commas in greeting and closure of a letter and with dates and items in a series. 1.5 Use quotation marks correctly. Capitalization 1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people. Spelling 1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why). 1.8 Spell basic short –vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. 1.0 Listening and Speaking Comprehension 1.1 Determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment). 1.2 Ask for clarification and explanation of stories and ideas. 1.3 Paraphrase information that has been shared orally by others. 1.4 Give and follow three – and four-step oral directions. Organization and Delivery of Oral Communication 1.5 Organize presentations to maintain a clear focus. 1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class). 1.7 Recount experiences in a logical sense. 1.8 Retell stories, including characters, setting, and plot. 1.9 Report on a topic with supportive facts and details. 2.0 Speaking Applications (Genres and Their Characteristics) 2.1 Recount experiences or present stories: a. Move through a logical sequence of events. b. Describe story elements (e.g., characters, plot, setting). 2.2 Report on a topic with facts and details, drawing from several sources of information. IDEA PAGES 7

Meeting our needs together, Level 2, CA 6 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) ELD Standards – Grade K - 2

LISTENING AND SPEAKING

Beginning Level Comprehension • Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms. • Answer simple questions with one- to two- word responses. • Respond to simple directions and questions using physical actions and other means of non-verbal communication. Comprehension, Organization & Delivery of Oral Communication • Independently use common social greetings and simple repetitive phrases. Early Intermediate Level Comprehension • Begin to be understood when speaking, but may have some inconsistent use of standard English grammatical forms and sounds. • Ask and answer questions using phrases or simple sentences. Comprehension, Organization & Delivery or Oral Communication • Retell familiar stories and short conversations by using appropriate gestures, expressions and illustrative objects. • Orally communicate basic needs. • Recite familiar rhymes, songs, and simple stories. Intermediate Level Comprehension • Ask and answer instructional questions using simple sentences. • Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses. Comprehension, Organization & Delivery of Oral Communication • Be understood when speaking, using consistent standard English grammatical forms and sounds; however, some rules may not be in evidence. • Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information. • Retell stories and talk about school related activities using expanded vocabulary, descriptive words, and paraphrasing. Early Advanced Level Comprehension • Listen attentively to stories/information, and orally identify key details and concepts. Comprehension, Organization & Delivery of Oral Communication • Retell stories in greater details including characters, setting, and plot. • Be understood when speaking, using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may have random errors. • Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information. • Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter. • Ask and answer instructional questions with more extensive supporting elements.

Meeting our needs together, Level 2, CA 7 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) IDEA PAGES 8

Advanced Level Comprehension • Listen attentively to stories/information on new topics and identify both orally and in writing key details and concepts. • Demonstrate understanding of idiomatic expressions by responding to and using such expressions appropriately. Comprehension, Organization & Delivery of Oral Communication • Negotiate and initiate social conversations by questioning, restating, soliciting information and paraphrasing. • Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter. • Narrate and paraphrase events in greater detail, using more extended vocabulary. • Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch and modulation.

READING - Word Analysis (ELD Standards) Beginning Level Concepts about Print, Phonemic Awareness, Vocabulary and Concept Development • Recognize English phonemes that correspond to phonemes students already hear and produce. Early Intermediate Level Concepts about Print, Phonemic Awareness, Vocabulary and Concept Development • Produce English phonemes that correspond to phonemes students already hear and produce, including long and short vowels and initial and final consonants. • Recognize English phonemes that do not correspond to sounds students hear and produce. Intermediate Level Phonemic Awareness, Decoding and Word Recognition • Pronounce most English phonemes correctly while reading aloud. • Recognize sound/symbol relationship and basic word formation rules in phrases, simple sentences, or simple text. Concepts about Print • Recognize and name all upper and lower case letters of the alphabet. Early Advanced Level Phonemic Awareness, Decoding and Word Recognition • Use common English morphemes to derive meaning in oral and silent reading. • Recognize sound/symbol relationship and basic word formation rules in phrases, simple sentences, or simple text. Advanced Level Decoding and Word Recognition • Apply knowledge of common morphemes to derive meaning in oral and silent reading.

READING - Fluency and Systematic Vocabulary Development (ELD)

Beginning Level Vocabulary & Concept Development • Read aloud simple words in stories or games. • Demonstrate comprehension of simple vocabulary with an appropriate action. • Retell simple stories using drawings, words, or phrases. • Produce simple vocabulary (single words or short phrases) to communicate basic needs in social and academic settings. IDEA PAGES 9

Meeting our needs together, Level 2, CA 8 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Early Intermediate Level Vocabulary & Concept Development • Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and academic settings. • Read simple vocabulary, phrases, and sentences independently. • Read aloud an increasing number of English words. • Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.”

Intermediate Level Vocabulary & Concept Development • Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.” • Use decoding skills to read more complex words independently. • Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings. Vocabulary & Concept Development, Decoding & Word Recognition • Recognize simple prefixes and suffixes when attached to known vocabulary. Early Advanced Level Vocabulary & Concept Development • Recognize simple antonyms and synonyms in stories or games. • Use simple prefixes and suffixes when attached to known vocabulary. • Use decoding skills and knowledge of academic and social vocabulary to begin independent reading. Advanced Level Vocabulary & Concept Development • Explain common antonyms and synonyms • Recognize words that have multiple meanings in texts. • Apply knowledge of academic and social vocabulary to achieve independent reading. • Read narrative and texts aloud with appropriate pacing, intonation, and expression. Decoding and Word Recognition 1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words. 1.11 Read common, irregular sight words. 1.13 Read compound words and contractions. 1.14 Read inflectional forms and root words. 1.15 Read common word families. 1.16 Read aloud with fluency in a manner that sounds like natural speech.

READING - Reading Comprehension - (ELD)

Beginning Level Comprehension • Respond orally to stories read to them, using physical actions and other means of non-verbal communication. • Respond orally to stories read to them by answering factual comprehension questions using one- or two-word responses. • Draw pictures from student’s own experience related to a story or topic. • Understand and follow simple one-step directions for classroom or work-related activities. IDEA PAGES 10

Meeting our needs together, Level 2, CA 9 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Comprehension & Analysis of Appropriate Text • Identify the basic sequences of events in stories read to them, using key words or pictures. Early Intermediate Comprehension • Respond orally to simple stories read to them by answering factual comprehension questions using phrases or simple sentences. • Draw and label pictures related to a story topic or own experience. • Understand and follow simple two-step directions of classroom or work-related activities. Comprehension & Analysis of Grade-Level Appropriate Text • Orally identify the basic sequence of text read to them using key words or phrases. • Use the content of a story to draw logical inferences. Intermediate Level Comprehension & Analysis of Grade-Level Appropriate Text • Read and use simple sentences to orally respond to stories by answering factual comprehension questions. • While reading orally in a group, point out basic text features such as title, table of contents, and chapter headings. • Use the content of stories read aloud to draw inferences about the stories. Use simple phrases or sentences to communicate the inferences made. Comprehension • Write captions of words or phrases for drawings related to a story. • Understand and follow some multi-step directions for classroom-related activities. Early Advanced Level Comprehension & Analysis of Grade-Level Appropriate Text • Read and use detailed sentences to orally identify the main idea and use the idea to draw inferences about text. • Read and orally respond to stories by answering factual comprehension questions about cause and effect relationships. • Write a brief story summary (three or four complete sentences). Comprehension • Read and use basic text features such as title, table of contents, and chapter headings. • Read and orally respond to stories and texts from content areas by restating facts and details to clarify ideas. Advanced Level Comprehension & Analysis of Grade-Level Appropriate Text • Prepare an oral or written summary or other information using a variety of comprehension strategies (e.g., generate and respond to questions, draw inferences, compare information from several sources), with literature and content area texts. Comprehension and Analysis of Grade-Level Appropriate Text and Expository Critique • Locate and use text features such as title, table of contents, chapter headings, diagrams and index.

WRITING - Strategies and Applications (ELD Standards)

Beginning Level Penmanship, Organization & Focus • Copy words posted and commonly used in the classroom. Organization & Focus • Write a few words or phrases about an event or character from a story read by the teacher. • Write a phrase or simple sentence about an experience generated from a group story.

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Meeting our needs together, Level 2, CA 10 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Early Intermediate Level Organization & Focus • Write simple sentences about events or characters from familiar stories read by the teacher. • Write simple sentences using key words posted and commonly used in the classroom. Organization & Focus, Evaluation and Revision • Write one to two simple sentences. Intermediate Level Organization & Focus • Write short narrative stories that include the elements of setting and character. • Produce independent writing that is understood when read, but may include inconsistent use of standard grammatical forms. • Following a model, use the writing process to independently write short paragraphs of at least three lines. • Write simple sentences appropriate for language arts and other content areas. • Write a friendly letter of a few lines. Early Advanced Level Organization & Focus • Write short narratives that include elements of setting, character and events. • Use the writing process to write short paragraphs that maintain a consistent focus. Organization & Focus, Evaluation and Revision • Produce independent writing using consistent standard grammatical forms, but with some rules may not be in evidence. Advanced Level Organization & Focus • Write short narratives that include examples of writing appropriate for language arts and other content areas. • Write short narratives that describe the setting, character, objects, and events. Organization & Focus, Evaluation and Revision • Produce independent writing using correct grammatical forms. • Use the writing process to write clear and coherent sentences and paragraphs that maintain a consistent focus.

Writing - Conventions (ELD Standards)

Beginning Level Capitalization • Use capital letters when writing own name. Early Intermediate Level Capitalization • Use capital letters to begin sentences and proper nouns. Punctuation • Use a period or question mark at the end of a sentence. Punctuation, Capitalization, Spelling • Edit writing for basic conventions and make some corrections. Intermediate Level Capitalization, Punctuation, Spelling • Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling. Sentence Structure, Grammar, Spelling • Use standard word order but may have some inconsistent grammatical forms. IDEA PAGES 12

Early Advanced Level

Meeting our needs together, Level 2, CA 11 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Capitalization, Punctuation, Spelling • Produce independent writing that may include some inconsistent use of capitalization, periods and correct spelling. Sentence Structure, Grammar, Spelling • Use standard word order with some inconsistent grammar forms. Punctuation, Capitalization, Spelling • Edit writing for some conventions. Advanced Level Sentence Structure, Grammar • Use complete sentences and correct word order. Grammar • Use correct parts of speech, including correct subject/verb agreement. Capitalization, Punctuation, Spelling • Edit writing for punctuation, capitalization, and spelling. Sentence Structure, Grammar, Punctuation, Capitalization, Spelling • Produce writing that demonstrates a command of the conventions of standard English.

READING - Literary Response and Analysis (ELD Standards)

Beginning Level Narrative Analysis of Grade-Level Appropriate Text • Listen to a story and respond orally by answering factual comprehension questions using one- or two-word responses. • Draw pictures related to a work of literature identifying setting and characters. Early Intermediate Level Narrative Analysis of Grade-Level Appropriate Text • Orally respond to stories by answering factual comprehension questions, using simple sentences. • Recite simple poems. • Orally identify setting and characters using simple sentences and vocabulary. Intermediate Level Narrative Analysis of Grade-Level Appropriate Text • Use expanded vocabulary and descriptive words for oral and written responses to simple texts. • Read simple poetry and respond to factual comprehension questions using simple sentences. Early Advanced Level Structural Features of Literature • Read short poems and orally identify the basic element. Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism • Read and orally identify literary elements of plot, setting, and characters. • Read and identify beginning, middle, and end of a story. Advanced Level Narrative Analysis of Grade-Level Appropriate Text • Read and respond both orally and in writing to a variety of children’s literature. Structural Features of Literature • Describe the elements of poetry. Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism • Compare and contrast literary elements of different authors.

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VI. MATH/SCIENCE/SOCIAL STUDIES SKILLS/UNDERSTANDINGS • Graphing • Use of maps, map symbols, legends

Meeting our needs together, Level 2, CA 12 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) • Cardinal directions • Distinguish between physical geographical features • Higher level thinking skills - Observing, comparing/contrasting, recording - Evaluating, analyzing - Classifying/categorizing

VII. RESOURCES AND MATERIALS - Non-fiction National Geographic, Aug. 84, Oct. 87, June 85, Sept. 80, Nov. 89, Sept. 85, Dec. 89, March 88 March 80, Jan. 80, Feb. 81 Count Your Way Through Japan County Your Way Through the Arab World Volcano; Lauber, P. Animals in Danger: Asia; Rouke Corp. People The News Americans Anderson, The American Family Farm Carrick, Milk Gibbons, Farming Gibbons, The Milk Makers Knowlton, Geography from A to Z Mitgutsch, From Grain to Bread Morris, Bread, Bread, Bread Patent, Wheat: The Golden Harvest Gibbons, The Seasons of Arnold's Apple Tree Ancona, Bananas: From Manolo to Margie

RESOURCES AND MATERIALS - Fiction Aardema, V.; Bringing the Rain to Kapiti Plain Dayrell, E.; Why the Sun and the Moon Live in the Sky Aardema, V.; Why Mosquitos Buzz in People's Ears Wright Group; Tales of the Far East Listen to Grandmother Daring Deeds Hidden Treasure Riddles and Reasons Laurin, A.; The Perfect Crane The Legend of Food Mountain; adapted by H. Rohmer Cherry, L.; The Great Kapok Tree Johnston, The Quilt Story Johnston, Yonder Lasky, I Have Four Names for My Grandfather Lawson, They Were Good and Strong Lee, Ba-Nam Lindbergh, Johnny Appleseed Polacco, The Keeping Quilt IDEA PAGES 14

Rogow, Oranges Silverman, Festival of Freedom Waters, Lion Dancer: Eddie Wan's Chinese New Year Zolotow, The Sky Was Blue

Meeting our needs together, Level 2, CA 13 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Aliki, Corn is Maize: The Gift of the Indians Friedman, How My Parents Learned to Eat Siebert, Truck Song Hall, Ox Cart Man

RESOURCES AND MATERIALS - Literature The Crane Wife; Yagawa, S. The Carrot Seed; Kraus, R. Deep in the Forest; Turkle, B. Seven Korean Sisters; Hahn, J.H. Desert Is Theirs; Baylor, B. See Through the Forest; Selsam, M. Little Seashore Books; Martin, B.

RESOURCES AND MATERIALS - Poetry Where the Sidewalk Ends; Silverstein, S. "Homemade Boat"

RESOURCES AND MATERIALS - Music Sharing a Song; Schneider, B. Addison Wesley

RESOURCES AND MATERIALS - People Bilingual tutors share life experiences from their countries Parents share jobs here and in other countries Parents help cook foods from other countries

Meeting our needs together, Level 2, CA 14 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) PLANNING PAGES

I. FOCUS/MOTIVATION • Passports to visit countries • Place student pictures on outline of wall map - ethnic roots • Inquiry charts: - What do we need to live? - What do we want wonder about what we need to live? • Citizen of the world awards • Real foods/plants: e.g. corn plant, ground flour • Read aloud and poetry • Observation Charts California Mexico Vietnam Taiwan Sudan

II. INPUT • Narrative input on a day in the life of a boy from Taiwan (factory) following food he eats • Pictorial input chart – California Agriculture • 10/2 with primary language groups • Read Aloud • Shared reading: Big Book: Imagine

III. GUIDED ORAL PRACTICE - Form co-op groups • T-graph for social skills • Co-op groups • Picture file cards - classifying/categorizing - list, group, label with picture - numbered heads together with dice • Poetry - chanting, modeling, highlighting • Sentence Patterning Chart • Process Grid • Personal interaction • Expert groups • Team maps

IV. READING/WRITING ACTIVITIES A. Total Class • Model-shared reading • Group Frame - Models shared writing, skills highlighted in context, copied and put in students' portfolios - Expository, based on process grid - Poetry, based on poetry frame - Narrative, based on a legend or input B. Co-op Reading/Writing • Focused reading/partner reading • Interactive reading - cross-age reading

Meeting our needs together, Level 2, CA 15 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) • Strip paragraphs • Oral book sharing - in primary language and heterogeneous groupings • Flip chants • Strip books • Ear-to-ear reading • Mind-mapping • Big Books - in many languages • Reader's Theater • Flexible Group Raeding C. Individual Activities • Silent sustained writing • Mind-mapping • Interactive journals • Learning logs • D.E.A.R. time (drop everything and read) • Readers' Workshop D. Writers' Workshop • Choices • Conferencing • Author's Chair - nudges - questioning/listening

V. EXTENDED ACTIVITIES FOR INTEGRATION • Cooking - corn or apples • Music • Art • Guided imagery • Experiments • Poetry

VI. CLOSURE • Personal exploration • Team exploration - Big Book • Portfolios/conferences • Process charts and learnings • Student Generated Test

Meeting our needs together, Level 2, CA 16 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) SAMPLE DAILY LESSON PLAN

DAY 1: World – Wants/Needs

FOCUS/MOTIVATION • Cognitive Content Dictionary (CCD) – signal word: sociologist • Sociologist awards • Inquiry chart_What do we need to live? What would you like to learn about? - Would that change if you lived in Alaska, Vietnam, etc. • Big Book - Imagine

INPUT • Geographical information – World Map - Outline/label continents and oceans - Introduce compass rose - Label countries of origins of student families - 10/2, primary language groups

GUIDED ORAL PRACTICE • Poetry – Is This A Continent? Yes Ma’am

FOCUS/MOTIVATION • Portfolios • Pass out passports • Poetry - "I'm a Sociologist" • Take plane to Taiwan, stamp visa, review geographical features • Observation Charts of Taiwan

INPUT • Narrative input chart (big city, factories, freighters, etc.) - a day in the life of a boy in Taiwan, following food he eats from farm to factory, to store - Class retells and/or flexible grouping retelling

Meeting our needs together, Level 2, CA 17 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) INPUT • Graphic Organizer – Wants/Needs - List, group, label (orally or written). - list all things we need to live - group them - give them a title • Personal Interaction

GUIDED ORAL PRACTICE • T-Graph • Picture File Sort: Needs vs. Wants • Poetry - "ALL OVER THE WORLD" • Strip Book – “People Need… but, People Want…”

READING/WRITING • Learning Logs • Interactive journals • Flexible reading group – clunkers and links

• Writers Workshop -Set standards, explain free choice writing - Mini lesson: use of mind-mapping, drawing when you get stuck, kid spelling -Students write, teacher conferences (Students may share with each other as they write) - Author's Chair (model questioning and listening) - nudges - "Who tried something new?" "Who wants to share?" "Was it scary?" "How did it feel?"

CLOSURE • Chants/ poems • Review day/charts • Home/School Connection

Meeting our needs together, Level 2, CA 18 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) DAY 2: California Agriculture FOCUS/MOTIVATION • Cognitive Content Dictionary (CCD) – Signal/word: Agriculture • Share Home/School Connection • Review World Map – word cards - Add sea, river, country, coastline - Color code continents (introduce Map Key) • Bus tickets to Central California GUIDED ORAL PRACTICE  Poetry “Farmers Here, Farmers There” – highlight words • Observation charts – California Agricultural areas INPUT • Pictorial input chart – California Agriculture - Farm to table pictorial - 10/2, active participation, primary language • Poetry – “Farmers Here, Farmers There” with picture files • Learning Log about California - ELD Review READING/WRITING • Read aloud about Immigrant worker – A Day’s Work GUIDED ORAL PRACTICE • Poetry - "I'm a Sociologist" – highlight, sketch, pictures • Sentence Patterning Chart – farmers - reading - trading game - flip chant READING/WRITING  Team Tasks • Flexible Group - ELD group frame • Reading/Writing Choice Time: Model choices - poetry booklet,-silent reading, -partner reading, read/ manipulate group frame, manipulate pocket poetry, read from portfolio - Teacher conferences/flexible grouping - Students respond to reading in log. What I read. How I liked it. - who read something new? something they like? What did you like, etc. • Interactive journals CLOSURE • Home/School Connection DAY 3: Vietnam/Mexico

Meeting our needs together, Level 2, CA 19 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) FOCUS/MOTIVATION • CCD – signal word • Share Home/School Connection • Review with word cards - California • Take a boat cruise to Vietnam - observation charts - review geographical features on pictorial with pictures - Coastline country • Read aloud - story/legend from Vietnam

READING WRITING • Team Tasks: With oral evaluation of T-graph

INPUT • Expert group on Vietnam and Mexico • Poetry: “I know a Busy Storekeeper”

GUIDED ORAL PRACTICE • Mind Map • Process Grid Game - # Heads Together

READING WRITING • Cooperative Strip Paragraph - model writing process with writing checklist

CLOSURE • Process charts • Home School Connection

Meeting our needs together, Level 2, CA 20 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) DAY 4:

FOCUS/MOTIVATION • CCD – Stumper word • Share Home/School Connection

GUIDED ORAL PRACTICE • Song – “Hello, My name is Joe and I Work in a Button Factory” • Review narrative with word cards/conversation bubbles • Story map of narrative

READING/WRITING • Team Tasks (Written Evaluation of T-graph) • Flexible Reading Group - ELD group frame - Struggling readers – Coop Strip Paragraph - At or above – clunkers & Links • Ear-to-Ear reading with Poetry Booklet • Listen and sketch • Focused reading with personal CCD

CLOSURE • Team Feud • Process Inquiry • Letter Home • Evaluate the week

Meeting our needs together, Level 2, CA 21 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Big Book Imagine By: Karen Hernandez Page 1 Imagine all the families meeting their needs around the world. (needs of food, water, shelter and clothing)

Eating delicious meals that were prepared in different ways.

Using water to drink, wash and grow food.

Building homes out of materials that are available around them.

Wearing clothing that protects them from the weather.

Working to do their part in their community. Imagine if you can!

Page 2 Imagine all the farmers raising food around the world.

Plowing the soil for planting crops.

Hoping that the weather will help the plants grow.

Using irrigation to bring water.

Protecting the crops from diseases and insects.

Harvesting their crops to sell. Imagine if you can!

Meeting our needs together, Level 2, CA 22 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Page 3 Imagine all the people working around the world.

Processing the food we need. Using raw materials like metal, oil, and wood. Manufacturing the things we use. Transporting them in trucks, trains, boats, carts, or on their backs. Distributing goods in markets and stores.

Imagine if you can!

Page 4 Imagine all the countries buying and selling around the world

Exporting their extra goods to other countries Importing what their country doesn’t have Making laws about international trade Using products that other nations sell them.

Imagine if you can!

Page 5 Imagine all the people who don’t have enough of what they need.

Living with thirst because there isn’t enough water, Going hungry because there isn’t enough food, Not working because there aren’t enough jobs, Freezing because they don’t have warm clothes, Having no toys because they don’t have money to buy them.

Imagine if you can!

Meeting our needs together, Level 2, CA 23 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Imagine what would happen if all of us would share, take care of each other and show that we care.

Not having to have all that we want, being content with what we need, so we can help others in this world community.

Imagine if you can!

Meeting our needs together, Level 2, CA 24 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Meeting our needs together, Level 2, CA 25 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Meeting our needs together, Level 2, CA 26 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) NARRATIVE

Scene 1: (House, father and mother present)

Wei Lin was very excited when his father came home from the new factory with a present. Taipei has many factories and his father started in the new factory.

- What is it father? What did you bring me?

- My, what a curious boy! We’ll open it after dinner.

- Please, mother, tell me what father brought.

- But she only said, “My, what a curious boy!”

Scene 2: (Eating dinner)

After supper of fish and rice, Wei Lin’s father opened the beautiful box – (What do you think it was?) A beautiful, wonderful, dark, black chocolate!

- Is it mine? Can I eat it? Did you make it?

- My, what a curious boy!

Scene 3: (Map, ship, beans in hands)

- This chocolate has a wonderful story, his father said. It started in the country of Mexico as a cacao tree. The beans changed to a chocolate brown color in the heat and the pulp falls off. Dried and bagged, the cacao bean started on a long ship journey to Taiwan.

- Can I eat it them? What happened in Taiwan?

- My, what a curious boy! Come with me to the chocolate factory.

Scene 4: (He walked to the factory with his dad)

- Businessmen from Mexico sold it to our factory for $3,000 a ton. Last year chocolate was more expensive because there was no rain and many trees died.

- They went through the door to Room 1.

- Here at our factory, the cacao beans are cleaned, roasted and shells are taken off. Scene 5:

Meeting our needs together, Level 2, CA 27 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) They went to the next room. Many people were very busy running the machines.

- Our machines break them into large pieces – then they move between two heavy circles where the beans are ground and heated to become a thick dark paste. - Can I eat it then? It smells good. The machines look big. What does it do? - My, what a curious boy! Let’s see what happens to it.

Scene 6:

They went into a third room. All of the people were in white coats. Some chocolate was being made into candy and some ground into cocoa for drinking.

- Let’s go into the candy room. What kind of candy? Dies it taste good? Can I eat it? - My, what a curious boy!

Scene 7:

In the last room of the factories, people with white gloves are choosing perfect pieces. Other workers are carefully decorating some pieces by hand.

- What are those businessmen doing? Where are they going? - My, what a curious boy! - Businessmen from around the world come to taste the chocolate. They meet with our most important person, the chocolatier, the person who decides on recipes for chocolate. - Can I eat it now? When can I come back? Can I work in a chocolate factory? - My, what a curious boy!

Scene 8:

Wei Lin said goodbye to all the workers who answered all his questions.

- “Goodbye,” the factory people said. “My, what a curious boy!”

Marcia Brechtel

Meeting our needs together, Level 2, CA 28 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Meeting Our Needs Together

Chants & Poems

Name: ______

Meeting our needs together, Level 2, CA 29 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) World-Wide Bugaloo

All over the world, it’s easy to see People need clothes, like you and me. Some are fancy Some are not Some for the cold Some for the hot People, people like me and you Let’s do the world-wide bugaloo!

All over the world, it’s easy to see People need love, like you and me. Some from family Some from a friend Some from animals Some pretend People, people like me and you Let’s do the world-wide bugaloo!

All over the world, it’s easy to see People need houses, like you and me. Some on mountains Some on plains Some in cities Some where it rains People, people like me and you Let’s do the world-wide bugaloo!

All over the world, it’s easy to see People need food, like you and me. Some eat rice Some eat potato Some eat meat Some eat tomatoes People, people like me and you Let’s do the world-wide bugaloo! Marcia Brechtel 1992

Meeting our needs together, Level 2, CA 30 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) I’M A SOCIOLOGIST

I'm a sociologist I study people and the way they live. How they meet their needs each day. What they do for work and play.

Sound off … meeting needs Sound off … work and play Sound off … 1,2,3,4 - society!

By: Karen Hernandez

Meeting our needs together, Level 2, CA 31 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) FARMERS

Farmers here, farmers there, Farmers, farmers everywhere!

Busy farmers plowing, Tired farmers planting, Worried farmers reaping, And happy farmers selling.

Farmers in the desert, Farmers through the fields, Farmers in the mountains, And farmers under trees.

Farmers here, farmers there, Farmers, farmers, everywhere!

FARMERS! FARMERS! FARMERS!

By: Marcia Brechtel

Meeting our needs together, Level 2, CA 32 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) The Chocolate Factory

Hello, my name is Joe and I work in a chocolate factory. I have a wife, two kids and a dog.

One day my boss said to me, “Are you busy Joe?” I said “No.” “Then push this button with your right hand!”

2nd chorus….. “Then push this button with your left hand!” 3rd chorus….. “Then push this button with your right foot!” 4th chorus….. “Then push this button with your left foot!” 5th chorus….. “Then push this button with your head!”

Last verse ends:

One day my boss said to me, “Are you busy Joe?” I said “Yes!!!”

Adapted by Marcia Brechtel

Meeting our needs together, Level 2, CA 33 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Continents & Oceans

Is this a continent? Yes, Ma’am. Is this a continent? Yes, Ma’am. And how do you know? It’s a large land mass. And how do you know? There are only seven. Give me some examples. Europe and Asia. Give me some examples. North America and Africa.

Is this an Ocean? Yes, Ma’am. Is this an Ocean? Yes, Ma’am. How do you know? It’s salty water. How do you know? It’s very large. Give me some examples. Pacific and Arctic. Give me some examples. Indian and Atlantic.

Is this a coastline? Yes, Ma’am. How do you know? It touches land and ocean. Who has one? California!

Adapted by Marcia Brechtel, 2000

Meeting our needs together, Level 2, CA 34 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Seven Continents

There are seven continents: Europe, Africa, Asia, North America, South America, Antarctica too, Don’t forget Australia!

Five Oceans On the Earth (Tune: “Oh, My Darlin’ Clementine) On the Earth there are five oceans, Salty water everywhere. The Pacific is the biggest. The Atlantic over there. Then the Indian and the Arctic, And the Southern ocean, one more, Seven Continents of land, Five Oceans, shore to shore.

Meeting our needs together, Level 2, CA 35 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Natural Resources Sound Off

Natural resources are things we use, That are found in nature it is true. We should conserve, that means save, Recycling things is also the rave.

Sound off…weather Sound off… land and water Sound off…1,2,3,4 natural resources!

Some resources grow the food we need, Like soil, sun, rain, and lots of seed. Water or wind makes electricity, So we can cook and watch T.V.

Sound off…weather Sound off… land and water Sound off…1,2,3,4 natural resources!

By: Karen Hernandez

Unit 4, Lesson 1: Land and Water Resources

Meeting our needs together, Level 2, CA 36 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Workers Everywhere

Workers here, workers there, Workers, workers everywhere.

Immigrant workers harvesting crops, Transportation workers driving trucks, Factory workers assembling products, And business workers balancing budgets.

Workers in the fields, Workers around the community, Workers throughout restaurants, And workers inside offices.

Workers here, workers there, Workers workers everywhere.

By: Karen Hernandez

Meeting our needs together, Level 2, CA 37 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Growing Food (Tune: The Ants go Marching)

First the farmer plows the field, in rows, in rows. Then the farmer plants the seeds, in soil, in soil. They need lots of water you know, The sun and soil help them grow. And plants grow food out of the ground, for us to eat. Yum, yum, yum!

Long ago, farming was hard, hard work, hard work. Technology helps farmers now, more crops, more crops. Using machines to produce more, Gets more food to the store. So they can sell the foods we like, for us to eat. Yum, yum, yum!

By: Karen Hernandez

Unit 4, Lesson 2,3: Farming Today

Meeting our needs together, Level 2, CA 38 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Working Communities (Tune: first verse of Gilligan’s Island repeated)

Just sit right back and I’ll tell you a tale, Of working together you see, People doing many jobs, In a community, In a community.

Making goods or providing services, Working through their days; Depending on each other, Then they’re paid a wage, Then they’re paid a wage.

Producers make and sell supplies, Food, or technology. Consumers buy products or services In exchange for currency, In exchange for currency.

By: Karen Hernandez

Unit 5, Lesson 1: Producers & Consumers

Meeting our needs together, Level 2, CA 39 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Income Choices

(Tune: She’ll Be Coming Around the Mountain)

When I get some money to use, it is income, I need to make wise choices to spend some, I first pay for things I need, Then buy fun things that I see, Giving to others and saving is good indeed.

A budget helps me track my money well, Choices of spending, saving, sharing it will tell. What can I afford? How can I earn more? Costs and benefits guide economic details. By: Karen Hernandez

Unit 5, Lesson 2: Work and Income

Meeting our needs together, Level 2, CA 40 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Name: ______Date:______Home-School Connection #1 People Who Supply Our Needs

Find out where your parents came from. What kind of jobs do your parents do? If your parents worked in another country, what jobs did they do there? Sketch and/or write about what you find out.

¿De donde son tus padres? Si trabajaron en otro país, ¿cual trabajo hicieron? ¿Cuál es su trabajo ahora? Trace y escribe lo que te dicen.

Adult Signature: ______

Meeting our needs together, Level 2, CA 41 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Name: ______Date:______Home-School Connection #2 People Who Supply Our Needs

Survey your kitchen or your foods at dinner. How many items came from a farm? Which ones came directly from a farm? Which ones came from a factory? Sketch and write below. Inspecciona tu cocina y fíjate en tu comida durante la cena. ¿Cuántos de esos alimentos se originaron en una hacienda o rancho? Trace y nombra esos productos.

Adult Signature: ______

Meeting our needs together, Level 2, CA 42 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Name: ______Date:______Home-School Connection #3 People Who Supply Our Needs

Find 5 things in your home that were made in a factory. Did they come from a factory in another country? Which one? Encuentra cinco (5) artículos en tu hogar que fueron hechos en una fábrica. ¿Vinieron esos artículos de una factoría en otro país? ¿Cuál países?

Adult Signature: ______

Meeting our needs together, Level 2, CA 43 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Expert Group #1 Vietnam

Most Vietnamese are farmers. Rice is the most important crop. Farmers use water buffalo to plow their fields.

There are many factories in the north and near the big cities. Some of them make iron and cement. Small shopkeepers in the cities sell goods from farms and factories.

People in Vietnam travel by boat in the rivers. These boats are called sampans. In the cities, people use buses and trucks. Many people use bicycles.

Meeting our needs together, Level 2, CA 44 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Vietnam is a long, narrow country. There are two important farming areas: the Red River in the north and the Mekong River in the south.

Tall mountains separate Vietnam and China. There are also tall mountains between Vietnam and Laos.

The climate in southern Vietnam is warm and wet. In the north, winters are cool and damp.

Meeting our needs together, Level 2, CA 45 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Expert Group #2 Mexico

Most Mexican people work in the service industry, especially tourism.

There are many different products created in Mexico. These include petroleum, cars, and electronic equipment. Most of these products are exported to the USA.

Many people in Mexico travel by bus on paved roads. In Mexico City, people use a subway system.

Meeting our needs together, Level 2, CA 46 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Because of Mexico's many exports, the number of boats moving in and out of Mexico's ports has grown. Tourists also come to Mexico's beaches on cruises.

Mexico has many different land features including tall mountains, deep canyons, hot deserts, and wet rainforests.

The climate in Mexico ranges from tropical at the beaches to dry and hot in the desert regions.

Meeting our needs together, Level 2, CA 47 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Expert Group #3 Taiwan

Most people in Taiwan work in the service industry with companies that support others.

In Taiwan, factories produce electronic equipment, including computer monitors and PCs. Many of these products are traded to foreign countries throughout the world.

Taiwan is an island surrounded by the Pacific Ocean, the China Sea, and the Taiwan Strait.

Meeting our needs together, Level 2, CA 48 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Taiwan has six international harbors through which they export goods. They also have a modern railway system for transportation.

More than half of Taiwan is made up of mountains with 100 peaks over 3,000 meters.

The climate in Taiwan is tropical which means hot and humid.

Meeting our needs together, Level 2, CA 49 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Expert Group #4 Sudan

In Sudan, agriculture is an important industry. Farmers grow cotton, peanuts, and sesame seeds.

Oil production is another important industry. An oil pipeline has been built to transport oil to the export terminal in Port Sudan on the Red Sea.

Sudan has railways and 16 airports to move goods and services.

Meeting our needs together, Level 2, CA 50 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Sudan has two major rivers, the Blue Nile and the White Nile which bring water to the southern regions.

Sudan is generally a flat country with mountains in the east and the west. There are some swamps in the southern part of the country.

Each part of Sudan has a different climate. In the north it has desert temperatures. But in the south, the weather is more tropical.

Meeting our needs together, Level 2, CA 51 Heather Jones & Karen Hernandez, East Whittier City SD adapted from Fountain Valley USD - Project G.L.A.D (09/10) Land Resources Water Resources

Interesting Facts Weather

Distribution Goods & Services Country

Transportation Processors

Process Grid Country Land Water Weather Goods & Processors Transportation Distribution Interesting Resources Resources Services Facts

U.S.A California

Vietnam

Taiwan

Mexico

Sudan