Contents of the
SEASHORE SURPRISES
Curriculum Package
Inside your Reading Rainbow
backpack, you will find:
the Reading Rainbow video
of “Seashore Surprises”
the Seashore Surprises paperback
book
a classroom set of seashells
a decorative fishnet
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Language Arts and
Literature
Through experiences with the Seashore Surprises book and
Reading Rainbow program, students will have opportunities to
work with the following concepts:
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•
•
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•
•
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•
compound words
“sh” digraph
homophones
antonyms
alliteration
parts of speech including verbs, adverbs, and
prepositions
“er”, “est”, and “ly” suffixes
writing directions
alphabetical order
nonfiction as a type of literature
story patterns and sequence
writing concrete and acrostic poetry
using reference sources
Language Arts and Literature Activities
Compound words. As a class, explore the use of compound words in the Seashore Surprises book. Create a class
chart of examples from the book using large seashell-shaped
paper. (Patterns that can be enlarged are provided in the Appendix on pages 127 and 129.) Examples of compound
words from Seashore Surprises are listed below.
seashore
tide pool
seashell
barefoot
clameaters
shellfish
rockweed
swimsuit
sunglasses
lifeboat
sandpaper
sideways
overlap
underwater
seahorse
seagull
underwater
beachcombing
necklace
somewhat
sea star
starfish
seawater
seaweed
outside
itself
Note to teacher:
Other seashore related compound words:
beach ball
sea level
seaboard
horseshoe(crab)
oil spill
sandcastle
shipyard
lighthouse
shoreline
seawall
seafood
sea otter
shellfish
shipwreck
sand dune
sandpiper
goldfish
seaport
seabird
seaside
coastline
waterway
rowboat
fisherman
shorebird
To extend and apply the use of compound words, have the
students make puzzles using words from the book or other
seashore-related compounds.
(continued on page 8)
SEASHORE SURPRISES
Language Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
7
Mathematics
Through experiences with the Seashore Surprises book and
Reading Rainbow program, students will have opportunities to
work with these mathematical concepts:
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•
•
•
•
•
•
•
•
•
patterns
symmetry
ordering by size
measurement
probability
parallel and intersecting lines
skip counting
sorting and classification
estimation
weight
Mathematics Activities
Sorting and classification. After viewing the program, list
animals that live along the seashore. Have the book, Seashore
Surprises, available for reference. Sort the animals into different categories, such as “shell” and “no shell” or by where they
live, e.g., water, sand, rocks.
Classification. Using the seashells included in your curriculum package, have students classify shells according to
type, color, size, etc. They will think of other attributes by
which to sort them. Encourage them to explain the reasoning
behind their classification schemes.
Describing patterns. Using the seashell collection, have
students work together in small groups to describe the patterns found on seashells. The small groups should record their
descriptions. They may wish to draw pictures of their patterns.
Have each small group share their descriptions of the patterns
in the shells they examined. Pose the question: do any other
groups have shells in their collections that fit the patterns
described?
Creating patterns. Provide each class member with a
package of Shark Bites snack food. These are available from
Betty Crocker and can be found at most grocery stores. Have
the students create a pattern using the Shark Bite bits. Encourage them to use the color and type found in the package.
The patterns can be glued to a strip of oak tag. The patterns
can be exchanged so the students have practice in identifying
the pattern and completing it. If Shark Bites are not available,
use shapes cut from colored paper or colored cereals.
Finding patterns. Have students consider situations in
which patterns are used in their daily lives. For example,
dishes, clothing, carpets, quilts, etc. have patterns that can be
described and reproduced in other ways.
SEASHORE SURPRISES
Mathematics
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
47
Social Sciences
Through experiences with the Seashore Surprises book and
Reading Rainbow program, students will have opportunities
to:
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•
•
•
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•
•
use map skills
create a relief map
develop an understanding of elevation
explore world geography
explore island cultures
investigate seashore-related careers
investigate seashore resources
learn about the history and function of lighthouses
Social Sciences Activities
Map skills. Have students study a world map to locate
land masses and bodies of water. As they review the map,
generate definitions of geography terms, such as island, continent, sea, ocean, and others as appropriate to the level of the
students.
Map skills. Using the reproducibile world map on page 61
at the end of this section, have students select a color for land
masses that are islands and color them. As an optional
activity, have students label islands that are familiar to them.
Map skills. Initiate a discussion about what the world
looks like from the sky. Revisit the opening segment of the
Seashore Surprises video to see a “bird’s eye view” of the
Florida shorelines. Have students search books for photographs that depict aerial views of land masses.
Making a relief map. Have students work in cooperative
groups to create a relief map that shows an aerial view of a
fictional island. Donated shoebox lids, styrofoam trays, and
pizza boxes make good bases for relief maps. The island can
be made from a modeling compound or salt dough, using the
recipe below. When the dough has dried, it can be painted to
show realistic details.
Salt Dough
Mix three parts salt to one part flour.
Add water until the desired consistency is achieved.
It is helpful to mix the dough in a zipped lock-type bag.
On a large piece of blue paper, have students place their
relief maps to create an ocean of islands.
SEASHORE SURPRISES
Social Sciences
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
57
Science
Through experiences with the Seashore Surprises book and
Reading Rainbow program, students will have opportunities to
work with the following concepts:
•
•
•
•
•
•
•
•
•
•
tides and waves
erosion
seashore plants and animals
differentiating shells
sound
life cycles
simple food chains
seashore habitat
floating/sinking
ecology
Science Activities
Understanding how waves are formed. Enlarge the diagram below showing the parts of a wave. Use the diagram as
a visual to explain how waves are formed. Most waves are
formed by winds that blow across the ocean surface. The
highest part of the wave is called the “crest,” and the lowest
part is called the “trough.” As a wave approaches the shore,
the trough is slowed down by the friction of the water on the
ocean floor. The crest, however, continues to travel at the
same rate of speed. Since the crest is traveling faster than the
trough, it begins to pass over the trough falling forward.
When the crest falls forward, it is said that the wave is
“breaking.”
SEASHORE SURPRISES
Science
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
67
The Arts
Through experiences with the Seashore Surprises book and
Reading Rainbow program, students will have opportunities
to:
•
•
•
•
•
•
explore creative movement
study elements of art
work with abstract visual elements
create sculpture
understand perspective in landscapes
be exposed to artistic and musical interpretations of the
sea
Arts Activities
Creative movement. After students have viewed the program and had the opportunity to research animals and plants
of the seashore, explore the movements they make in their
natural habitat. Use a tape of music and ocean sound effects
as the background. Possibilities for movement include the
following:
- a wave that is calm, crashing, flowing, wild, blown by
the wind, in a storm, hitting the rocks on shore,
washing gently up on the shore.
- a gull flying
- a gull bobbing up and down on the waves
- a clam opening and closing
- a snail moving across the sand
- a crab walking backwards
- a periwinkle creeping on the sand
- pufferfish
- a jingle shell
- seaweed
- a sandpiper
- an otter swimming
Students may wish to create their own sound effects to
accompany the movements. Play other types of music, such
as Hawaiian, calypso, or classical music and discuss movements that are suggested by the rhythms. Creatively move to
these pieces of music.
This activity can be tied to a language arts lesson on verbs
and adverbs. Create a list of movements typical of seashore
life. Some may be verbs that can be acted out (e.g., sway,
skitter, soar, bob, etc.). Others will be adverbs that describe
how the movement is done (e.g., cautiously, excitedly, haltingly, etc.). Discuss the movement words before students are
asked to dramatize them.
SEASHORE SURPRISES
The Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
95
Appendix
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
105
Repro #
Research Planner
RESEARCH EXPERT PLANNER
Topic: _____________________________________________________________
1 .What we want to learn: ____________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
2 .Sources of information used in our study: ___________________________________________
___________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
__________________________________________________________________________________________________________
3 .The information we discovered: ____________________________________________________
______________________________________________________________________________________________________________
________________________________________________________________________________________________________
__________________________________________________________________________________________________________
4 .How we will share what we've learned with an audience: _____________________________
__________________________________________________________________________________________________________
___________________________________________________________________________________________________________
____________________________________________________________________________________________________________
5 .Date we will be ready to share our information: _____________________________________
Selected Bibliography
Seashores and Beaches — Nonfiction
Arnosky, Jim. Near the Sea. Lothrop, Lee & Shepard, 1990.
Lush paintings of a Maine island seashore, sand dunes,
gulls, water, and rocks accompany an informational text
about seashore ecology and marine life.
Burnie, David. Seashore. “Eyewitness Explorers” series.
Dorling Kindersley, 1994.
A seashore guide for students that covers topics about
tides, shells, seashore inhabitants, waves, marine life, and
more! Full-color photographs dominate the text.
Carr, Terry. Spill! The Story of the Exxon Valdez. Franklin
Watts, 1991.
Full-color photographs highlight an informational text in
this explanation of the oil spill off the Alaskan coast caused
by the tanker Exxon Valdez. Before and after photos of the
coastline are particularly compelling. Many facts and figures
related to the damage and the loss of animal life are documented in the text.
Doris, Ellen. Marine Biology. Thames & Hudson, 1993.
Easy-to-understand text and full-color photographs explain
the life of coastal waters in this book done in connection
with the Children’s School of Science, Woods Hole, Massachusetts.
Gibbons, Gail. Beacons of Light: Lighthouses. Morrow, 1990.
Easy-to-read informational text about the history and functions of lighthouses, illustrated with brightly colored, highly
detailed illustrataions.
Guiberson, Brenda Z. Lighthouses: Watchers at Sea. Henry
Holt, 1995.
History, architecture, and lore of lighthouses is presented in
this informational text illustrated with photographs and
sketches. Lengthy, but not difficult text, will make a valuable resource.
Jeunesse, Gallimard & Elisabeth Cohat. The Seashore. “First
Discovery” series. Illus. by Pierre de Hugo. Scholastic,
1990.
An introduction to animal life in a seashore habitat. Colorful overlays allow readers an inside look at animals and
shells.
Malnig, Anita. Where the Waves Break: Life at the Edge of
the Sea. Photographs by Jeff Rotman, Alex Kerstitch, &
Franklin Barnwell. Carolrhoda, 1985.
Various marine animals and plants that live along the seashore are examined in this informational text, illustrated
with full-color photographs. Sea urchins, jellyfish, starfish,
sponges, and sand dollars are among the animal life
discussed.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
45
Paige, David. A Day in the Life of a Marine Biologist.
Photographs by Roger Ruhlin. Troll, 1981.
The variety of jobs performed by a marine biologist in the
water and in her laboratory are described in this informational text illustrated with full-color photographs. A Reading
Rainbow review book.
Patten, J. M. Eye on the Environment: Oil Spills. Rourke,
1995.
The effects of oil spills on the animal and plant life and the
process of cleaning up an oil spill at sea and on the shore
are described in this easy-to-read informational text supplemented with full-color photographs.
Pringle, Laurence. Oil Spills: Damage, Recovery, and
Prevention. Morrow, 1993.
Because of its longer text, this book may be a more useful
resource for teachers than for students. With a focus on the
environment, the informational text and black-and-white
photographs discuss the uses of petroleum and the harmful
effects, clean up, and prevention of oil spills.
Reed, Bob & Pat. Sand Creatures and Castles: How to Build
Them. Holt, Rinehart & Winston, 1976.
Text includes diagrams and directions for making a variety
of sand structures of animals and castles.
Rinard, Judith E. Along a Rocky Shore. National Geographic
Society, 1990.
Beautiful color photographs and an easy-to-read text depict
animal and plant life that one is likely to see along a seashore lined with rocks.
Rottner, Shelley & Kreisler, Ken. Ocean Day. Illus. by Shelley
Rotner. Macmillan, 1993.
In this photo-essay for younger children, waves, tides,
tidepools, sand dunes, and seashore animals are discussed
in an easy-to-understand text.
Silverstein, Alvin & Virginia. Life in a Tidal Pool. Illus. by
Pamela & Walter Carroll. Little, Brown, 1990.
Animals and plants that live in tidal pools are discussed in
this informational text that focuses on the ecology of this
unique habitat. The length of the text and the black and
white sketches make this book a resource for intermediate
level students.
Smith, Roland. Sea Otter Rescue: The Aftermath of an Oil
Spill. Cobblehill, 1990.
The rescue, care of, and return to the sea of the sea otters
of Prince William Sound following the spill by the Exxon
Valdez is described through this informational text and fullcolor photographs. Text also contains background
information about sea otters.
46
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Seashore and Beaches — Nonfiction (Continued)
Stille, Darlene R. Oil Spills. “A New True Book.” Children’s
Press, 1991.
The causes and dangers of an oil spill, its effect on animals,
and the clean-up processes are discussed in this easy-toread informational text supplemented with full-color
photographs.
Taylor, Barbara. Shoreline. Photographs by Frank Greenaway.
Dorling Kindersley, 1993.
Excellent full-color photographs and an informational text
provide a glimpse of plants and animals that live along the
seashore.
Walker, Jane. Fascinating Facts about the Seashore. Illus. by
Justine Peek & David Marshall. Millbrook Press, 1995.
Lots of facts in an appealing format are presented in this
informational text. Plants, animals, and different types of
seashores are discussed along with practical seashore
projects that children can do.
Yardley, Thompson. Make A Splash: Care About the Ocean.
Millbrook Press, 1992.
Many industrial and recreational activities near seashores
have serious after effects on the marine and plant life that
live in and near the ocean. In addition to information about
these activities, the text contains unique facts and tips for
enjoying the ocean and combing beaches.
Zim, Herbert S. & Lester Ingle. Seashores: A Guide to
Animals and Plants Along the Beaches. Illus. by Dorothea
& Sy Barlowe. Golden Press, 1991.
An illustrated reference guide to the marine and plant life
found along the seashores in different areas of the world.
Seashores and Beaches — Fiction
Adler, David A. The Fourth Floor Twins and the Sand Castle
Contest. Illus. by Irene Trivas. Viking, 1988.
In another installment of the “Fourth Floor Twins” series,
the children are hoping to win a sand castle building contest and get their pictures in the newspaper. However,
solving a mystery involving a missing dog interferes with
their plans.
Albert, Burton.Where Does the Trail Lead? Illus. by Brian
Pinkney. Simon & Schuster, 1991.
A boy follows the scent of the sea along an island path
through flowers and plants, past natural and people-made
structures, to find his family by the seashore.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
47
Bowden, Joan Chase.Why the Tides Ebb and Flow. Illus. by
Marc Brown. Houghton Mifflin, 1979.
This pourquoi tale of the Old Woman who wanted a hut
and took the rock from the hole in the sea offers an explanation of why the tides go in and out twice each day. Pencil
sketch illustrations emphasize the swirling motion of the
sea.
Cecil, Laura (Comp.). A Thousand Yards of Sea. Illus. by
Emma Chichester Clark. Greenwillow, 1992.
This collection of sea stories and poems includes selections
by writers such as William Makepeace Thackeray, Jack
Prelutsky, Edward Lear, Rudyard Kipling, Margaret Mahy,
and Eleanor Farjeon.
Cole, Joanna. The Magic School Bus on the Ocean Floor.
Illus. by Bruce Degen. Scholastic, 1992.
Ms. Frizzle and her class are off on another exciting adventure in their magic school bus—this time to the bottom of
the ocean. The class learns a great deal about both plant
and animal life on the seashore, as well.
Cole, Sheila. When the Tide is Low. Illus. by Virginia Wright
Frierson. Lothrop, Lee & Shepard, 1985.
A mother and daughter have a conversation about the various kinds of animals they will see at the beach when the
tide is low. Information about tides and marine life is presented within the fictional story. Watercolor illustrations
enhance the text.
Craig, Helen. Charlie and Tyler at the Seashore. Candlewick
Press, 1995.
Two adventurous mice take a wild ride in a boat, escape
from a seagull’s nest, and get lost in a toy theater when
they decide to spend a day by the seashore. Highly detailed
watercolor illustrations add humor to the story.
Florian, Douglas. A Beach Day. Greenwillow, 1990.
A minimal text describes how a family spends a day at the
beach swimming in the ocean, picnicking, and looking for
seashells. An illustrated list of seashells children can look
for appears at the back of the book.
Foreman, Michael. One World. Arcade/ Little, Brown, 1990.
A brother and sister find a beautiful tidal pool and begin to
remove plants and animals from it to create a miniature
marine world in their bucket. They soon see that there isn’t
much left in the tidal pool except some trash and an oil
slick. They realize the need to leave the habitat in its original
state and make a commitment to help preserve the
environment.
48
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Seashores and Beaches — Fiction (Continued)
Garland, Sherry. The Summer Sands. Illus. by Robert J. Lee.
Harcourt Brace, 1995.
Two children enjoy the sand dunes and the plant and animal life on the shore behind their grandfather’s house.
When a ferocious storm washes away the dunes, they are
dismayed at the devastation that is left behind. When they
visit at Christmas, they see that the community has placed
its discarded Christmas trees along the beach to catch the
inland sand, thus creating new dunes. An appended
author’s note explains this fragile seashore ecosystem.
Goodall, John S. The Story of the Seashore. McElderry,
1990.
In this wordless book, Goodall's pencil and watercolor illustrations show the changing scene of the English seashore
from the early 1800’s to present day. Alternating full and
half-pages provide even more details to a story that students can create for themselves.
Grindley, Sally. Peter's Place. Illus. by Michael Foreman.
Hourcourt/Gulliver Green, 1996
A special seaside place that Peter considers his own is disturbed by an oil slick from a ship that came too close to the
rocks. The familiar animals are threatened by the oil that
coats their feathers and fur. Peter participates in the
cleanup efforts, but realizes that such disasters have longlasting effects. Powerful watercolor illustrations enhance
the importance of the text.
Heyduck-Huth, Hilde. The Starfish. McElderry, 1987.
A starfish that is no longer living lies undiscovered in the
sand on a beach. In spite of the many visitors to the beach,
it remains unnoticed until a little girl finds it and puts it in a
special box with her other sea treasures.
Hines, Anna Grossnickle. Gramma’s Walk. Greenwillow, 1993.
Donnie and his grandmother, who is in a wheelchair, take
an imaginary walk along the seashore. They breathe the
sea air, build a sandcastle, enjoy the plants and animals,
and find seashore “treasures.” Watercolor and colored pencil illustrations show how vivid the imagination can be.
Jones, Rebecca C. Down at the Bottom of the Deep Dark
Sea. Illus. by Virginia Wright-Frierson. Bradbury, 1991.
Andrew hates water. When he goes to the beach with his
mom, he intends to stay away from the sea until he realizes
he needs water to build his sand city. Expressive watercolor
paintings highlight the story.
Kesselman, Wendy. Sand In My Shoes. Illus. by Ronald
Himler. Hyperion, 1995.
A young girl says goodbye to the seashore and the ocean
waves at the end of the summer when she prepares to return home to the city. But even back in the city, she has
shells in her pockets and sand in her shoes. Lovely watercolor paintings complement a rhymed text.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
49
Kinsey-Warnock, Natalie. The Wild Horses of Sweetbriar. Illus.
by Ted Rand. Cobblehill, 1990.
A young girl reminisces about the year she spent on an
island off the coast of Nantucket in 1903 and her encounter with a band of wild horses. Watercolor paintings
dramatically show the harsh winter that challenged the
horses’ existence.
Koch, Michelle. By the Sea. Greenwillow, 1991.
In this concept book of antonyms with a seashore theme,
pairs of illustrations are labeled with the word opposites.
Krudop, Walter Lyon. Blue Claws. Atheneum, 1993.
A young boy visits his grandfather for the first time alone,
and Grandpa is a hard man to get to know. When the two
of them go crabbing on Long Island’s Great South Bay,
they begin to build a long-lasting relationship. Rich oil
paintings accent the text.
Martin, Antoinette Truglio. Famous Seaweed Soup. Illus. by
Nadine Bernard Westcott. Whitman, 1993.
Sara gathers seaweed, snails, and other items on a trip to
the seashore so that she can make seaweed soup. Colorful
cartoon-like illustrations add humor.
Nolan, Dennis. The Castle Builder. Macmillan, 1987.
A young boy builds an elaborate sand castle on the beach
and is drawn into a world of danger and excitement when
he is magically transported inside. Highly detailed black and
white illustrations add to the drama of the story.
O’Donnell, Elizabeth Lee.The Twelve Days of Summer. Illus.
by Karen Lee Schmidt. Morrow, 1991.
In a cumulative counting verse, using the rhythms of the
familiar song suggested by the title, a little girl identifies
animals that she sees at the beach, starting with one little
purple sea anemone to twelve gulls a-gliding. Colorful illustrations add humor to the text.
Paraskevas, Betty. On the Edge of the Sea. Illus. by Michael
Paraskevas. Dial, 1992.
The text relates the unexpected delights of a trip to the seashore. A little boy builds a giant sand castle and as he
imagines that he lives in it, he fantasizes about all sorts of
adventures.
Rand, Gloria. Prince William. Illus. by Ted Rand. Henry Holt,
1992.
In the aftermath of an oil tanker spill on Prince William
Sound in Alaska, a little girl finds a baby seal covered with
oil. She takes him to the animal rescue center and anxiously watches his recovery until he is ready to be returned
to the sea. Beautifully detailed watercolor paintings enhance
this fictional story that could be true.
50
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Seashores and Beaches — Fiction (Continued)
Roffey, Maureen. I Spy On Vacation. Four Winds, 1987.
A family is on vacation at the beach. Open-ended sentences invite readers to supply the missing words by saying
what they “spy” in the illustrations.
Rogers, Paul. A Letter to Grandma. Illus. by John Prater.
Atheneum, 1994.
Lucy lay in her bed thinking of the morning when Grandma
would come. When she wakes in the morning, she finds
that the concrete sidewalks and houses have been replaced
by beaches and water. At long last, Grandma arrives, riding
the waves by boat. Lively watercolors illustrate this magical
story.
Roop, Peter & Connie. Keep the Lights Burning, Abbie. Illus.
by Peter E. Hanson. Carolrhoda, 1985.
Based on an actual incident, brave Abbie keeps the lights
burning in the lighthouse while her father has gone for
food. During a tremendous storm, Abbie manages to save
her chickens from being washed away. A Reading Rainbow
feature book.
Tafuri, Nancy. Follow Me! Greenwillow, 1990.
In a book for the youngest readers, colorful watercolor
illustrations depict a curious sea lion pup as it follows a crab
along the seashore.
Weiss, Nicki. Sun Sand Sea Sail. Greenwillow, 1989.
Four words on each page and colorful, child-like illustrations depict a family’s day at the beach.
Weller, Frances Ward. Riptide. Illus. by Robert Blake. Philomel,
1990.
Zach’s dog Riptide loves the sea and proves himself worthy
of being a lifeguard on Cape Cod’s Nauset Beach despite
the signs that state: “No Dogs Allowed!” Richly colored oil
paintings enhance the story.
Wunsch, Marjory. Aunt Belle’s Beach. Lothrop, Lee &
Shepard, 1994.
Rosa’s Aunt Belle is the busybody of the beach, often to
Rosa’s embarrassment. When a little boy gets separated
from his mother, however, being a take-charge person
comes in handy.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
51
Island Cultures
Adoff, Arnold. Flamboyan. Illus. by Karen Barbour. Harcourt
Brace, 1988.
Flamboyan was named for the red blossoms that match the
color of her hair. One afternoon, as her family is sleeping,
she flies in her imagination and enjoys the sights and
sounds of the plants and animals in her Caribbean island
home. Vibrant illustrations complement a lyrical text.
Agard, John. The Calypso Alphabet. Illus. by Jennifer Bent.
Henry Holt, 1989.
A collection of 26 words indigenous to Caribbean culture,
from Anancy the Spiderman to zombie, are explained in a
rhymed text, illustrated with colorful scratchboard and watercolor art.
Agard, John & Grace Nichols. No Hickory No Dickory No
Dock: Caribbean Nursery Rhymes. Illus. by Cynthia Jabar.
Candlewick Press, 1995.
A collection of traditional nursery rhymes and chants that
have been adapted to evoke the rhythms and language of
the Caribbean are illustrated with colorful scratchboard
drawings. A map of the Caribbean islands is included on
the book’s endpapers.
Agard, John & Grace Nichols (Eds.). A Caribbean Dozen:
Poems From Caribbean Poets. Illus. by Cathy Felstead.
Candlewick Press, 1994.
More than a dozen Caribbean poets celebrate the sights
and sounds of their island homes in this anthology illustrated with colorful paintings, patterns, and collages. Brief
essays, in which the poets discuss childhood memories
precede each poem.
Burgie, Irving. Caribbean Carnival: Songs of the West Indies.
Illus. by Frané Lessac. Tambourine, 1992.
Illustrated with brightly colored folk art, this collection of
calypso songs and island folksongs written by composer
Irving Burgie is meant for singing. Includes music for piano
and guitar and such songs as “Day-O” and “Jamaica Farewell.” An afterword provides historical background on the
selections.
Charles, Faustin (Comp.). A Caribbean Counting Book. Illus.
by Roberta Arenson. Houghton Mifflin, 1996.
Traditional counting rhymes, chanted in games and songs
and collected from people on several islands of the Caribbean, and colorful collages reflect the sights and sounds of
the islands.
52
Diamond, Judith. Solomon Islands. “Enchantment of the
World” series. Children’s Press, 1995.
Informational text and full-color photographs present the
history, geography, economy, and everyday life of the
people of the Solomon Islands in the South Pacific Ocean.
The rather lengthy text may make this book more appropriate as a teacher resource, but students will enjoy the
photographs.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Island Cultures (Continued)
Dorros, Arthur. Isla. Illus. by Elisa Kleven. Dutton, 1995.
Rosalba and her Abuela take off on another adventure in
this sequel to Abuela, a Reading Rainbow review book.
This time, they are flying over her grandmother’s childhood
home in the Caribbean. The plant and animal life and activities of the people are vividly portrayed in highly detailed
collage illustrations. A glossary of Spanish words that appear in the text is appended.
Feeney, Stephanie & Fielding, Ann. Sand to Sea: Marine Life
of Hawaii. Photographs by Ed Robinson. University of
Hawaii Press, 1989.
Animals of the shoreline as well as the ocean around the
Hawaiian islands are described in this informational text,
supplemented by photographs.
Feeney, Stephanie. A Is for Aloha. Photographs by Hella
Hamid. University of Hawaii Press, 1980.
This colorful alphabet reflects the uniqueness of the
Hawaiian Islands.
Fradin, Dennis B. Hawaii. “From Sea to Shining Sea” series.
Children’s Press, 1994.
Historical background, the work of the people, and a tour
of the islands make up this text about the fiftieth state. The
color photographs and a fact sheet about Hawaii make this
a useful resource.
Fradin, Dennis B. & Fradin, Judith Bloom. Puerto Rico.
“From Sea to Shining Sea” series. Children’s Press, 1995.
The history, geography, and people of this popular island is
described in an informational text illustrated with full-color
photographs. Historical timeline, glossary, and map is
appended.
Garne, S.T. One White Sail: A Caribbean Counting Book. Illus.
by Lisa Etre. Green Tiger Press, 1992.
“One white sail on a clear blue sea. Two orange houses and
a slender palm tree. Three girls walking with baskets of
bread...” begin a simple, rhymed text. Colorful watercolor
illustrations depicting the rich, vibrant life of the Caribbean
islands accompany the numbers from 1 to10.
Griffiths, John. The Caribbean. Bookwright, 1989.
An informational book about the economy, geography,
history, and traditions of the Caribbean Islands. Includes
maps, information keys, and full-color photographs.
Guback, Georgia. Luka’s Quilt. Greenwillow, 1994.
Bright collages in the colors of Hawaii illustrate a story
about a young Hawaiian girl and her grandmother and their
misunderstanding about the making of a quilt.
Hermes, Jules. The Children of Micronesia. Carolrhoda, 1994.
Full-color photographs and an informational text depict the
daily lives and culture of children who live in Micronesia,
the small islands scattered between Hawaii and the Philippines in the Pacific Ocean. Glossary and map are included.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
53
Jekyll, Walter. I Have News: Rhymes from the Caribbean. Illus.
by Jacqueline Mair. Lothrop, Lee & Shepard, 1994.
A collection of folk rhymes and traditional verses from the
Caribbean. The colorful illustrations explode with vibrant
colors as exciting as the rhymes. A background note on
the origins and music for the rhymes are appended.
Johnston, Joyce. Hawaii. “Hello U.S.A.” series. Lerner, 1995.
An overview of Hawaii, including its history, geography,
and people, is presented in an easy-to-understand format
illustrated with colorful photographs. A fact sheet, pronunciation guide, and glossary are appended.
Joseph, Lynn. Coconut Kind of Day: Island Poems. Illus. by
Sandra Speidel. Lothrop, Lee & Shepard, 1990.
A collection of poems reflecting the rhythms of Caribbean
language take a young girl in Trinidad through the course
of a day.
Richly hued pastel illustrations complement the poems.
Joseph, Lynn. Jasmine’s Parlour Day. Illus. by Ann
Grifalconi. Lothrop, Lee & Shepard, 1994.
The sun rises and creeps into Jasmine’s bedroom, calling
out her name. No, it’s Mama. “Jasmine, Is Parlour Day,
you forget?” Jasmine bounds from the bed, ready for a day
of shaved ice and sweet treats from all the parlours (market
stands), and waiting for the visitors to the Trinidad’s Maracas Bay beach.
Keens-Douglas, Richardo. La Diablesse and the Baby: A
Caribbean Folktale. Illus. by Marie Lafrance. Annick,
1994.
Rich acrylic paintings adorn this Caribbean folktale about
La Diablesse, a beautiful woman with one human foot and
one cow foot, who walks in the night and takes people’s
babies to her mountain home. The character La Diablesse
is similar to the Pied Piper character found in European
folktales..
Keller, Holly. Island baby. Greenwillow, 1992.
Simon helps Pops, the island bird doctor, nurse an injured
bird back to health, but he has mixed feelings when it is
time for the bird to return to the wild. Brightly colored cartoon-like illustrations add appeal to the story.
Lessac, Frané. My Little Island. Lippincott, 1984.
A young boy takes his best friend on a trip to the Caribbean island where he was born. Colorful illustrations offer
a visual treat of people and places on the island of
Montserrat, where Lessac painted the pictures. A Reading
Rainbow feature book.
Lessac, Frané. Caribbean Canvas. Lippincott, 1987.
A collection of paintings of island life by Frané Lessac are
combined with West Indian proverbs and poems to create a
pictorial journey through the Caribbean islands.
54
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Island Cultures (Continued)
Linden, Ann Marie. One Smiling Grandma. Illus. by Lynne
Russell. Dial, 1992.
Large, colorful illustrations highlight a rhyming text in this
counting book showing objects from 1 to 10 that can be
found on a Caribbean island.
Linden, Ann Marie. Emerald Blue. Illus. by Katherine Doyle.
Atheneum, 1994.
Richly colored chalk pastel illustrations complement a
young girl’s recollections of her childhood on a Caribbean
island where she and her brother lived with their grandmother.
Orr, Katherine. My Grandpa and the Sea. Carolrhoda, 1990.
On the island of St. Lucia in the Caribbean, Lila’s
grandfather’s old ways of fishing are endangered when the
big boats deplete the island’s fish supply. He arrives at an
ecologically sensible solution to the problem when he establishes a seamoss farm. Vivid paintings depict the colors
of the Caribbean.
Orr, Katherine. Discover Hawaii’s Sandy Beaches and
Tidepools. Island Heritage, 1994.
Detailed information about life on Hawaii’s shores, including
plants, animals, and preservation of the ecosystem, is
presented.
Island Life
Baker, Leslie. Morning Beach. Little, Brown, 1990.
Following a set of annual rituals that began years ago with
her mother and grandmother, a little girl and her mother
bike across an island on their way to the beach on the first
day of summer vacation. Soft watercolor illustrations
accent the text.
Gibbons, Gail. Christmas on an Island. Morrow, 1994.
Holiday traditions that have been passed down for generations are celebrated by the families who live on a small
island all year long. Bright watercolor illustrations highlight
the text.
Gibbons, Gail. Surrounded by Sea: Life on a New England
Fishing Island. Little, Brown, 1991.
The activities of people who live year-round on an island
are depicted in colorful illustrations and an easy-to-read
text that takes readers through the four seasons.
Martin, Charles E. Island Winter. Greenwillow, 1984.
When the summer people have left, life on an island is very
different for Heather and her family. She wonders what
there will be to do, but she soon finds that school keeps her
busy and that there is much work for adults who live on the
island to prepare for the visitors the next summer.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
55
Olson, Arielle North. The Lighthouse Keeper’s Daughter. Illus.
by Elaine Wentworth. Little, Brown, 1987.
Miranda takes the responsibility for keeping the light going
in the lighthouse on her island home when her father leaves
for supplies. Harsh storms and illness interfere, but Miranda
persists in her vigil. A fictional story based on a true incident that happened along the coast of Maine.
Wallis, Lisa. Island Child. Illus. by Deborah Haeffele. Lodestar,
1991.
“When I was a child on the island...” is the repeated refrain
of a young girl who describes the variety of activities she
engaged in on her island home. She searched for shells
and sea glass, picked blueberries, and raced to the tops of
sand dunes. Colorful pastel illustrations celebrate island life.
Seashore Animals
Bailey, Donna & Butterworth, Christine. Crabs. Steck
Vaughn, 1991.
Illustrated with full-color photographs, an easy-to-read text
describes several different types of crabs, including where
they live, what they eat, and how they move.
Bailey, Jill. Discovering Crabs and Lobsters. Illus. by Wendy
Meadway. Photographs by Oxford Scientific Films.
Bookwright Press, 1987.
What crabs and lobsters look like, where they live, how
they move, how they feed, molting, how they are born,
how they escape from predators, and tips for finding crabs
and lobsters are discussed in this informative text illustrated
with drawings and photographs.
Burton, Robert. Animal Homes: Seashore. Photographs by
Oxford Scientific Films. Newington Press, 1991.
A variety of marine animals, including crabs, starfish, green
turtles, harbor seals, and gulls, are discussed in an informational text illustrated with full-color photographs.
Carle, Eric. A House for Hermit Crab. Picture Book Studio,
1987.
In January, Hermit Crab decides that his shell is too small
and that it is time to move. He finds the perfect place in
February but decides that it is too plain. Through the rest
of the year, he gathers a variety of sea objects to decorate
his new shell. By December, he needs a larger shell again
and offers his home to a smaller hermit crab. Brilliant collage illustrations enhance the text. A glossary of animals is
appended.
Coldrey, Jennifer. The World of Crabs. Photographs by
Oxford Scientific Films. Gareth Stevens, 1986.
A highly readable text and full-color photographs depict a
variety of crabs in their natural habitats. Topics include
molting, feeding, movement, and predators. A glossary is
appended.
56
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Seashore Animals (Continued)
Kipling, Rudyard. The Crab That Played with the Sea. Illus.
by Michael Foreman. Peter Bedrick, 1983.
One of Kipling’s “Just So” stories, in which it is explained
why crabs live as they do, why they lose their shells and
have claws, and why the tides ebb and flow.
Leedy, Loreen. Tracks in the Sand. Doubleday, 1993.
The stretch of a sandy beach is disturbed by a female sea
turtle ready to lay eggs. Highly detailed watercolor pencil
illustrations allow readers to follow the life cycle of a loggerhead sea turtle from egg to adulthood.
McMillan, Bruce. A Beach for the Birds. Houghton Mifflin,
1993.
Vibrant photographs and informational text about the least
terns, an endangered species of birds found on the beaches
of Maine, depict these sea birds as they fly, dive for food,
and rest on the sand.
Podendorf, Illa. Animals of Sea and Shore. “A New True
Book.” Children’s Press, 1982.
An easy-to-read introduction to the many animals and
plants that inhabit the sea and seashores. Full-color photographs enhance the informational text.
Seashells
Abbott, R. Tucker. Seashells of the World. Illus. by George &
Marita Sandström. Golden Press, 1991.
A nonfiction guide to seashells found around the world.
Colorful illustrations show detail of each shell described.
This title is an excellent resource for teachers and students.
Arthur, Alex. Shell. “Eyewitness” series. Knopf, 1989.
A reference source of shells found on many seashores
around the world. Full-color photographs, included next to
the text, will enable students to identify their shells by
matching them with the photos.
Bornstein, Ruth Lercher. A Beautiful Seashell. Harper &
Row, 1990.
Rosie’s great-grandmother lived in another country when
she was a girl. She tells Rosie a story from her childhood
and gives her a beautiful seashell to help her remember it.
Soft pastel paintings reflect the nostalgia of the text.
Hansen, Judith. Seashells in My Pocket. Illus. by Donna
Sabaka. Appalachian Mountain Club Books, 1988.
Subtitled “A Child’s Guide to Exploring the Atlantic Coast
from Maine to North Carolina,” this resource includes information about plants and animals along the shore, shells,
and tips for exploring the seashore. Illustrated with pen and
ink sketches.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
57
Jenkin-Pearce, Susie. The Seashell Song. Illus. by Calire
Fletcher. Lothrop, Lee & Shepard, 1992.
A girl picks up a seashell that sings of faraway places and
times gone by. As she looks out to sea, she can only wonder of the mysteries hidden in its depths. Rich, colorful
paintings illustrate her imagined scenes.
Poetry
Field, Rachel. If Once You Have Slept on an Island. Illus. by
Iris Van Rynbach. Boyds Mills, 1993
An older poem from one of Field's collections, the text
describes the joys of being on an island. Rich watercolor
paintings show a child visiting grandparents and engaging
in everyday activities of island life.
Hopkins, Lee Bennett (Comp.). The Sea Is Calling Me. Illus. by
Walter Gaffney-Kassell. Harcourt, 1986.
All sorts of items that children can find at the seashore,
including crabs, sand castles, shells, and the like, are featured in this collection.
Shaw, Alison (Comp.). Until I Saw the Sea: A Collection of
Seashore Poems. Photographs by Alison Shaw. Henry Holt,
1995.
A collection of poems about the sea and the seashore by
well known poets, including Myra Cohn Livingston, Russell
Hoban, and Lilian Moore, are accompanied by full-color
photographs with much child appeal.
Yolen, Jane. Sea Watch. Illus. by Ted Lewin. Philomel, 1996.
A variety of sea animals, many of which may be found
along the seashore, are described in Yolen’s original poetry.
Exquisite watercolor paintings add to the beauty of this
book.
“The Sea”
“Shell” by Deborah Chandra. In Balloons and Other Poems.
Illus. by Leslie Bowman. Farrar, Straus & Giroux, 1990.
“The Lobster” by Douglas Florian. In Beast Feast. Harcourt,
1994.
“Seaweed” by Myra Cohn Livingston.
“Sea Wave” by Sandra Liatsos. In Side by Side, collected by
Lee Bennett Hopkins. Illus. by Hilary Knight. Simon &
Schuster, 1988.
“Sand House”
“Lighthouse” by J. Patrick Lewis. In Earth Verses and Water
Rhymes. Illus. by Robert Sabuda. Atheneum, 1991.
58
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Poetry (Continued)
“Mine” by Lilian Moore.
“Sitting in the Sand” by Karla Kuskin.
“Five” by Claire Tringress. In Sunflakes, selected by Lilian
Moore. Illus. by Jan Ormerod. Clarion, 1992.
“Until I Saw the Sea” by Lilian Moore.
“Shells” by Lilian Moore. In Land Sea & Sky, selected by
Catherine Paladino. Joy Street/Little, Brown, 1993. (Many
of the color photographs in this book are seashore scenes.)
“Sea Shell” by Amy Lowell.
“The Sea” by Anonymous.
“Seal” by William Jay Smith.
“Sea Gull” by Elizabeth Coatsworth.
“The Sandpiper” by Frances Frost.
“maggie and milly and molly and may” by e. e. cumings
“If Once You Have Slept on an Island” by Rachel Field. In The
Random House Book of Poetry for Children, edited by
Jack Prelutsky. Illus. by Arnold Lobel. Random House,
1983.
(song) "Oh What a Summer" by Jane Yolen and Adam
Stemple. In Jane Yolen's Songs of Summer. Illus. by Cyd
Moore. Boyds Mills, 1993.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
59
Repro #
Word Search
Intertidal Pool Zone Word Search
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Find and circle the words that are hidden in the puzzle. All the words read
from top to bottom or left to right.
1. Rockweed
6. Sea Star
11. Sponge
2. Fish
7. Lobster
12. Sea Cucumber
3. Scallop
8. Sea Anemone
13. Barnacle
4. Hermit Crab
9. Crab
14. Sea Urchin
5. Peri Winkle
10. Mussel
15. Shell
Repro #
Want Ad
WANT AD
WANTED: Home for a __________________________
________________________________________________
__________________________________________________________________
___________________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________________________
___________________________________________________________
Repro #
Lunch On The Beach
LUNCH ON THE BEACH
THE SEASHORE CAFE
MENU: List what each seashore animal needs to eat in the correct place on
the menu, so that it will know what to order. The prices shown are also the
page numbers in Seashore Surprises where you will find what each animal
needs to eat.
CLAM
WINKLE
$12 ____________________
$27 ____________________
PEOPLE
SEA STAR
$14 ____________________
$20 ____________________
$20 ____________________
$28 ____________________
BIRDS
$14 ____________________
SNAILS
$14 ____________________
WHELK
$15 ____________________
PERIWINKLE
$22 ____________________
LIMPET
$25 ____________________
Repro #
Sink/Float Record Sheet
Sink or Float Record Sheet
Items
dry sponge
wet sponge
paper clip
modeling clay ball
modeling clay boat
eraser
marble
cork
pen
wooden pencil
aluminum foil ball
aluminum foil square
ping pong ball
washcloth
bar of soap
paper cup
wood block
orange
glass jar
flass jar with lid
paper cup
My Guess
Test
(plain water)
Test
(salt water)
106
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Selected Bibliography
Seashores and Beaches — Nonfiction
Arnosky, Jim. Near the Sea. Lothrop, Lee & Shepard, 1990.
Lush paintings of a Maine island seashore, sand dunes,
gulls, water, and rocks accompany an informational text
about seashore ecology and marine life.
Burnie, David. Seashore. “Eyewitness Explorers” series.
Dorling Kindersley, 1994.
A seashore guide for students that covers topics about
tides, shells, seashore inhabitants, waves, marine life, and
more! Full-color photographs dominate the text.
Carr, Terry. Spill! The Story of the Exxon Valdez. Franklin
Watts, 1991.
Full-color photographs highlight an informational text in
this explanation of the oil spill off the Alaskan coast caused
by the tanker Exxon Valdez. Before and after photos of the
coastline are particularly compelling. Many facts and figures
related to the damage and the loss of animal life are documented in the text.
Doris, Ellen. Marine Biology. Thames & Hudson, 1993.
Easy-to-understand text and full-color photographs explain
the life of coastal waters in this book done in connection
with the Children’s School of Science, Woods Hole, Massachusetts.
Gibbons, Gail. Beacons of Light: Lighthouses. Morrow, 1990.
Easy-to-read informational text about the history and functions of lighthouses, illustrated with brightly colored, highly
detailed illustrations.
Guiberson, Brenda Z. Lighthouses: Watchers at Sea. Henry
Holt, 1995.
History, architecture, and lore of lighthouses is presented in
this informational text illustrated with photographs and
sketches. Lengthy, but not difficult text, will make a valuable resource.
Jeunesse, Gallimard & Elisabeth Cohat. The Seashore. “First
Discovery” series. Illus. by Pierre de Hugo. Scholastic,
1990.
An introduction to animal life in a seashore habitat. Colorful overlays allow readers an inside look at animals and
shells.
Malnig, Anita. Where the Waves Break: Life at the Edge of
the Sea. Photographs by Jeff Rotman, Alex Kerstitch, &
Franklin Barnwell. Carolrhoda, 1985.
Various marine animals and plants that live along the seashore are examined in this informational text, illustrated
with full-color photographs. Sea urchins, jellyfish, starfish,
sponges, and sand dollars are among the animal life
discussed.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
107
Paige, David. A Day in the Life of a Marine Biologist.
Photographs by Roger Ruhlin. Troll, 1981.
The variety of jobs performed by a marine biologist in the
water and in her laboratory are described in this informational text illustrated with full-color photographs. A Reading
Rainbow review book.
Patten, J. M. Eye on the Environment: Oil Spills. Rourke,
1995.
The effects of oil spills on the animal and plant life and the
process of cleaning up an oil spill at sea and on the shore
are described in this easy-to-read informational text supplemented with full-color photographs.
Pringle, Laurence. Oil Spills: Damage, Recovery, and
Prevention. Morrow, 1993.
Because of its longer text, this book may be a more useful
resource for teachers than for students. With a focus on the
environment, the informational text and black-and-white
photographs discuss the uses of petroleum and the harmful
effects, clean up, and prevention of oil spills.
Reed, Bob & Pat. Sand Creatures and Castles: How to Build
Them. Holt, Rinehart & Winston, 1976.
Text includes diagrams and directions for making a variety
of sand structures of animals and castles.
Rinard, Judith E. Along a Rocky Shore. National Geographic
Society, 1990.
Beautiful color photographs and an easy-to-read text depict
animal and plant life that one is likely to see along a seashore lined with rocks.
Rottner, Shelley & Kreisler, Ken. Ocean Day. Illus. by Shelley
Rotner. Macmillan, 1993.
In this photo-essay for younger children, waves, tides,
tidepools, sand dunes, and seashore animals are discussed
in an easy-to-understand text.
Silverstein, Alvin & Virginia. Life in a Tidal Pool. Illus. by
Pamela & Walter Carroll. Little, Brown, 1990.
Animals and plants that live in tidal pools are discussed in
this informational text that focuses on the ecology of this
unique habitat. The length of the text and the black and
white sketches make this book a resource for intermediate
level students.
Smith, Roland. Sea Otter Rescue: The Aftermath of an Oil
Spill. Cobblehill, 1990.
The rescue, care of, and return to the sea of the sea otters
of Prince William Sound following the spill by the Exxon
Valdez is described through this informational text and fullcolor photographs. Text also contains background
information about sea otters.
108
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Seashore and Beaches — Nonfiction (Continued)
Stille, Darlene R. Oil Spills. “A New True Book.” Children’s
Press, 1991.
The causes and dangers of an oil spill, its effect on animals,
and the clean-up processes are discussed in this easy-toread informational text supplemented with full-color
photographs.
Taylor, Barbara. Shoreline. Photographs by Frank Greenaway.
Dorling Kindersley, 1993.
Excellent full-color photographs and an informational text
provide a glimpse of plants and animals that live along the
seashore.
Walker, Jane. Fascinating Facts about the Seashore. Illus. by
Justine Peek & David Marshall. Millbrook Press, 1995.
Lots of facts in an appealing format are presented in this
informational text. Plants, animals, and different types of
seashores are discussed along with practical seashore
projects that children can do.
Yardley, Thompson. Make A Splash: Care About the Ocean.
Millbrook Press, 1992.
Many industrial and recreational activities near seashores
have serious aftereffects on the marine and plant life that
live in and near the ocean. In addition to information about
these activities, the text contains unique facts and tips for
enjoying the ocean and combing beaches.
Zim, Herbert S. & Lester Ingle. Seashores: A Guide to
Animals and Plants Along the Beaches. Illus. by Dorothea
& Sy Barlowe. Golden Press, 1991.
An illustrated reference guide to the marine and plant life
found along the seashores in different areas of the world.
Seashores and Beaches — Fiction
Adler, David A. The Fourth Floor Twins and the Sand Castle
Contest. Illus. by Irene Trivas. Viking, 1988.
In another installment of the “Fourth Floor Twins” series,
the children are hoping to win a sand castle building contest and get their pictures in the newspaper. However,
solving a mystery involving a missing dog interferes with
their plans.
Albert, Burton.Where Does the Trail Lead? Illus. by Brian
Pinkney. Simon & Schuster, 1991.
A boy follows the scent of the sea along an island path
through flowers and plants, past natural and people-made
structures, to find his family by the seashore.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
109
Bowden, Joan Chase.Why the Tides Ebb and Flow. Illus. by
Marc Brown. Houghton Mifflin, 1979.
This pourquoi tale of the Old Woman who wanted a hut
and took the rock from the hole in the sea offers an explanation of why the tides go in and out twice each day. Pencil
sketch illustrations emphasize the swirling motion of the
sea.
Cecil, Laura (Comp.). A Thousand Yards of Sea. Illus. by
Emma Chichester Clark. Greenwillow, 1992.
This collection of sea stories and poems includes selections
by writers such as William Makepeace Thackeray, Jack
Prelutsky, Edward Lear, Rudyard Kipling, Margaret Mahy,
and Eleanor Farjeon.
Cole, Joanna. The Magic School Bus on the Ocean Floor.
Illus. by Bruce Degen. Scholastic, 1992.
Ms. Frizzle and her class are off on another exciting adventure in their magic school bus—this time to the bottom of
the ocean. The class learns a great deal about both plant
and animal life on the seashore, as well.
Cole, Sheila. When the Tide is Low. Illus. by Virginia Wright
Frierson. Lothrop, Lee & Shepard, 1985.
A mother and daughter have a conversation about the various kinds of animals they will see at the beach when the
tide is low. Information about tides and marine life is presented within the fictional story. Watercolor illustrations
enhance the text.
Craig, Helen. Charlie and Tyler at the Seashore. Candlewick
Press, 1995.
Two adventurous mice take a wild ride in a boat, escape
from a seagull’s nest, and get lost in a toy theater when
they decide to spend a day by the seashore. Highly detailed
watercolor illustrations add humor to the story.
Florian, Douglas. A Beach Day. Greenwillow, 1990.
A minimal text describes how a family spends a day at the
beach swimming in the ocean, picnicking, and looking for
seashells. An illustrated list of seashells children can look
for appears at the back of the book.
Foreman, Michael. One World. Arcade/ Little, Brown, 1990.
A brother and sister find a beautiful tidal pool and begin to
remove plants and animals from it to create a miniature
marine world in their bucket. They soon see that there isn’t
much left in the tidal pool except some trash and an oil
slick. They realize the need to leave the habitat in its original
state and make a commitment to help preserve the
environment.
110
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Seashores and Beaches — Fiction (Continued)
Garland, Sherry. The Summer Sands. Illus. by Robert J. Lee.
Harcourt Brace, 1995.
Two children enjoy the sand dunes and the plant and animal life on the shore behind their grandfather’s house.
When a ferocious storm washes away the dunes, they are
dismayed at the devastation that is left behind. When they
visit at Christmas, they see that the community has placed
its discarded Christmas trees along the beach to catch the
inland sand, thus creating new dunes. An appended
author’s note explains this fragile seashore ecosystem.
Goodall, John S. The Story of the Seashore. McElderry,
1990.
In this wordless book, Goodall's pencil and watercolor illustrations show the changing scene of the English seashore
from the early 1800’s to present day. Alternating full and
half-pages provide even more details to a story that students can create for themselves.
Grindley, Sally. Peter's Place. Illus. by Michael Foreman.
Harcourt/Gulliver Green, 1996
A special seaside place that Peter considers his own is disturbed by an oil slick from a ship that came too close to the
rocks. The familiar animals are threatened by the oil that
coats their feathers and fur. Peter participates in the
cleanup efforts, but realizes that such disasters have longlasting effects. Powerful watercolor illustrations enhance
the importance of the text.
Heyduck-Huth, Hilde. The Starfish. McElderry, 1987.
A starfish that is no longer living lies undiscovered in the
sand on a beach. In spite of the many visitors to the beach,
it remains unnoticed until a little girl finds it and puts it in a
special box with her other sea treasures.
Hines, Anna Grossnickle. Gramma’s Walk. Greenwillow, 1993.
Donnie and his grandmother, who is in a wheelchair, take
an imaginary walk along the seashore. They breathe the
sea air, build a sandcastle, enjoy the plants and animals,
and find seashore “treasures.” Watercolor and colored pencil illustrations show how vivid the imagination can be.
Jones, Rebecca C. Down at the Bottom of the Deep Dark
Sea. Illus. by Virginia Wright-Frierson. Bradbury, 1991.
Andrew hates water. When he goes to the beach with his
mom, he intends to stay away from the sea until he realizes
he needs water to build his sand city. Expressive watercolor
paintings highlight the story.
Kesselman, Wendy. Sand In My Shoes. Illus. by Ronald
Himler. Hyperion, 1995.
A young girl says good-bye to the seashore and the ocean
waves at the end of the summer when she prepares to return home to the city. But even back in the city, she has
shells in her pockets and sand in her shoes. Lovely watercolor paintings complement a rhymed text.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
111
Kinsey-Warnock, Natalie. The Wild Horses of Sweetbriar. Illus.
by Ted Rand. Cobblehill, 1990.
A young girl reminisces about the year she spent on an
island off the coast of Nantucket in 1903 and her encounter with a band of wild horses. Watercolor paintings
dramatically show the harsh winter that challenged the
horses’ existence.
Koch, Michelle. By the Sea. Greenwillow, 1991.
In this concept book of antonyms with a seashore theme,
pairs of illustrations are labeled with the word opposites.
Krudop, Walter Lyon. Blue Claws. Atheneum, 1993.
A young boy visits his grandfather for the first time alone,
and Grandpa is a hard man to get to know. When the two
of them go crabbing on Long Island’s Great South Bay,
they begin to build a long-lasting relationship. Rich oil
paintings accent the text.
Martin, Antoinette Truglio. Famous Seaweed Soup. Illus. by
Nadine Bernard Westcott. Whitman, 1993.
Sara gathers seaweed, snails, and other items on a trip to
the seashore so that she can make seaweed soup. Colorful
cartoon-like illustrations add humor.
Nolan, Dennis. The Castle Builder. Macmillan, 1987.
A young boy builds an elaborate sand castle on the beach
and is drawn into a world of danger and excitement when
he is magically transported inside. Highly detailed black and
white illustrations add to the drama of the story.
O’Donnell, Elizabeth Lee. The Twelve Days of Summer. Illus.
by Karen Lee Schmidt. Morrow, 1991.
In a cumulative counting verse, using the rhythms of the
familiar song suggested by the title, a little girl identifies
animals that she sees at the beach, starting with one little
purple sea anemone to twelve gulls a-gliding. Colorful illustrations add humor to the text.
Paraskevas, Betty. On the Edge of the Sea. Illus. by Michael
Paraskevas. Dial, 1992.
The text relates the unexpected delights of a trip to the seashore. A little boy builds a giant sand castle and as he
imagines that he lives in it, he fantasizes about all sorts of
adventures.
Rand, Gloria. Prince William. Illus. by Ted Rand. Henry Holt,
1992.
In the aftermath of an oil tanker spill on Prince William
Sound in Alaska, a little girl finds a baby seal covered with
oil. She takes him to the animal rescue center and anxiously watches his recovery until he is ready to be returned
to the sea. Beautifully detailed watercolor paintings enhance
this fictional story that could be true.
112
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Seashores and Beaches — Fiction (Continued)
Roffey, Maureen. I Spy On Vacation. Four Winds, 1987.
A family is on vacation at the beach. Open-ended sentences invite readers to supply the missing words by saying
what they “spy” in the illustrations.
Rogers, Paul. A Letter to Grandma. Illus. by John Prater.
Atheneum, 1994.
Lucy lay in her bed thinking of the morning when Grandma
would come. When she wakes in the morning, she finds
that the concrete sidewalks and houses have been replaced
by beaches and water. At long last, Grandma arrives, riding
the waves by boat. Lively watercolors illustrate this magical
story.
Roop, Peter & Connie. Keep the Lights Burning, Abbie. Illus.
by Peter E. Hanson. Carolrhoda, 1985.
Based on an actual incident, brave Abbie keeps the lights
burning in the lighthouse while her father has gone for
food. During a tremendous storm, Abbie manages to save
her chickens from being washed away. A Reading Rainbow
feature book.
Tafuri, Nancy. Follow Me! Greenwillow, 1990.
In a book for the youngest readers, colorful watercolor
illustrations depict a curious sea lion pup as it follows a crab
along the seashore.
Weiss, Nicki. Sun Sand Sea Sail. Greenwillow, 1989.
Four words on each page and colorful, childlike illustrations depict a family’s day at the beach.
Weller, Frances Ward. Riptide. Illus. by Robert Blake. Philomel,
1990.
Zach’s dog Riptide loves the sea and proves himself worthy
of being a lifeguard on Cape Cod’s Nauset Beach despite
the signs that state: “No Dogs Allowed!” Richly colored oil
paintings enhance the story.
Wunsch, Marjory. Aunt Belle’s Beach. Lothrop, Lee &
Shepard, 1994.
Rosa’s Aunt Belle is the busybody of the beach, often to
Rosa’s embarrassment. When a little boy gets separated
from his mother, however, being a take-charge person
comes in handy.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
113
Island Cultures
Adoff, Arnold. Flamboyan. Illus. by Karen Barbour. Harcourt
Brace, 1988.
Flamboyan was named for the red blossoms that match the
color of her hair. One afternoon, as her family is sleeping,
she flies in her imagination and enjoys the sights and
sounds of the plants and animals in her Caribbean island
home. Vibrant illustrations complement a lyrical text.
Agard, John. The Calypso Alphabet. Illus. by Jennifer Bent.
Henry Holt, 1989.
A collection of 26 words indigenous to Caribbean culture,
from Anancy the Spiderman to zombie, are explained in a
rhymed text, illustrated with colorful scratchboard and watercolor art.
Agard, John & Grace Nichols. No Hickory No Dickory No
Dock: Caribbean Nursery Rhymes. Illus. by Cynthia Jabar.
Candlewick Press, 1995.
A collection of traditional nursery rhymes and chants that
have been adapted to evoke the rhythms and language of
the Caribbean are illustrated with colorful scratchboard
drawings. A map of the Caribbean islands is included on
the book’s endpapers.
Agard, John & Grace Nichols (Eds.). A Caribbean Dozen:
Poems From Caribbean Poets. Illus. by Cathy Felstead.
Candlewick Press, 1994.
More than a dozen Caribbean poets celebrate the sights
and sounds of their island homes in this anthology illustrated with colorful paintings, patterns, and collages. Brief
essays, in which the poets discuss childhood memories
precede each poem.
Burgie, Irving. Caribbean Carnival: Songs of the West Indies.
Illus. by Frané Lessac. Tambourine, 1992.
Illustrated with brightly colored folk art, this collection of
calypso songs and island folksongs written by composer
Irving Burgie is meant for singing. Includes music for piano
and guitar and such songs as “Day-O” and “Jamaica Farewell.” An afterword provides historical background on the
selections.
Charles, Faustin (Comp.). A Caribbean Counting Book. Illus.
by Roberta Arenson. Houghton Mifflin, 1996.
Traditional counting rhymes, chanted in games and songs
and collected from people on several islands of the Caribbean, and colorful collages reflect the sights and sounds of
the islands.
Diamond, Judith. Solomon Islands. “Enchantment of the
World” series. Children’s Press, 1995.
Informational text and full-color photographs present the
history, geography, economy, and everyday life of the
people of the Solomon Islands in the South Pacific Ocean.
The rather lengthy text may make this book more appropriate as a teacher resource, but students will enjoy the
photographs.
114
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Island Cultures (Continued)
Dorros, Arthur. Isla. Illus. by Elisa Kleven. Dutton, 1995.
Rosalba and her Abuela take off on another adventure in
this sequel to Abuela, a Reading Rainbow review book.
This time, they are flying over her grandmother’s childhood
home in the Caribbean. The plant and animal life and activities of the people are vividly portrayed in highly detailed
collage illustrations. A glossary of Spanish words that appear in the text is appended.
Feeney, Stephanie & Fielding, Ann. Sand to Sea: Marine Life
of Hawaii. Photographs by Ed Robinson. University of
Hawaii Press, 1989.
Animals of the shoreline as well as the ocean around the
Hawaiian islands are described in this informational text,
supplemented by photographs.
Feeney, Stephanie. A Is for Aloha. Photographs by Hella
Hamid. University of Hawaii Press, 1980.
This colorful alphabet reflects the uniqueness of the
Hawaiian Islands.
Fradin, Dennis B. Hawaii. “From Sea to Shining Sea” series.
Children’s Press, 1994.
Historical background, the work of the people, and a tour
of the islands make up this text about the fiftieth state. The
color photographs and a fact sheet about Hawaii make this
a useful resource.
Fradin, Dennis B. & Fradin, Judith Bloom. Puerto Rico.
“From Sea to Shining Sea” series. Children’s Press, 1995.
The history, geography, and people of this popular island is
described in an informational text illustrated with full-color
photographs. Historical timeline, glossary, and map is
appended.
Garne, S.T. One White Sail: A Caribbean Counting Book. Illus.
by Lisa Etre. Green Tiger Press, 1992.
“One white sail on a clear blue sea. Two orange houses and
a slender palm tree. Three girls walking with baskets of
bread...” begin a simple, rhymed text. Colorful watercolor
illustrations depicting the rich, vibrant life of the Caribbean
islands accompany the numbers from 1 to 10.
Griffiths, John. The Caribbean. Bookwright, 1989.
An informational book about the economy, geography,
history, and traditions of the Caribbean Islands. Includes
maps, information keys, and full-color photographs.
Guback, Georgia. Luka’s Quilt. Greenwillow, 1994.
Bright collages in the colors of Hawaii illustrate a story
about a young Hawaiian girl and her grandmother and their
misunderstanding about the making of a quilt.
Hermes, Jules. The Children of Micronesia. Carolrhoda, 1994.
Full-color photographs and an informational text depict the
daily lives and culture of children who live in Micronesia,
the small islands scattered between Hawaii and the Philippines in the Pacific Ocean. Glossary and map are included.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
115
Jekyll, Walter. I Have News: Rhymes from the Caribbean. Illus.
by Jacqueline Mair. Lothrop, Lee & Shepard, 1994.
A collection of folk rhymes and traditional verses from the
Caribbean. The colorful illustrations explode with vibrant
colors as exciting as the rhymes. A background note on
the origins and music for the rhymes are appended.
Johnston, Joyce. Hawaii. “Hello U.S.A.” series. Lerner, 1995.
An overview of Hawaii, including its history, geography,
and people, is presented in an easy-to-understand format
illustrated with colorful photographs. A fact sheet, pronunciation guide, and glossary are appended.
Joseph, Lynn. Coconut Kind of Day: Island Poems. Illus. by
Sandra Speidel. Lothrop, Lee & Shepard, 1990.
A collection of poems reflecting the rhythms of Caribbean
language takes a young girl in Trinidad through the course
of a day. Richly hued pastel illustrations complement the
poems.
Joseph, Lynn. Jasmine’s Parlour Day. Illus. by Ann
Grifalconi. Lothrop, Lee & Shepard, 1994.
The sun rises and creeps into Jasmine’s bedroom, calling
out her name. No, it’s Mama. “Jasmine, Is Parlour Day,
you forget?” Jasmine bounds from the bed, ready for a day
of shaved ice and sweet treats from all the parlours (market
stands), and waiting for the visitors to the Trinidad’s Maracas Bay beach.
Keens-Douglas, Richardo. La Diablesse and the Baby: A
Caribbean Folktale. Illus. by Marie Lafrance. Annick,
1994.
Rich acrylic paintings adorn this Caribbean folktale about
La Diablesse, a beautiful woman with one human foot and
one cow foot, who walks in the night and takes people’s
babies to her mountain home. The character La Diablesse
is similar to the Pied Piper character found in European
folktales.
Keller, Holly. Island Baby. Greenwillow, 1992.
Simon helps Pops, the island bird doctor, nurse an injured
bird back to health, but he has mixed feelings when it is
time for the bird to return to the wild. Brightly colored cartoon-like illustrations add appeal to the story.
Lessac, Frané. My Little Island. Lippincott, 1984.
A young boy takes his best friend on a trip to the Caribbean island where he was born. Colorful illustrations offer
a visual treat of people and places on the island of
Montserrat, where Lessac painted the pictures. A Reading
Rainbow feature book.
Lessac, Frané. Caribbean Canvas. Lippincott, 1987.
A collection of paintings of island life by Frané Lessac is
combined with West Indian proverbs and poems to create a
pictorial journey through the Caribbean islands.
116
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Island Cultures (Continued)
Linden, Ann Marie. One Smiling Grandma. Illus. by Lynne
Russell. Dial, 1992.
Large, colorful illustrations highlight a rhyming text in this
counting book showing objects from 1 to 10 that can be
found on a Caribbean island.
Linden, Ann Marie. Emerald Blue. Illus. by Katherine Doyle.
Atheneum, 1994.
Richly colored chalk pastel illustrations complement a
young girl’s recollections of her childhood on a Caribbean
island where she and her brother lived with their grandmother.
Orr, Katherine. My Grandpa and the Sea. Carolrhoda, 1990.
On the island of St. Lucia in the Caribbean, Lila’s
grandfather’s old ways of fishing are endangered when the
big boats deplete the island’s fish supply. He arrives at an
ecologically sensible solution to the problem when he establishes a seamoss farm. Vivid paintings depict the colors
of the Caribbean.
Orr, Katherine. Discover Hawaii’s Sandy Beaches and
Tidepools. Island Heritage, 1994.
Detailed information about life on Hawaii’s shores, including
plants, animals, and preservation of the ecosystem, is
presented.
Island Life
Baker, Leslie. Morning Beach. Little, Brown, 1990.
Following a set of annual rituals that began years ago with
her mother and grandmother, a little girl and her mother
bike across an island on their way to the beach on the first
day of summer vacation. Soft watercolor illustrations
accent the text.
Gibbons, Gail. Christmas on an Island. Morrow, 1994.
Holiday traditions that have been passed down for generations are celebrated by the families who live on a small
island all year long. Bright watercolor illustrations highlight
the text.
Gibbons, Gail. Surrounded by Sea: Life on a New England
Fishing Island. Little, Brown, 1991.
The activities of people who live year-round on an island
are depicted in colorful illustrations and an easy-to-read
text that takes readers through the four seasons.
Martin, Charles E. Island Winter. Greenwillow, 1984.
When the summer people have left, life on an island is very
different for Heather and her family. She wonders what
there will be to do, but she soon finds that school keeps her
busy and that there is much work for adults who live on the
island to prepare for the visitors the next summer.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
117
Olson, Arielle North. The Lighthouse Keeper’s Daughter. Illus.
by Elaine Wentworth. Little, Brown, 1987.
Miranda takes the responsibility for keeping the light going
in the lighthouse on her island home when her father leaves
for supplies. Harsh storms and illness interfere, but Miranda
persists in her vigil. A fictional story based on a true incident that happened along the coast of Maine.
Wallis, Lisa. Island Child. Illus. by Deborah Haeffele. Lodestar,
1991.
“When I was a child on the island...” is the repeated refrain
of a young girl who describes the variety of activities she
engaged in on her island home. She searched for shells
and sea glass, picked blueberries, and raced to the tops of
sand dunes. Colorful pastel illustrations celebrate island life.
Seashore Animals
Bailey, Donna & Butterworth, Christine. Crabs. Steck
Vaughn, 1991.
Illustrated with full-color photographs, an easy-to-read text
describes several different types of crabs, including where
they live, what they eat, and how they move.
Bailey, Jill. Discovering Crabs and Lobsters. Illus. by Wendy
Meadway. Photographs by Oxford Scientific Films.
Bookwright Press, 1987.
What crabs and lobsters look like, where they live, how
they move, how they feed, molting, how they are born,
how they escape from predators, and tips for finding crabs
and lobsters are discussed in this informative text illustrated
with drawings and photographs.
Burton, Robert. Animal Homes: Seashore. Photographs by
Oxford Scientific Films. Newington Press, 1991.
A variety of marine animals, including crabs, starfish, green
turtles, harbor seals, and gulls, are discussed in an informational text illustrated with full-color photographs.
Carle, Eric. A House for Hermit Crab. Picture Book Studio,
1987.
In January, Hermit Crab decides that his shell is too small
and that it is time to move. He finds the perfect place in
February but decides that it is too plain. Through the rest
of the year, he gathers a variety of sea objects to decorate
his new shell. By December, he needs a larger shell again
and offers his home to a smaller hermit crab. Brilliant collage illustrations enhance the text. A glossary of animals is
appended.
Coldrey, Jennifer. The World of Crabs. Photographs by
Oxford Scientific Films. Gareth Stevens, 1986.
A highly readable text and full-color photographs depict a
variety of crabs in their natural habitats. Topics include
molting, feeding, movement, and predators. A glossary is
appended.
118
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Seashore Animals (Continued)
Kipling, Rudyard. The Crab That Played with the Sea. Illus.
by Michael Foreman. Peter Bedrick, 1983.
One of Kipling’s “Just So” stories, in which it is explained
why crabs live as they do, why they lose their shells and
have claws, and why the tides ebb and flow.
Leedy, Loreen. Tracks in the Sand. Doubleday, 1993.
The stretch of a sandy beach is disturbed by a female sea
turtle ready to lay eggs. Highly detailed watercolor pencil
illustrations allow readers to follow the life cycle of a loggerhead sea turtle from egg to adulthood.
McMillan, Bruce. A Beach for the Birds. Houghton Mifflin,
1993.
Vibrant photographs and informational text about the least
terns, an endangered species of birds found on the beaches
of Maine, depict these sea birds as they fly, dive for food,
and rest on the sand.
Podendorf, Illa. Animals of Sea and Shore. “A New True
Book.” Children’s Press, 1982.
An easy-to-read introduction to the many animals and
plants that inhabit the sea and seashores. Full-color photographs enhance the informational text.
Seashells
Abbott, R. Tucker. Seashells of the World. Illus. by George &
Marita Sandström. Golden Press, 1991.
A nonfiction guide to seashells found around the world.
Colorful illustrations show detail of each shell described.
This title is an excellent resource for teachers and students.
Arthur, Alex. Shell. “Eyewitness” series. Knopf, 1989.
A reference source of shells found on many seashores
around the world. Full-color photographs, included next to
the text, will enable students to identify their shells by
matching them with the photos.
Bornstein, Ruth Lercher. A Beautiful Seashell. Harper &
Row, 1990.
Rosie’s great-grandmother lived in another country when
she was a girl. She tells Rosie a story from her childhood
and gives her a beautiful seashell to help her remember it.
Soft pastel paintings reflect the nostalgia of the text.
Hansen, Judith. Seashells in My Pocket. Illus. by Donna
Sabaka. Appalachian Mountain Club Books, 1988.
Subtitled “A Child’s Guide to Exploring the Atlantic Coast
from Maine to North Carolina,” this resource includes information about plants and animals along the shore, shells,
and tips for exploring the seashore. Illustrated with pen and
ink sketches.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
119
Jenkin-Pearce, Susie. The Seashell Song. Illus. by Calire
Fletcher. Lothrop, Lee & Shepard, 1992.
A girl picks up a seashell that sings of faraway places and
times gone by. As she looks out to sea, she can only wonder of the mysteries hidden in its depths. Rich, colorful
paintings illustrate her imagined scenes.
Poetry
Field, Rachel. If Once You Have Slept on an Island. Illus. by
Iris Van Rynbach. Boyds Mills, 1993
An older poem from one of Field's collections, the text
describes the joys of being on an island. Rich watercolor
paintings show a child visiting grandparents and engaging
in everyday activities of island life.
Hopkins, Lee Bennett (Comp.). The Sea Is Calling Me. Illus. by
Walter Gaffney-Kassell. Harcourt, 1986.
All sorts of items that children can find at the seashore,
including crabs, sand castles, shells, and the like, are featured in this collection.
Shaw, Alison (Comp.). Until I Saw the Sea: A Collection of
Seashore Poems. Photographs by Alison Shaw. Henry Holt,
1995.
A collection of poems about the sea and the seashore by
well known poets, including Myra Cohn Livingston, Russell
Hoban, and Lilian Moore, are accompanied by full-color
photographs with much child appeal.
Yolen, Jane. Sea Watch. Illus. by Ted Lewin. Philomel, 1996.
A variety of sea animals, many of which may be found
along the seashore, are described in Yolen’s original poetry.
Exquisite watercolor paintings add to the beauty of this
book.
“The Sea”
“Shell” by Deborah Chandra. In Balloons and Other Poems.
Illus. by Leslie Bowman. Farrar, Straus & Giroux, 1990.
“The Lobster” by Douglas Florian. In Beast Feast. Harcourt,
1994.
“Seaweed” by Myra Cohn Livingston.
“Sea Wave” by Sandra Liatsos. In Side by Side, collected by
Lee Bennett Hopkins. Illus. by Hilary Knight. Simon &
Schuster, 1988.
“Sand House”
“Lighthouse” by J. Patrick Lewis. In Earth Verses and Water
Rhymes. Illus. by Robert Sabuda. Atheneum, 1991.
120
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Poetry (Continued)
“Mine” by Lilian Moore.
“Sitting in the Sand” by Karla Kuskin.
“Five” by Claire Tringress. In Sunflakes, selected by Lilian
Moore. Illus. by Jan Ormerod. Clarion, 1992.
“Until I Saw the Sea” by Lilian Moore.
“Shells” by Lilian Moore. In Land Sea & Sky, selected by
Catherine Paladino. Joy Street/Little, Brown, 1993. (Many
of the color photographs in this book are seashore scenes.)
“Sea Shell” by Amy Lowell.
“The Sea” by Anonymous.
“Seal” by William Jay Smith.
“Sea Gull” by Elizabeth Coatsworth.
“The Sandpiper” by Frances Frost.
“Maggie and Milly and Molly and May” by e. e. cummings
“If Once You Have Slept on an Island” by Rachel Field. In The
Random House Book of Poetry for Children, edited by
Jack Prelutsky. Illus. by Arnold Lobel. Random House,
1983.
(song) "Oh What a Summer" by Jane Yolen and Adam
Stemple. In Jane Yolen's Songs of Summer. Illus. by Cyd
Moore. Boyds Mills, 1993.
SEASHORE SURPRISES
Bibliography
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
121
#31
Origami Sailboat
1. Fold an 8 1/2 x 11-inch piece of paper in half.
2. Fold the paper in half again to make a crease (line A-B). Open it so that the
folded edge is at the top.
3. Fold down the two top corners to line A-B.
4. Fold up one side of the “margin” of paper at the bottom along line C-D.
Turn the paper over and do the other side the same way.
5. Put thumbs inside the boat and pull the two sides out. Press flat and
tuck one flap behind the other. Turn the boat over and tuck the other flaps.
6. Fold up one side along line E-F. Turn the boat over and fold up the other side.
7. Put fingers inside the boat and pull out. Put thumbs at the tops of points C and D
and pull the points out and down. As you pull, place thumbs inside the boat.
8. Push up the sides of the boat at E and F and flatten.
9. Make the boat into the shape you want.
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
123
Repro #32
Reproducible Starfish
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
125
Repro #33
Reproducible Shell
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
127
Repro #34
Reproducible Shell
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
129
Repro #35
Reproducible Crab
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
131
Repro #36
Stationery-lined
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
133
Repro #37
Reproducible Island
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
135
Creating abstract art. Have students create an abstract
piece of watercolor art that depicts ocean waves. Discuss colors that best represent the ocean.
Materials:
11” x 17” white construction paper
11” x 17” blue construction paper
watercolor paints in ocean colors
brushes
cups for water
glue
salt
This activity will introduce children to the way watercolor
works as an art medium. Working with watercolor can be very
frustrating because the color takes so long to dry and has a
tendency to bleed into other colors. This activity will show
students how to appreciate the way watercolors bleed and the
visual effects that can be created with this medium.
Give students the following directions:
1. Apply a layer of watercolor to the white sheet of
construction paper using a watercolor wash technique. This
technique is accomplished by keeping the paper and the
brush very wet. As colors are applied to the paper, the
paint will spread. Encourage students to cover the whole
piece of paper with color. Colors may overlap and blend
naturally on the paper as they dry.
2. While the paper is still wet, sprinkle salt over the entire piece
of paper. As the paint dries, the salt will crystallize and
create interesting patterns on the paper. After the paint has
completely dried, brush off the excess salt.
3. Tear, rather than cut, the paper into strips. Tear the paper
the long way, slowly and carefully, in different widths and
shapes, so that the strips resemble ocean waves. As the
paper is torn, the white edges that appear will resemble
foam on the waves.
4. Arrange the torn strips on the 11” x 17” blue construction
paper. Strips can be overlapped or separated, covering the
entire page or with the dark blue background showing
through. They need not use all the torn strips. The
arrangement of the strips should create the image of waves.
Once they have settled on an arrangement, the strips can
be glued to the background.
Display each wave art creation under the title, “Ocean of
Motion.”
Studying elements of art. Have students examine the
“Ocean of Motion” display and look for examples of line,
shape, color, and texture. Record the responses on a chart.
For example:
Line
wavy
96
Color
purple
green
Shape
curved
Texture
bumpy
SEASHORE SURPRISES
The Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Arts Activities (Continued)
Understanding perspective. This activity is designed to
help students explore perspective as it pertains to art. Collect
some art prints of seascapes. Postcards, calendar pictures, or
illustrations of paintings in art books are possibilities. The art
teacher or library media specialist might assist with locating
the art prints. Students might also bring in photographs of the
sea or seashore. Have students study the artwork and identify
objects that are far away or close-up in the pictures. Discuss
their observations and arrive at a definition of perspective.
After they have studied the prints, have them create their own
perspective in a seashore scene. Use the instructions from the
abstract wave art activity (see page 96) on how to do a watercolor wash to create a sunset-like watercolor wash
background. Give students black construction paper and
have them draw and cut out pictures of boats, shells, islands,
trees, etc. The size of the objects they cut will depend on
where they place the object in the picture. Discuss perspective
in relation to the placement of the objects. Glue the black
construction paper cutouts to the watercolor background.
Display finished works on a sunset background.
Parent involvement — understanding perspective. Ask
parents to look out a window at home with their child and
discuss objects that are far away and objects that are close.
Have them relate size and distance away to the notion of perspective. Ask children to draw the scene from that window,
incorporating elements of perspective. Have them return these
picture to school and share them with the class. Bind the
pictures into a book called, “Outside My Window.”
Understanding abstract art. Abstract art is not realistic but
reminds the viewer of an idea or object from real life. The
interpretation of abstract art may also vary from person to
person. This type of art uses shape, color, line, and texture to
symbolize or represent an idea. Obtain an art print that depicts a realistic portrayal of ocean waves. Have students
compare the appearance of waves in the print to the watercolor wave art they created. Which piece of artwork looks
most like a wave? How do their watercolor pieces remind
them of waves? What features of real waves were used to
represent the idea of waves?
SEASHORE SURPRISES
The Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
97
Clay or papier-mâché sculptures. Using modeling clay,
homemade clay dough or papier-mâché, have students create
a sea animal they saw in the Seashore Surprises book or video
or one that they found through their research. Encourage
them to incorporate the elements of shape, line, and texture
(and color if the medium they are using can be painted) into
their sculptures.
Paper sculptures. Students can make three-dimensional
sea creatures by creating and stuffing two identical shapes.
They draw one shape, cut it out, trace around it on another
sheet of paper, cut that one out, and color the two pictures
identically. (Before coloring the second shape, they will need
to “match” them together so that the two outsides are colored.) Have the students staple or glue the two shapes
together, leaving an opening. They then stuff the creature with
cotton batting, paper, etc., and close the opening with staples
or glue.
Exploring ways to make paper three-dimensional adds variety to the sea creatures. Rolling, curling, crimping, accordion
folding, crumpling, weaving, layering, fringing, and spiraling
are possibilities for creating or adding features to sea animals.
Paper sculptured sea creatures may be hung from the ceiling
so that students can see all sides.
Note to teacher:
There are two kinds of shells: univalves, in
which there is only one piece to the shell,
such as snails and whelks; and bivalves, in
which the shell has two parts, as with clams
and scallops.
98
Constructing a bivalve shell. Tie into the students' study
of shells in science by having them make a bivalve shell. Have
resources available so that they can look at the colors and
patterns of real shells. (See Annotated Bibliography for suggested books.) Make a display of all of their creations.
Directions:
1. Use 4-inch squares of construction paper. Each
student will need two squares. Holding the two paper
squares together, outline and then cut an oblong shell
shape. (By cutting through both papers at the same
time, the shapes will be identical.) With the shapes still
together, cut a 1/2-inch slit into the middle from the
center of the straightest edge.
2. Decorate the shells, using authentic coloration and
patterns. To simulate ridges, accordion-fold each half.
3. Take one side of the bivalve shell shapes and form it
into a shallow "cone" (like a clam shell) by sliding the
paper on one side of the slit over the other so there is
some overlap. Use tape or glue to hold the
overlapping paper in place.
4. Repeat this process with the second shell shape, make
sure the overlap is about the same. Check to see that
the two shells fit together (like a closed clam) before
taping the second shape.
5. Connect the two shells by making a tape hinge at the
points where the slits were cut.
SEASHORE SURPRISES
The Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Arts Activities (Continuted)
Chinese paper cuttings. Chinese influence on Polynesian
island cultures is regarded as significant. Chinese paper cuttings allow students to apply their understanding of symmetry
(see page 50 in the Math section of this guide) to art. Have
students use the patterns on pages 101 and 103 at the end of
this section to make Chinese paper cuttings as follows:
1) Fold a 4 1/2-inch by 5-inch piece of construction paper
in half.
2) Cut out one of the rectangle patterns from pages 101 or
103 and tape it on the folded paper with the dotted line
along the fold.
3) Cut the pattern along the bold lines.
4) Remove the paper pattern.
5) Mount the picture on black construction paper for
display.
Origami sailboat. Use the pattern found in the Appendix
on page 123 for making an origami sailboat. Have students
consider ways they might display their boats so there is the
illusion of being on the ocean.
Interpreting music. Play Debussy’s classical piece, La Mer,
or Handel’s Water Music. Debussy’s work includes three symphonic pieces: “From Dawn to Noon on the Sea,” “Play of
the Waves,” and “Dialogue of the Wind and the Sea.” Have
students discuss and/or paint with watercolors what the music
reminds them of or how it makes them feel.
Constructing a bivalve shell. Tie into the students’ study
of shells in science by having them make a bivalve shell. Have
resources available so that they can look at the colors and
patterns of real shells. (See Annotated Bibliography for suggested books.) Make a display of all of their creations.
Directions:
1. Use 4-inch squares of construction paper. Each
student will need two squares. Holding the two paper
squares together, outline and then cut an oblong shell
shape. (By cutting through both papers at the same
time, the shapes will be identical.) With the shapes still
together, cut a 1/2-inch slit into the middle from the
center of the straightest edge.
2. Decorate the shells, using authentic coloration and
patterns. To simulate ridges, accordion-fold each half.
3. Take one side of the bivalve shell shapes and form it
into a shallow “cone” (like a clam shell) by sliding the
paper on one side of the slit over the other so there is
some overlap. Use tape or glue to hold the
overlapping paper in place.
4. Repeat this process with the second shell shape,
making sure the overlap is about the same. Check to
see that the two shells fit together (like a closed clam)
before taping the second shape.
5. Connect the two shells by making a tape hinge at the
points where the slits were cut.
SEASHORE SURPRISES
The Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
99
Repro #30
Chinese Papercutting Patterns
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
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101
Repro #30a
Chinese Papercutting Patterns
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
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103
Making waves. To help students understand how a wave is
formed, have them perform the experiment below.
Materials needed:
a clear, tall glass jar that is twice as long as it is wide, with
a lid
cooking oil or mineral oil
water
blue food coloring
Directions:
Fill the jar half full of water.
Add a few drops of blue food coloring to the water.
Slowly fill the jar with the oil. The oil should float on top
of the water.
Put the lid on the jar tightly.
Turn the jar on its side and tilt it slowly from side to side.
Watch the motion of the water in the jar and create a
diagram to show the movement. Include terms that describe
waves — crest, trough, breaking, wave — in the diagram.
Making waves. Students can also create waves by using a
jump rope, bedsheet, or parachute. Have students hold opposite ends of one of these objects and shake it up and down.
Student observers watch for the crest and trough of the wave.
Have students experiment by creating waves that represent
the ocean on a calm day, a windy day, with short waves, with
tall waves, with waves far apart and close together, with a
single wave and with many waves, with waves moving in only
one direction, and the like.
Make even more waves by tying into art with the watercolor
activity that depicts ocean waves. (See activity description on
page 96 of this guide.)
Note to teacher:
As waves crash down on a seashore, small
pieces of rocks are repeatedly tossed around
and thrown back on the shore. Over time,
these rocks become smaller and smaller.
Eventually, they are worn away so much that
they turn into grains of sand. Some sand is
fine and powdery; other sand is rough and
grainy. The sea deposits the sand along the
shore to form a beach. As a result, the shape
of the shore is constantly changing. As the
wind blows across the beach from the sea, it
pushes the sand into sand dunes.
Sand behaves like a liquid because it takes
the shape of its container. It behaves like a
solid because it can scratch hard surfaces.
When it is wet, it holds its shape because
particles of sand and water attract each other.
68
Shoreline erosion. To help students understand the effect
of waves on the shoreline, perform the demonstration below.
Materials needed:
small wading pool or large dishpan
sand
water
Directions:
Slope a large amount of sand against one side of the
wading pool or dishpan. Slowly add water until the sand
is about half covered. Using your hand, gently and
steadily brush the water to generate even waves. Invite
students to observe the effect the waves have on the
sand. Point out that the sand from the upper part of the
slope is being washed and deposited below the water.
Relate this occurrence to the scene in the Seashore
Surprises video where LeVar discusses how erosion over
time has exposed the roots of trees, which eventually
become driftwood.
SEASHORE SURPRISES
Science
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Science Activities (Continued)
Investigating the properties of sand. Have students make
“sand stylers” to create patterns in wet sand and to explore
the properties of sand. Students can create the stylers by
cutting a pattern of “teeth” (in any shape) into the long edge
of a strip of thin cardboard (e.g., from a food package box).
Have them predict what will happen when they drag their
stylers across the wet sand. When they drag their stylers,
encourage them to experiment with different movements
(straight line, circular, etc.) and different directions (dragged
forward, dragged to the side, etc.). Discuss the results. Have
them exchange stylers and continue the process.
Understanding how tides are formed. There are four tides
that occur each day: two low tides and two high tides. When
the water recedes from the shoreline, it is low tide. When the
water rises on the shore, it is high tide. Tides are caused by
the gravitational pull of the moon. As the moon rotates
around the earth, the water is pulled towards the moon. A
reproducible diagram on page 75 at the end of this section of
the guide will help clarify this process for students.
Performing an experiment to simulate tides. A balloon
and a small ball can be used to demonstrate the pull of the
moon to create tides. Inflate the balloon so that it is not full,
but still elastic. Have a student hold the balloon (representing
the earth) while another student rotates the small ball (representing the moon) around the balloon. As the student with the
ball (moon) rotates around the student holding the balloon
(earth), have the student holding the balloon pull the section
of the balloon facing the “moon” toward the “moon.”
Researching seashore plants and animals. Working in
cooperative groups, have students choose a plant or animal
life form that lives in the intertidal zone to research. Groups
might use the “Research Planner” on page 77 at the end of
this section to help them organize their information.
To introduce the research activity, drawings are provided
on pages 79 and 81 at the end of this section to assist in visualizing high tide and low tide. These drawings can be
photocopied on to acetate and used with an overhead projector
Note to teacher:
The tides cause an area of land called the
“intertidal zone.” This area is covered by
water during high tide and exposed during
low tide. When the tide goes out, it sometimes leaves pools of water, called “tide
pools” behind on the shore. The tide pools
are filled with a variety of animal life, mostly
invertebrates, and plant life. The animals and
plants living in the intertidal zone have
adapted to the variations in temperature and
water climate. They are also able to withstand breaking waves. Some marine animals
must be in a wet environment at all times
and thus, live below the low tide mark. These
animals include sea anemones and sea urchins. Mussels and periwinkles are able to
hold water in their shells and can live in areas that are exposed during low tide. Some
animals, such as sea stars and crabs, follow
the tides.
• Reading Rainbow program tie-in: Dive to the Coral
Reefs
SEASHORE SURPRISES
Science
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
69
Note to teachers:
Seaweed is found on seashores throughout the world. It sometimes looks like colored
stripes along the shore because of the colors of different groups of seaweed (usually
green, red, and brown). It contains many vitamins and the mineral, iodine, and is a
common food in some countries. Seaweed
can be eaten raw, cooked as a vegetable, or
incorporated into other dishes.
Note to teacher:
Students might think of these areas of the
seashore tidal zone: the high tide mark (the
highest place that the sea reaches when the
tide comes in); the splash or spray zone (the
area just above the high tide mark); the upper shore (just below the high tide mark),
middle shore, and lower shore (the place
where the water meets the shore and thus, is
partially submerged).
Note to teacher:
The sound heard in shells and in the cups/
glasses is called “white noise,” a mixture of
different pitches of sound. At the ocean, waves
make many different sounds when they
splash, that together create white noise. A
similar mixture of sounds is present in the
cups/glasses, caused by air vibrations from
sound waves and wind that mix together. Although the vibrations are the same, the sound
is influenced by the size of the cup/glass and
the material from which the cup is made.
“Seaweed surprises.” Have students investigate the uses
of seaweed as a food item. As a tie-in to language arts, have
them write creative recipes using seaweed as the primary ingredient. Bind their illustrated recipes into a cookbook called
“Seaweed Surprises.” A reproducible cover for this cookbook
may be found on page 83 at the end of this section of the
guide.
Making a mural of a tidal zone. Have students utilize the
information from their research to make a large mural of a
tidal zone. Have them include plants and animals that live in
the different areas of the tidal zone and make word labels for
the life forms and the zones.
Word search fun. Use the reproducible “Intertidal Zone
Word Search” to discover the names of some plant and animal
life that live in the intertidal zone. (See page 85 at the end of
this section.) To make this more challenging after students
have done their research, they might enjoy developing clues
for the terms in the word bank and search for the words
based on clues, rather than having the words already available.
Listening to sound in shells. Bring in or obtain donations
of larger shells in a variety of shapes so that students can listen to the “sound of the sea.” Gather some cups and glasses
in various sizes so that students can hold them up to their ears
and compare the sounds. Have students describe what they
notice in the following instances: when they try shells of different shapes and sizes, when they try cups and glasses in
different shapes and sizes, when they try the shells and cups/
glasses different distances from their ear, and when they compare the differences in sound between shells and cups/
glasses.
Habitat study. Revisit the Seashore Surprises video. Have
students watch for and make a list of specific places where
plants and animals live on the seashore. Invite students to
share what they observed. Introduce the term “habitat” and
define it in terms of the students’ observations: a place or type
of place where a plant or animal naturally or normally lives.
Refer to the study of tide pools and discuss characteristics that
make a tide pool a suitable habitat for the plants and animals
that live there. Have a copy of the Seashore Surprises book
available to supplement this discussion.
In order to apply their knowledge about tide pool habitats,
have students write a habitat “want ad.” (Provide newspaper
want ads for them to examine for format and ideas.) Brainstorm a list of details, necessary for the creature to live and
grow, that should be included in the ad, e.g., where the home
should be in the intertidal zone, temperature, how wet or dry,
what should live nearby, and the like. The reproducible form
on page 87 of this guide may be used for the ad.
70
SEASHORE SURPRISES
Science
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Science Activities (Continued)
Seashore ecology. Discuss different pollutants that may
affect the seashore habitat and ways that destruction of the
seashore can be prevented and what people who visit the
shore can do to help. (Several books in the Annotated
Bibliography deal with seashore ecology and discuss both
problems and solutions.)
• Reading Rainbow program tie-in: Jack, the Seal and the
Sea
Exploring food chains. A food chain shows the path by
which energy passes from one living organism to another.
Revisit the Seashore Surprises book to find examples of animals that eat other animals or plants. Have students complete
the “Lunch on the Beach” reproducible on page 89 at the end
of this guide.
Do the following activity as a whole class: list foods that the
students have eaten during the day and trace each food back
to the sun’s energy. For example:
cereal--->wheat--->sun’s energy
milk--->cow--->grass--->sun’s energy
peanut butter--->peanuts--->peanut plant--->sun’s energy
bread--->wheat--->sun’s energy
Lead students to the conclusion that all energy that plants
and animals get comes from the sun’s energy. Also lead them
to conclude that every example listed has to have a plant that
starts the food chain.
Use the following example from Seashore Surprises to
illustrate a seashore food chain.
SMALL CREATURES---->DEAD DECAYING MATTER--->
MANGROVE TREE---->SUN’S ENERGY
Have students complete the “Seashore Food Chains”
reproducible on page 91 at the end of this section.
Understanding life cycles. Throughout the Seashore
Surprises video, there are references to life cycles. LeVar
shows the audience how a whelk increases in size throughout
its life cycle. To help students understand the differences in
size and other changes that occur in the development of an
animal, get several tadpoles for observation and put them in
an appropriate environment in an aquarium. (These are available at most fish stores.) Have students note daily changes in
the tadpoles’ development and keep a log of their observations, that includes both written comments and sketches.
SEASHORE SURPRISES
Science
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
71
Decomposition in life cycles. In the video, LeVar meets
with a marine biologist who explains the decaying process of
the mangrove trees. She points out that many marine animals
use the decaying matter from the mangrove tree as a source
of food. To demonstrate this necessary part of a life cycle,
create a compost pile in your classroom. You will need a one
gallon ice cream container, soil, pencil shavings, food scraps,
and plant clippings. Place a layer of dirt on the bottom of the
ice cream container. Alternate dirt with a layer of pencil shavings and then a layer of food scraps and plant clippings.
Repeat the layers until the container is about 2/3 full. Keep the
compost moist and cover the container with a lid. Stir the
mixture every two to three days. Have students observe and
chart their findings every two weeks. Use the compost pile for
planting seeds, and begin the life cycle again. This could
become a year-long project.
Note to teachers:
Displacement occurs when an object is
placed in water. The object takes up some of
the space the water occupies. Ask students
to picture what happens to the water when
they step into a bathtub or jump into a swimming pool. An object must displace more
water than it weighs in order to float. Things
float more easily in salt water because the
salt water pushes back harder on objects
than fresh water does.
Differentiating fresh and salt water. The experiments
below are designed to help students understand the difference
between salt and fresh water. Many objects will float in salt
water, but not in fresh water. The water displacement of items
is also affected by salt water.
Sink or Float: Experiment 1
Materials:
2 cups the same size, labeled Cup A and Cup B
salt
a teaspoon
2 uncooked eggs
Directions:
1. Put the same amount of water in each cup.
2. Dissolve 10 teaspoons of salt in Cup B.
3. Have students predict what they think will happen
4. Gently place an egg in each cup.
Have students draw pictures of what happens to each egg,
and discuss the results. Have them draw a conclusion about
fresh and salt water. Pose the question: why is it easier to float
in the ocean than in a lake?
72
SEASHORE SURPRISES
Science
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Science Activities (Continued)
Sink or Float: Experiment 2
Materials:
2 buckets of water
a towel
1 cup salt
items to test for ability to float, such as dry sponge, wet
sponge, paper clip, modeling clay ball, modeling clay
boat, eraser, marble, cork, pen, wooden pencil,
aluminum foil ball, aluminum foil square, ping pong ball,
washcloth, bar of soap, paper cup, wood block, an
orange, a glass jar, a glass jar with lid.
Directions:
1. Fill the buckets with water. Add 1 cup salt to one
bucket. Place the buckets on a towel in case of
overflow.
2. Have students use the reproducible sheet on page 93
at the end of this section for recording their
predictions about whether the items will sink or
float in fresh water and in salt water.
3. Discuss their conclusions about the differences
between fresh water and salt water.
SEASHORE SURPRISES
Science
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
73
Repro #20
How Tides Are Formed
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
75
Repro #21
Research Planner
RESEARCH PLANNER
Topic: _____________________________________________________________
1 .What we want to learn: ____________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
2 .Sources of information used in our study: ___________________________________________
___________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
__________________________________________________________________________________________________________
3 .The information we discovered: ____________________________________________________
______________________________________________________________________________________________________________
________________________________________________________________________________________________________
__________________________________________________________________________________________________________
4 .How we will share what we've learned with an audience: _____________________________
__________________________________________________________________________________________________________
___________________________________________________________________________________________________________
____________________________________________________________________________________________________________
5 .Date we will be ready to share our information: _____________________________________
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
77
#22
High Tide
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
79
#23
Low Tide
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
81
Repro #24
Cookbook
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
83
Repro #25
Word Search
Intertidal Pool Zone Word Search
C
R
A
B
T
M
U
S
S
E
L
Y
L
L
O
L
W
A
H
A
Z
I
W
F
Q
Z
O
A
P
S
W
R
O
S
C
A
L
L
O
P
B
R
R
S
A
N
T
S
I
O
N
N
C
Y
S
H
S
E
A
A
N
E
M
O
N
E
W
D
T
E
M
A
C
C
D
A
V
R
R
H
Q
B
E
R
I
S
X
L
F
C
R
O
S
F
L
R
R
M
T
T
S
E
A
U
R
C
H
I
N
G
L
I
D
A
P
A
Z
C
D
K
E
S
N
O
E
T
E
R
O
H
S
U
T
W
L
H
D
E
V
C
P
L
N
N
L
M
W
E
L
P
J
N
A
R
K
E
G
E
A
B
N
E
Z
K
G
E
R
A
L
S
E
S
R
E
O
D
Y
W
B
U
Y
B
M
S
S
P
E
R
I
W
I
N
K
L
E
O
Find and circle the words that are hidden in the puzzle. All the words read
from top to bottom or left to right.
1. ROCKWEED
6. SEA STAR
11. SPONGE
2. FISH
7. LOBSTER
12. SEA CUCUMBER
3. SCALLOP
8. SEA ANEMONE
13. BARNACLE
4. HERMIT CRAB
9. CRAB
14. SEA URCHIN
5. PERIWINKLE
10. MUSSEL
15. SHELL
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
85
Repro #26
Want Ad
WANT AD
WANTED: Home for a __________________________
________________________________________________
__________________________________________________________________
___________________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________________________
___________________________________________________________
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
87
Repro #27
Lunch On The Beach
LUNCH ON THE BEACH
THE SEASHORE CAFE
MENU: List what each seashore animal needs to eat in the correct place on
the menu, so that it will know what to order. The prices shown are also the
page numbers in Seashore Surprises where you will find what each animal
needs to eat.
CLAM
$12 ____________________
WHELK
$15 ____________________
PEOPLE
$14 ____________________
$20 ____________________
$20 ____________________
PERIWINKLE
$22 ____________________
BIRDS
$14 ____________________
SNAILS
$14 ____________________
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
LIMPET
$25 ____________________
WINKLE
$27 ____________________
SEA STAR
$28 ____________________
89
Repro #28
Seashore Food Chains
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
91
Repro #29
Sink/Float Record Sheet
Sink or Float Record Sheet
Items
My Guess
Test
(plain water)
Test
(salt water)
dry sponge
wet sponge
paper clip
modeling clay ball
modeling clay boat
eraser
marble
cork
pen
wooden pencil
aluminum foil ball
aluminum foil square
ping pong ball
washcloth
bar of soap
paper cup
wood block
orange
glass jar
glass jar with lid
paper cup
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
93
Making an elevation map. Make available several different
maps that show elevation. Call attention to the way the map
keys illustrate how color represents different elevations. Have
students sketch an outline of their relief map. They will need
to choose colors to represent three or four different elevation
levels. The colors may represent specific elevations, such as
500 feet, 1000 feet, etc., or general terms, such as lowest
elevation, middle elevation, high elevation, and highest elevation. Have students make a map key first and then color their
relief map according to different elevations. (In order to understand the concept of elevation, student may need concrete
examples. Manipulatives such as unifix cubes, are a possibility. Establish a “sea level” line and build with cubes up or
down to represent different levels of elevation.)
Identify islands. Brainstorm a list of islands with the
students. Keep the list on display in the classroom so that
students may add to it as they learn more about islands.
Islands in the news. Cut out an island shape from a large
piece of brown bulletin board paper and mount it on a bulletin
board or wall. Have students watch newspapers and magazines and listen to television reports for news that happens on
islands. Attach the news items on the paper island with masking tape or another material that is not permanent. After
students have accumulated several items, discuss how they
might be placed in categories to reflect aspects of culture,
such as geography, people, climate, customs, government,
etc. Have students place the items into groups and label
them. Future items can then be added to the appropriate
category.
Locating islands. Gather world maps, world atlases, and
globes for an island hunt. Various CD-ROMs, such as
“Cartopedia” and “My First Amazing World Explorer,” both
published by Dorling Kindersley, would also be helpful resources. (Hand-held magnifying glasses might be useful for
some super sleuthing of very small islands.) Working with
partners, have students compile an island atlas, using the
reproducible on page 63 at the end of this section. Each pair
of students will need to choose an island, make a sketch of it,
and write directions so that others may find it on a map.
Brainstorm with the students some of the items that might be
included in the directions. (Students will approach this task in
different ways, according to their level of development. Some
may be ready to discuss longitude and latitude; others will
give directions in terms of other places near their island; still
others may specify seas or oceans and use direction words.)
Allow time for each set of partners to share their island picture
and give directions for their classmates to locate it.
58
SEASHORE SURPRISES
Social Sciences
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Social Sciences Activities (Continued)
Explore island geography. As students research their
islands on the maps, encourage them to observe details, such
as:
•
•
•
•
•
•
Are
Are
Are
Is it
Is it
Is it
there mountains?
there volcanoes?
there jungles?
a warm or cold place?
one island or a group of islands?
near a continent or in the middle of an ocean or sea?
These might be posted on a chart for students to refer to as
they search the maps. Students might use what they learned
about elevation to answer some of these questions.
• Reading Rainbow program tie-in: My Little Island
Island Flags. Flags from all over the world are decorated
with colorful patterns which represent the history of the country. For example, in Hawaii, the state flag has colors that
represent each island and many of the plants native to Hawaiian soil. Other countries use geometric patterns on their flags
to symbolize heritage, history, and ideals. In Japan, the red
circle represents the sun. Have students locate pictures of
flags of various islands of the world and discuss why the coloration and symbols on the flags may have been chosen,
based on what they know about the islands.
Designing a flag. Have students design a flag for their
fictitious island. Use the reproducible flag pattern on page 65
at the end of this section. Have students cut our their flags
and attach them to wooden skewers. Place each skewer in a
small ball of clay and “fly” the flags next to their islands in the
display mentioned above.
Seashore-related careers. Brainstorm with the students a
list of careers that people might have related to the seashore.
(The video will give them some ideas.) Have them use a
variety of print and non-print resources to research additional
careers to add to the list. Working in cooperative groups,
have students investigate a career of interest to them. The
reproducible page at the end of this section may be used as a
recording sheet for their information. Provide opportunities
for groups to share their findings. Encourage them to be
creative in their presentations, such as dressing as a person in
a specific seashore career might dress, conducting a TV interview of that person, enacting a scene of that person at work,
and other ideas. Students might also wish to arrange a display that presents information about seashore careers.
Note to teacher:
If you are working with Hawaii as an island
culture, students may be interested in knowing what colors are used to represent each
island on the flag and the plants that can be
found there.
Island
Hawaii
Kaho’olawe
Color
red
gray
Maui
Lana’i
pink
yellow
Moloka’i
green
O’ahu
Kaua’i
yellow
purple
Ni’ihau
white
Represents
lehua blossom
hinahina
(threadlike
moss)
lokelani flower
kauna’oa (air
plant)
white kukui
blossom
‘ilima flower
mokihana
(green berry)
white pupu
shell
SEASHORE SURPRISES
Social Sciences
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
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59
Seashore-related careers. Invite students to write letters
or e-mail a person in a seashore-related field. Have them
brainstorm the questions they wish to have answered beforehand.
Connecting careers with commerce. As groups of
students research seashore-related careers, have them start a
list of various types of products with origins on the seashore
(e.g., shell jewelry, pearls, seafoods, seascape paintings, etc.)
and connect these items with careers.
Learning about lighthouses. Lighthouses have historically
been an important aspect of seashore life for the people who
live there. Locate fiction and nonfiction about lighthouses to
read to students. Watch the Reading Rainbow program, Keep
the Lights Burning, Abbie, for a firsthand look at lighthouses.
60
SEASHORE SURPRISES
Social Sciences
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Repro #17
World Map
SEASHORE SURPRISES
Social Sciences
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
61
61
Repro #18
Island Atlas
Welcome to _____________________________________________________
Make a picture of your island.
Here's how to find ________________________________:
________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
_________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
63
Repro #19
Flag Pattern
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
65
Finding patterns. Flags of countries are generally decorated with colorful patterns which represent the history of the
country. The Filipino flag is a good example of what colors
can represent. The blue stands for noble ideals, red represents
courage, and the white is a symbol for peace. Other countries
use geometric patterns on their flags to symbolize heritage,
history, and ideals. For example, in Japan, the red circle represents the sun. Have students research flags of island
cultures, noting patterns of color and shape. Information
about the symbolism of the design might give students ideas
to use when they design flags for their fictional islands (see
Social Sciences section of this guide).
Estimation. Use a child’s small plastic sand bucket for
estimation and measurement activities. Using the same measurement tool (e.g., a scoop, a cup, etc.), have students
pursue such questions as how many scoops of sand, shells, or
water will the bucket hold? Also, have them predict which of
the three bucketfuls will be heavier and then weigh to check
predictions.
Defining parallel and intersecting lines. Revisit the segment in the video in which LeVar is visiting with the marine
biologist. She is asking LeVar to help her skein a net. In the
segment, she asks LeVar to help her hold the poles so that
they are parallel. Ask students to develop a definition of “parallel.” (Lines that never meet.) Then, have them look for
examples of parallel lines in the classroom.
Use the fish net replica included in this curriculum package
to review parallel lines and to introduce the concept of intersecting lines. (Lines that meet at a point). Students can then
find examples of intersecting lines in the classroom.
Creating parallel and intersecting lines. Create a hands-on
model of parallel and intersecting lines. Divide the class into
groups of four, each group has one ball of yarn and a pair of
scissors. Have each group first form parallel lines and then try
intersecting lines.
Parallel and intersecting lines on maps and globes. Examine maps and globes for parallel and intersecting lines.
Depending upon your curricular needs, the concepts of “longitude” and “latitude” might be introduced at this time.
48
SEASHORE SURPRISES
Mathematics
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Mathematics Activities (Continued)
Skip Counting. After viewing the program, have students
recall the number of arms a starfish has and the number of
teeth a sea urchin has. Use these details to reinforce skip
counting by 5’s. Visually recreate this skip counting pattern
using the starfish graphic (see page 53 at the end of this section) on a chart like the one below. Place one starfish and
record the digit 5. Place two starfish and record a 10. Have
students continue the pattern by placing starfish and recording the numerals.
Students can create a pictograph using other items that
come in 5’s, such as a human hand. For example, using the
hand pattern (see page 53 at the end of this section), have
students make a pictograph reflecting the number of rightand left-handed students in the classroom. Each hand represents 5 students. If 15 students are right-handed and 7 are
left-handed, the pictograph might look like this:
Have students think of other problems they can show pictorially. Encourage them to include summary statement for
each of their pictographs.
Give the students a bag of shells. Have them separate the
shells into groups of five. Have them use skip counting to
figure out how many shells they have.
Skip counting can be done with other number patterns:
2’s, 3’s, 4’s, etc. Skip counting may also be used as an introduction to multiplication concepts.
SEASHORE SURPRISES
Mathematics
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
49
Symmetry. In the video, LeVar observes that shells are
symmetrical. Display a collection of items, some of which are
symmetrical and some that are not. Ask students to discuss
and develop a working definition of the term symmetrical.
Have them identify the lines of symmetry on the symmetrical
items. Have students examine the shell collection for
symmetrical shells and locate the line (or lines) of symmetry.
Probability. Some cultures in Africa and Asia use cowrie
shells as money and for fortune-telling and games of chance.
Obtain some small cowrie shells from a hobby or craft store
for exploration of probability. (If cowrie shells are not available,
pasta shells will also work.) Provide students with the tally
chart on page 55 at the end of this section. To do this activity,
they toss a shell 10 times in a series of 5 trials (10 tosses per
trial). They mark a tally on the recording sheet to show if the
shell landed opening up or opening down. At the end of each
trial, they calculate the success fraction for that trial, using this
formula:
Success Fraction =
Total number of tosses
Total of number up
For students who are not yet working with fractions, they
can use the statement: _____ out of _____ tosses landed
opening up. Students with more sophisticated math skills
might use calculators to determine the decimal equivalent of
the fractions.
Ordering by size. In the video, LeVar shows viewers the
comparative sizes of whelk shells during their life cycle. Have
students create a shell table in the classroom where they can
go to explore comparative sizes. (Use the shell collection included in this curriculum package and/or donated shells.) In
their shell display, they need to organize shells in ways that
they can describe and label, such as “small,” “smaller,” “smallest” or “big,” “bigger,” “biggest.” As a language arts tie-in,
they might identify additional groups and labels, such as
“bumpy,” “bumpier,” “bumpiest” or “smooth,” “smoother,”
“smoothest.” To prove their labeled choices, have them use
rulers to measure shells. Discuss the difficulty of applying a
measurement tool such as a ruler to an item that has the irregular shape of a shell.
Shells as alternative units of measurement. Use shells of
different sizes as units of measurement. Have students estimate first and then measure to verify their estimates for such
problems as: “How long is the table in shells?” “How long is a
book in shells?” or “How many shells will we need for a line
from our door to the corner of the hallway?” Discuss why
their estimates change from when they use smaller shells to
when they measure with larger shells.
50
SEASHORE SURPRISES
Mathematics
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Mathematics Activities (Continued)
Parent involvement or classroom: Making a sand castle or
sand creature. If sand is not available (at a beach, in a backyard sandbox, or at a park), mix soil and a small amount of
water (enough to make the soil stick together without being
muddy) and press into containers of different sizes and shapes
(e.g., margarine tubs, cups and mugs, milk cartons, etc.).
Empty the containers, keeping the shapes intact, and use the
shapes to construct a castle or creature. The following
“recipe” for a sand castle is appropriate for classroom or
home:
6 cups sand
1 cup wheat paste
water
paper cups, tin cans, plastic food containers,
clay flower pots, drinking straws, flags, other
decorations
Directions: Mix wheat paste and sand. Add water until sand
has a clay-like consistency. It should be sticky, and it should
pack firmly into shapes. More sand and water may be added
as needed. The wetter the sand, the longer it will take to dry.
Use any large container as a base for the castle. Pack sand
firmly around the base and add desired shapes (e.g., turrets
from paper cups) from the small containers. Use sticks or
plastic utensils to form windows, doors, steps, and other designs.
SEASHORE SURPRISES
Mathematics
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
51
Repro #15
Reproducible Starfish/Hand Patterns
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
53
Repro #16
Cowrie Shells Tally Chart
Directions: Toss a shell 10 times in each trial.
Record a tally mark to show if it landed opening up or opening down.
At the end of each trial, calculate the success fraction for that trial.
TRIAL 1
TRIAL 2
TRIAL 3
TRIAL 4
TRIAL 5
OPENING
UP
OPENING
DOWN
TRIAL 1
______ out of ______ landed with the opening up.
SUCCESS FRACTION = ______
TRIAL 2
______ out of ______ landed with the opening up.
SUCCESS FRACTION = ______
TRIAL 3
______ out of ______ landed with the opening up.
SUCCESS FRACTION = ______
TRIAL 4
______ out of ______ landed with the opening up.
SUCCESS FRACTION = ______
TRIAL 5
______ out of ______ landed with the opening up.
SUCCESS FRACTION = ______
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
55
Use the reproducible starfish cards (see the pattern on page
19 at the end of this section) to make a Seashore Surprises
version of “Concentration” or “Go Fish.”
To play “Concentration” all cards are laid face down on the
playing surface. Players take turns turning over two cards,
one at a time, trying to create a compound word match.
When a player does create a compound word, she/he picks
up those two cards to keep. If a match is not created, the
cards are turned face down in their original location for other
players to try to match. When all cards have been matched,
the game is over. The class-compiled list of compound words
on the shell paper may be used as a source for checking the
matches.
To play “Go Fish,” each player receives seven cards. The
remainder of the cards are spread out in the middle of the
playing area. Players then look to see if they have any compound word matches in their hands. These matches are
placed on the play area. Play rotates from the left of the
dealer. Players take turns asking one other player if he or she
has a specific word to make a compound word match. For
example, “Ben, do you have the card ‘shell’?” If there is a
match, Ben must give up his card to the asking player. If Ben
does not have a match, he tells the asking player to “Go Fish”.
That player then must draw from the pool of cards in the
middle of the playing area. Play continues until all players lay
down all their cards.
Note to teacher
Other “sh” words that might be used in
connection with the seashore:
shade
shelf
ship
shy
hush
fresh
swish
8
shark
shield
short
shut
crush
harsh
trash
shatter
shift
show
gush
flesh
smash
“sh” digraph. As a class, chart the words found in Seashore Surprises containing the “sh” sound. Enlarge the
reproducibles of the seashells in the Appendix on pages 127
and 129 and use them to list the words students find. “Sh”
words in the Seashore Surprises book include:
shell
wash
shape
polish
pushing
shining
sharp
shore
ashore
shallow
fresh
fish
shovel
brownish
marsh
shrimp
Have students fish for the “sh” sound. Using the reproducible fish card (see page 21 at the end of this section), make
several word cards, some of which contain the “sh” sound
and some that do not. Attach a piece of magnetic tape to the
back of the fish card. Students take turns using a fishing pole
made from a dowel and string with a magnet attached. When
a fish is “caught,” students can sort the fish into buckets
labeled sh and sh .
SEASHORE SURPRISES
Language Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Language Arts and Literature Activities (Continued)
Create a class book of “sh” sound words. Cooperative
groups or individuals can look through magazines to find
pictures that contain the “sh” digraph. Have students cut out
the pictures and glue them to the seashore border reproducible master found on page 23 of this guide. The pages can
then be compiled into a class book.
Homophones. Present a list of homophones found in the
Seashore Surprises book (see list below) and have students
generate a definition of homophone based on the examples.
Write this definition on the first page of a homophone reference dictionary. For the remainder of the dictionary, have
students create sentences and illustrate them to show the
meanings of the homophones. Use the seashore border
reproducible on page 23 at the end of this section for the
dictionary pages.
Example: sea - My brother sailed across the sea in a sailboat.
see - I will see my grandparents during the holidays.
Challenge students to look for additional examples of
homophones throughout their day at school and at home.
The homophones they collect can then be written on the
reproducible fish pattern (see page 21 at the end of this section) and posted on a bulletin board titled “See Our Sea of
Homophones.”
Homophones from Seashore Surprises:
know
time
our
pail
whole
eight
rough
muscles
prey
sea
through
die
way
lie
close
bore
claws
male
pour
piece
by
four
pair
their
to
no
thyme
hour
pale
hole
ate
ruff
mussels
pray
see
threw
dye
weigh
lye
clothes
boar
clause
mail
poor
peace
buy
for
pear
there
two
bye
fore
pare
they’re
too
SEASHORE SURPRISES
Language Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
9
Antonyms. Use the concept of bivalve shells as the basis
for a game to reinforce the understanding of antonyms. Make
pairs of matching shells. (Use the pattern on page 25 at the
end of this section.) Write a word on one shell and its antonym
on the other shell of the pair. Have students work independently or with a partner to assemble each bivalve by matching
the opposite pairs. Provide an answer key for self-checking.
The following words, with antonyms, are from the Seashore
Surprises book:
full-empty
soft-hard
open-close
below-above
stand-sit
high-low
big-little
under-over
shiny-dull
down-up
attach-detach
downward-upward
in-out
wet-dry
long-short
strong-weak
smooth-rough
wide-narrow
back-front
pull-push
tight-loose
tiny-large
inside-outside
Alliteration. Use the tongue twister, “She sells seashells
down by the seashore,” to introduce alliteration (the use of the
same beginning sounds in words of a sentence or phrase).
Have students generate their own alliterations on sentence
strips, using complete sentences. Cut the sentences apart, mix
all the pieces, and have groups put them back together to
make “real” or “silly” complete sentences.
The activity page, “Don’t Get Tied Up,” can be used for
individual or group practice. (See page 27 at the end of this
section.)
Using the three-dimensional paper sculpture directions
from the Arts section of this guide (see page 98 for directions), have students create sea monsters. Have them cut
long strips of paper to use as their sea monster’s tongue. Invite them to create a tongue twister about their sea monster,
using their knowledge of alliteration, and write it on their
monster’s tongue. Roll the tongue by wrapping it around a
pencil and fasten it to their sea monster’s face. Display the sea
monster creations on a “monstrous” bulletin board, adding or
changing tongues to correspond with new ideas they learn
about the seashore.
10
SEASHORE SURPRISES
Language Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Language Arts and Literature Activities (Continued)
Working with parts of speech — adjectives. Read Seashore Surprises aloud to students, inviting them to listen for
descriptive words. Since the text of the book is organized in
an expository rather than narrative style, you can stop periodically and write down the specific adjective-noun combinations
that students notice without interfering with the flow of a
story.
Supply students working in cooperative groups, with a collection of shells. Each group will need to select a “mystery
shell” from its collection. Their goal is to supply descriptors of
that shell so that classmates can guess which shell they have
chosen. Have students record their descriptors on the reproducible page 29 at the end of this section. Groups rotate to a
new shell station, leaving their description. The new group
reads the list of descriptors in an effort to identify the mystery
shell. When groups are ready to guess, they must tell how
they identified the mystery shell. The group that selected the
shell and wrote the description verifies the correct guesses.
Adjectives in poetry. Use sea-related poetry to show the
importance of adjectives in helping readers “see” the visual
images in poems. A good resource is The Random House
Book of Poetry for Children edited by Jack Prelutsky (1983).
Some of the possible poems from this book are “Seashell” by
Amy Lowell and “The Sandpiper” by Francis Frost. Write the
poem, omitting adjectives, on chart paper and read it to the
students. As a class, add appropriate adjectives to the poem.
Compare the class-created poem to the author’s original
poem, generating class discussion about how the same noun
can be described using different adjectives.
Working with parts of speech — verbs. Based on the
Seashore Surprises program and book and other research on
seashore animals, have students brainstorm a list of animals
and action words that describe their movements. Record their
ideas on a chart.
Animal
snail
crab
Movement/Action
glide
crawl
Note to teachers:
Examples of adjective-noun combinations
from Seashore Surprises:
shiny pebbles
round pebbles
soft sand
silky stones
shallow water
flattened body
strong foot
golden jingle shell
sandy beaches
blue eyes
brown shells
slippery rock
tiny plants
feathery feet
cone-shaped shells
slippery mat
red seaweed
clear water
smooth pebbles
wet sand
smooth sand
smooth stones
damp places
rough tongues
larger shell
silvery jungle shell
tiny eyes
gray shells
wet rock
plastic carton
black plants
curved tops
strong threads
brown mat
green sponges
Note to teachers:
Verb examples from Seashore Surprises:
wonder
dissolved
breaks
forming
tossed
polished
rubbed
floating
drags
bobs
topples
reaches
tumbled
swim
tasted
Have students find additional examples of verbs in the
Seashore Surprises book or in other seashore-related
literature. Use the “Vacationing Verbs” reproducible on
page 31 at the end of this section for students to record
their findings.
SEASHORE SURPRISES
Language Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
11
Working with parts of speech — adverbs. Read Eric
Carle’s A House for Hermit Crab (Scholastic, 1987) aloud to
the class. Introduce the role adverbs play in our language by
revisiting the month of April in the story. Ask students to identify the verbs that the author used on that page to show the
action of the story. When the class mentions “moving” as a
verb, ask how the starfish move (slowly). When they mention
“picked,” ask how Hermit Crab picked up the sea star (carefully). Begin a chart of verbs and adverbs from the story to
help students develop strategies for identifying adverbs. Students should be able to generalize that many adverbs end in
the suffix -ly and are used to describe the action the verb
presents.
Use excerpts from A House for Hermit Crab to help students gain a clearer understanding of the function of adverbs.
Cut apart the sentences from the story on the reproducible on
page 33 at the end of this section. Give the sentence strips to
cooperative groups and instruct them to make the sentences
even more descriptive by adding adverbs. Have groups share
their creations, noting the placement of the adverb in the
sentence.
Placement words (prepositions). Throughout the Reading
Rainbow video and book Seashore Surprises, placement
words are used to describe the location of various seashore
creatures and objects. Start a list of these placement words.
Have students decide how they might act out each word. For
example, with the sentence, “Sometimes sea stars hide under
rockweed,” students may crouch under a table or a desk. The
following placement words can be found in the book and
video of Seashore Surprises:
over
under
above
below
in
out
on
beside
Add to this list as students encounter other examples in print.
Making a treasure map. Have students use placement
words to write directions for finding a buried treasure. Encourage them to include objects, animals, plants, and natural
formations that may be found on a seashore. Tie into social
studies by having them draw their treasure maps, based on
their written descriptions. To make the treasure maps more
“authentic,” give students weathered-looking paper (copy
paper lightly stained with tea) for their maps.
• Reading Rainbow program tie-in: Sunken Treasure
Using suffixes. Tie into the math activity on comparing
sizes and describing shells to reinforce the function of the
suffixes “er” and “est”. Make descriptive labels for the shells,
utilizing the “er” and “est” endings.
12
SEASHORE SURPRISES
Language Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Language Arts and Literature Activities (Continued)
Alphabetical Order. Brainstorm a list of seashore-related
words from the Seashore Surprises video and book and from
the students’ research. Try to include at least one word for
each letter of the alphabet. It may be helpful to have the
students revisit the video. You might also break the class into
groups and assign each group a letter or two and have them
develop a list to share with the class.
Making an alphabet book. Using the list of words generated in the above activity, have students create illustrations of
their letter and the words that begin with that letter. Bind the
illustrations into a shaped alphabet book. Use the outlines on
pages 127, 129 and 131 in the Appendix for patterns for the
cover and pages of the book. Sea-themed alphabet books,
such as The Underwater Alphabet Book by Jerry Pallota
(Charlesbridge, 1991) and Under the Sea From A to Z by
Anne Doubilet (Crown, 1991), might give them some ideas.
Writing a concrete poem. Concrete poems are written in a
shape that represents the main focus of the poem. An
example of a concrete poem may be found on page 35 at the
end of this section. Before students write poems on their own,
create one as a whole class. Have them think about various
plant and animal life forms they have studied from the seashore theme that might make good topics for concrete
poems. Develop a list of action words, by asking students
“What kinds of things do you see, hear, and feel when you
watch your subject?” Ask what colors they see. Have students
pretend they need to describe the subject of their poem to
someone who has never seen it before. Create a descriptive
word list that includes color words. Next have students combine ideas from each of the lists to create lines of the poem.
Write these lines on large chart paper, and have students read
it aloud several times. As a group, revise for content, word
choices, and mechanics. Decide on a shape for the poem and
transfer the words to the shape. Ask for volunteers from the
class to write the poem in the shape the class has decided
upon. This activity can be extended by having students create
their own concrete poems. For additional practice before creating their own ideas, some students may wish to use wave
shape for a poem on the reproducible on page 37 at the end
of this section. Display the students’ poems on a seashore
bulletin board.
Note to teachers:
Seashore Surprises Word List
A — animals, anemone
B — beach, barnacles
C — coral, crab
D — driftwood
E — eggcases
F — feelers
G — gulls
H — habitat, hermit crab
I — island
J — jingle shell
K — kitten paws
L — limpets
M — mussel, moon snail
N — nautilus
O — olive shell, oyster
P — pearl, periwinkle
Q — questions
R — rockweed, razor clam
S — scallops, snail
T — tide
U — (sea) urchin
V — velvety
W — waves, whelks, winkies
Y — young (shells)
Z — (barnacle) zone
SEASHORE SURPRISES
Language Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
13
Writing an acrostic poem. Acrostic poems use the letters
of a word that is the subject of the poem as the first letter of
each line. Each line of the poem should relate to the subject
and may consist of a single word, a phrase, or a sentence.
For example:
Ocean water makes up three-fourths of the earth.
Continental shelves are apart of the ocean floor.
Earth’s survival depends on the ocean and all its life forms.
All people must do their part to prevent pollution.
Nations share the water in the oceans.
Have students brainstorm sea-related words that might be
subjects for their acrostic poems. To review what students
have learned from the Seashore Surprises integrated curriculum, teachers may want to use the reproducible “seashore”
acrostic on page 39 at the end of this section.
Writing postcards. Bring in a sampling of postcards that
show a beach or shoreline. (A travel agent might be able to
help you acquire some.) Discuss different types of things that
are shown in the picture. Give students 4- x 6-inch index
cards that are lined on one side and blank on the other. Have
them illustrate the blank side with a seashore picture. On the
other side, have them write a postcard “home” telling about
their trip to the beach. These postcards may be bound in a
plastic spiral and titled, “Our Seashore Vacations.”
Using reference sources. The study of the seashore is an
opportunity to introduce a variety of reference sources, both
print and nonprint, to students. They can use dictionaries,
encyclopedias, atlases, special topic sources, and computer
technology to explore coastal habitats, ecology of the seashore, different types of seashells, careers associated with
water and marine life, and countries of the world that have
coastlines.
Browse different reference sources with the students so
they can see what types of information can be found in each.
Use the reproducible sheets on pages 41 and 43 at the end of
this section to give them practice in using different reference
sources. Have them create questions, similar to those on the
reproducible pages, that require the use of sources. Have
students write their questions on strips of paper and put them
in a sand pail. Place a large piece of light brown package
wrapping paper or roll-type bulletin board paper on the floor
in a corner of the classroom to represent sand. Have a few
students each day draw a question from the pail, search the
reference sources, and write the questions and answer “in the
sand.” Have them note their source at the end of the answer.
Encourage students to check the writing in the sand often to
see if their own question has been answered.
14
SEASHORE SURPRISES
Language Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Language Arts and Literature Activities (Continued)
Writing travel brochures. Gather several travel brochures
from a travel agent for students to examine. Have them brainstorm a list of the types of information that can be found in a
travel brochure. Using their reference skills from the resources activity, have students work in cooperative groups to
design a travel brochure for a seashore location. They will
need to decide what kinds of pictures and information about
their place that they want to include in their brochure. Discuss
the types of sources they might need to use to locate this
information. Encourage them to consider that the purpose of
a brochure is to persuade people to visit the place in addition
to providing information. When the brochures are finished,
display them so that students can plan fantasy vacations.
Studying nonfiction as a type of literature. In the Reading
Rainbow program, LeVar refers to the Seashore Surprises
book as a “reference” book. The style of writing is expository,
rather than narrative. It provides information instead of telling
a story. Have students identify characteristics which make this
book different from books that tell a story. Use this book and
others from the Annotated Bibliography to help students
contrast fiction and nonfiction.
Identifying a story pattern and sequence. After the students have had the opportunity to study how waves move
(see Science section, page 67), compare the rise and fall of
action in a story to the rise and fall of waves. Choose a fictional story about the seashore. (See the Annotated
Bibliography for several suggestions.) After reading the story
aloud, have students select five important events from the
story. Write the events on sentence strips. On a large wave
pattern, have students place the events in order to show how
a story builds to a climax and then comes down. The wave
pattern may also be used as a pre-writing organizer for students when they write their own seashore stories. (A
reproducible version of this pattern may be found on page 45
at the end of this section of the guide.)
SEASHORE SURPRISES
Language Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
15
Using Reading Rainbow
Review Books
The three review book in the Seashore Surprises program
can serve as a springboard for many activities.
Is This A House for Hermit Crab? by Megan McDonald,
illustrated by S. D. Schindler, introduces one seashore creature and his search for a home. The hermit crab makes its
home in shells along the seashore. When a shell becomes too
small, the hermit crab searches for a bigger shell. In this
book, the hermit crab tries out a variety of new homes, including a rock, a tin can, and a pail. None of these items are
suitable because they are either too heavy, too noisy, or too
deep. He eventually finds a home that is just right for him in
an empty snail shell.
After reading Is This A House for Hermit Crab? aloud to
the students, revisit it a second time and incorporate movement and sound effects. In the text, there is a repeated phrase:
“...he stepped along the shore, by the sea, in the sand...
scritch-scratch.” Brainstorm with the students the kinds of
body or hand movements they could make for the way the
hermit crab moved. Divide the class into two groups. Give one
group a piece of sandpaper and have them make the “scritchscratch” sound of a hermit crab each time you reach that
point in the story. Have the rest of the students make the
motions they decided upon for the movement words.
The sequential nature of the story makes it ideal for retelling. Have students make pictures of all the “homes” that the
hermit crab tried. Glue scraps of flannel or sandpaper on the
back of the pictures for students to use in retelling the story
on the flannelboard, or fasten magnetic tape to the back for
retelling on a magnetic board. This story could also be retold
using a crab puppet and actual objects (students would need
to problem solve an object to represent the hole in the sand).
Involve parents in an activity with their children by having
them search the house for things that are now too small for
the child, e.g., shoes, clothing items, child’s chair, baby’s crib,
riding toy, or other items that no longer “fit.” Have them make
a list of items they find and bring the list to school to compare
with the lists of other students in the class.
Have students write “I used to..., but now I...” poems, as
recommended in Wishes, Lies and Dreams by Kenneth Koch
(Chelsea House, 1970), to compare a time past with the
present day. They might compare clothes they wore, games
they played, and books they read with their clothes, games,
and books now. For example:
I
I
I
I
I
I
16
used to wear baby booties, but now I wear sneakers.
used to play Candyland, but now I play Nintendo.
used to read Goodnight Moon, but now I read Ramona.
used to wear diapers, but now I wear Levis.
used to play with blocks, but now I play with Legos.
used to ride a tricycle, but now I ride a 10-speed.
SEASHORE SURPRISES
Language Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Using Reading Rainbow Review Books (Continued)
Provide an opportunity for the students to examine the
illustrations in the book. Call attention to the type of paper the
illustrator used and discuss how it fits the setting of the story.
The illustrator used pastels to create the artwork. Discuss the
appropriateness of this particular medium for this story. Have
students experiment with pastels on a coarse-grained type of
paper to see if they get similar results. They might want to try
some seashore landscapes themselves.
In The Seashore Book by Charlotte Zolotow, illustrated by
Wendell Minor, a mother takes her son on an imaginary trip to
the seashore. They start early in the morning, exploring the
beach, hunting for shells, and building a sand castle. They
picnic on the beach and walk home at the end of the day,
their heads filled with memories of the seashore.
Allow students the chance to discuss the details they notice
in the richly colored, watercolor paintings.
The mother uses many similes to describe the sounds,
smells, and sights of the seashore, such as:
“The cold water makes your skin feel like peppermint...”
“...it feels warm as a big soft cat...”
“...you do see their claw prints like pencil lines in the sand.”
“Its shadow on the sand is like a gigantic bird...”
“The fishing pier we pass is white as a snowfall...”
Help students develop a definition for simile, a literary
device that uses like or as to compare two things. Discuss
how using similes helps readers create vivid pictures in their
minds.
Have students imagine a place they have been and know
well. Invite them to write a description for someone who has
never been there.
For an art activity, have students create a “Colors of the
Seashore” collage using watercolors. Focus on the colors
mentioned in the story: smoky gray, dark white, pale purple,
hazy blue, sea green, golden gray. Discuss these colors in
relation to objects they know. For example, have students
identify something that is “dark white” or “golden gray.” For a
related activity, go to a paint store and obtain strips of paint
color samples that represent the colors in the story. Cut the
sections apart to remove the store names from the paint
colors, and have students select which colors fit the colors in
the story.
What’s Inside? Shells is an introduction to creatures with
shells and provides readers with a glimpse of what goes on
inside the shell. The illustrations use full-color photographs of
the shell’s outside and colorful diagrams to show the inside.
Animals included in the text are: snail, oyster, tortoise, crab,
scorpion, nautilus, sea urchin, and hermit crab.
SEASHORE SURPRISES
Language Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
17
Discuss how the diagrams are used in the book. Identify the
parts of a diagram, e.g., simple sketch, word labels, etc. Locate other books containing diagrams, of the human body
perhaps, and compare the drawings with those in What’s
Inside? Shells. Cut an apple or another piece of fruit in half,
and have students draw a diagram of “what’s inside.” Bring a
variety of items to school that can be cut open. Have students
predict what it looks like inside, cut open the objects, and
discuss their predictions.
Relate the concept of “what’s inside” to the phrase “You
can’t judge a book by its cover.” Discuss experiences that
students have had in which they formed an opinion based on
outward appearance and changed their minds later when they
had more information.
Brainstorm a list of things that are “inside” people, such as
emotions, thoughts, feelings, stomach aches, ideas and interests. Have students work with a partner to trace an outline of
their body and diagram where such things as a favorite food,
an emotion, or a problem, would be found.
Have students use their knowledge of drawing “what’s inside” to diagram a favorite book. Brainstorm the parts of a
book, including the title, author’s name, illustrator’s name,
dust jacket, endpapers, dedication, title page, characters, setting, plot, ending, etc. Have students create a diagram
showing these parts of the book they chose.
18
SEASHORE SURPRISES
Language Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Repro #2
Reproducible Starfish
SEASHORE SURPRISES
Language Ar ts
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
19
19
Repro #3
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
21
Repro #4
Stationery-unlined
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
23
Repro #5
Reproducible Scallops Antonym Match
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
25
Repro #6
Tongue Twisters
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
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(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
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27
Repro #7
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
29
Repro #8
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
31
Repro #9
Adverbs
Cut apart the sentences and give one to each group.
------------------------------------------------------------------------------------
GROUP 1
Hermit Crab stepped out of the shell and onto the floor of the ocean.
------------------------------------------------------------------------------------
GROUP 2
“I’ll come,” whispered a small sea anemone.
------------------------------------------------------------------------------------
GROUP 3
“How handsome you are!” said Hermit Crab.
------------------------------------------------------------------------------------
GROUP 4
They grazed as they went, picking up algae and bits of debris, and leaving a
neat path behind them.
------------------------------------------------------------------------------------
GROUP 5
In October, Hermit Crab approached a pile of smooth pebbles.
-----------------------------------------------------------------------------------©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
33
Repro #10
Concrete Poem
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(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
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35
Repro #11
Concrete Poem
Name
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
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(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
37
Repro #12
Acrostic Poem
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
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39
Repro #13
Using Reference Sources
Directions: Use reference sources to find the answers to these questions. Be
sure to tell which resource you used to find your information. Use as many
different resources as you can.
1. Would you serve a tsunami for dinner? ______
Why or why not? _____________________________________________
_____________________________________________________________
I used the _______________________________.
2. Can fiddler crabs play you a tune? _______
Why or why not? _____________________________________________
_____________________________________________________________
I used the _______________________________.
3. Can you teach a dog whelk to fetch? _______
Why or why not? _____________________________________________
_____________________________________________________________
I used the _______________________________.
4. Can you paint your room with a periwinkle?
________
Why or why not? ____________________________________________
____________________________________________________________
I used the _______________________________.
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
41
Repro #13a
Using Reference Sources (Continued)
5. Can a mussel lift weights? _______
Why or why not? ____________________________________________
____________________________________________________________
I used the ___________________________________________________.
6. Congratulations! You have won an all-expense trip to the South Sandwich
Islands! List five items you will pack in your suitcase to wear while you are
there.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
________________________________
I used the ___________________________________ to find out about the
South Sandwich Islands.
7. Your parents said the kids could choose the vacation spot next summer.
Your sister (or brother) wants to go to the Bahamas. You want to go to
Hawaii. Each of you has to present your “side” at a family meeting. Write
five things you will say to persuade your family to go to Hawaii.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
I used the _____________________________________________ to plan my
“argument.”
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
43
Repro #14
Reproducible Story Wave Pattern
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
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45
Acknowledgments
Curriculum Package
SEASHORE SURPRISES
Writers
Teresa Hruska
Terese Johnson
Kay Kletchka
Additional Material
Ed Robeck
Tami Robeck
Karla Hawkins Wendelin, Ph.D.
Instructional Development
Ann Michaelis
Project Director
Nan Schweiger
Editor
Dick Spence
Special Thanks to:
Erin Urso
Tom Henderson
Denise Matulka
©1996
GPN/University of Nebraska-Lincoln
(This curriculum package may not be reproduced in any
manner without prior written permission from GPN)
GPN
P.O. Box 80669
Lincoln, NE 68501-0669
(800) 228-4630
Reading Rainbow is a registered trademark
of GPN/WNED-TV
Reading Rainbow Director/Executive Producer
Twila L. Liggett, Ph.D.
Reading Rainbow Associate Project Director/
Executive Producer
Anthony Buttino
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
SEASHORE SURPRISES
Integrated Curriculum
Package
Getting Started
Before beginning the Seashore Surprises unit, plan ahead with
the following activities:
Collect children's literature from the school library media
center and public library for classroom display. See the
Annotated Bibliography at the end of this curriculum guide for
suggestions of fiction, nonfiction and poetry related to the
seashore theme.
Arrange appropriate field trips or guest speakers associated with this unit.
Contact community resource persons, such as travel
agents, for materials.
Collect materials for a Seashore Exploration Center in the
classroom. Provide resources for hands-on experiences with
items associated with the study of the seashore. This might
include seashells, fish, starfish, sand, pictures of the seashore,
and any other items that members of the class would want to
contribute to the center.
Send home the Parent Letter on the next page informing
parents about the unit and asking for contributions of
materials.
SEASHORE SURPRISES
Getting Star ted
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
1
Repro #1
Reproducible Parent Letter
Dear Families:
In our classroom, we are beginning a new unit of study about the seashore.
We have planned our unit around the book, Seashore Surprises, and the
Reading Rainbow program of the same name, but we will be reading many
books and using a variety of materials as we learn about the seashore habitat.
We do need your help. We are collecting the following materials:
• Seashells — Please send only those shells that children can manipulate
and use in our activities.
• Pictures — any pictures of the sea, seashore, sand, beaches, etc.
These might be vacation photographs, calendar pictures, magazine
pictures, and the like.
• Beach-related items — any items that you would use at the beach that
would help us develop our interest center about the beach.
• Recyclable containers, such as plastic margarine tubs or yogurt cups,
cardboard tubes, film canisters, frozen concentrate juice cans, and
similar materials for us to use when we make sand sculptures.
Thank you for your contributions! Feel free to drop in anytime and enjoy a
visit to the seashore with us.
Sincerely,
Here are some additional items we need:
3
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
Using the
SEASHORE SURPRISES
Curriculum Package
General Activities
The materials contained in the Reading Rainbow backpack,
most notably the Seashore Surprises book and program videocassette, provide opportunities for students to engage in a
variety of activities that will lead to a greater understanding of
the seashore habitat and the variety of experiences that it
offers.
Classroom reading center. Turn the classroom reading
corner into a beach with a "Read at the Beach" theme. Decorate with beach towels (for students to lounge upon while
reading), large, colorful umbrellas to read under, and some
Hawaiian-print shirts for "dress up" when they are reading
here.
Field trip. Depending on your locale, take a trip to the
beach, the marina, aquarium, etc. It is a good idea to show
the video before the trip so that students have some prior
information about the seashore and the plant and animal life
found there. Revisit portions of the video after the trip, so that
students can compare what they experienced to the experiences LeVar had.
Developing a seashore interest center. Create an interest
center in the classroom that includes books, print and nonprint resources, and as many hands-on items as possible that
can be found at the seashore. Invite students, families, and
resource people in your community to contribute items for
display, so that classroom experiences are as authentic as
possible.
Create a seashore. Use a plastic swimming pool to create
your own classroom seashore. Fill it with water and add sand
to make a beach. Students might make seashore plants and
animals, sailboats (see the pattern for the origami boat in the
Appendix on page 123 of the guide), and sand castles. Add a
variety of shells to the beach.
SEASHORE SURPRISES
Getting Star ted
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.
5
Additional uses for the Reading Rainbow backpack. In
addition to its use as a "storage" place for the Seashore Surprises curriculum materials, the backpack can be adapted for
other classroom activities.
For example:
• as a take-home pack for a book and Reading Rainbow
video
• as a take-home pack for a small collection of books on a
specific theme or by a particular author or illustrator
• as a take-home writing backpack, stocked with supplies
for writing and illustrating stories and poems, such as
different kinds of paper, markers, colored pencils, pens,
a notebook, and other items
• as a science pack, with appropriate supplies, such as a
notebook, pencils, pens, magnifying glass, a ruler, etc.
• as a storytelling pack, containing a book and a puppet,
flannel board cutouts and a "backpack-sized" flannel
board, or a book and small objects that could be used
for retelling the story.
6
SEASHORE SURPRISES
Getting Star ted
©1996 GPN/University of Nebraska-Lincoln. All rights reserved.
Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use
(notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.