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Dawdle Duckling Curriculum
Connections
National Science
Education
Standards
Content Standards
K-4
Dawdle Duckling
has
curriculum connections in both Science and Language Arts content areas.
It may be used to address three of the six Science
Content Standards
K-4
as published by the National Research Council in National Science
Education
Standards.
CONTENT STANDARD A—Science as Inquiry
CONTENT STANDARD C—Life Sciences
CONTENT STANDARD F—Science in Personal and Social Perspectives
Standards for
the English
Language Arts
Dawdle Duckling
also
offers many curriculum connections in the Language Arts. It may
be
used to address five of the 12 standards as published in Standards
for
the English Language Arts by the NCTE (National Council of
Teachers
of English) and the IRA (International Reading Association):
Standard 3 (strategies for
comprehension, interpretation, evaluation,
and appreciation of texts)
Standard 5 (strategies for
writing and using writing process elements)
Standard 6 (applied knowledge of
language, media, and genre)
Standard 7 (research process)
Standard 8 (use of technology in
research and communication)
Curriculum
Summary
Many of these
Science and Language
Arts content standards can be addressed when working with Dawdle
Duckling.
In addition, Mapping the Cove addresses Social Studies
standards,
while many of the activities, particularly Researching Ducks,
address Information Literacy standards.
For a full chapter
of standards based curriculum activities for Dawdle Duckling, see the
book Toni
Buzzeo and YOU.
Dawdle Duckling Curriculum Guide
BOOK PAIRING
Most students are
familiar
with ducks from their earliest days. Yet there are many facts to
learn about ducks, their habitats, their adaptations, and their life
cycles
that will extend children’s knowledge. To learn more about ducks
in the wild, read Ducks Don’t Get Wet
by Augusta Goldin (Revised
Edition,
Harpercollins, 1999) and Ducks
by Gail Gibbons (Holiday House, 2001).
FIND OUT MORE
About the Author: Students
may wonder what life experiences led
Toni Buzzeo to write a duck story. Read more about her friend
Mike
and her son Topher and view photographs, at her website.
About Teaching about Ducks:
Explore the topic of duck teaching
from the links on the author's
webpage.
About Wetland Habitats.
Consider subscribing to Ducks
Unlimited Puddler magazine for children up to age 11.
For only $10 a year, your class can join as a Greenwing member and
receive
four issues of the magazine.
SAMPLE CURRICULUM ACTIVITIES (A complete standards-based
curriculum guide for Dawdle Duckling
is available in the book Toni Buzzeo and YOU)
Researching Ducks:
When Toni Buzzeo wrote Dawdle Duckling,
she researched mallards, a common duck where she lives in Maine, and
included
details about them in her story. But there are many different
kinds
of ducks in the world. Ask students, in groups, to research four
different ducks that live in the United States: mallard, wood duck,
ring-necked,
and American black.
Ask each group to
find information
on its duck’s physical appearance, summer and winter nesting areas,
size
of clutch and incubation period, and facts about raising young in the
library
media center. A helpful website can also be found at Ducks
of the World.. Each group may record its information on
a large wall display matrix with an illustration highlighting the
physical
differences from the other ducks. On a large, blank map of the
United
States, each group may color the range of its duck.
Quacky Vocabulary: Dawdle
Duckling
is rich in interesting vocabulary. Make a class glossary for the
book, using your favorite dictionary to define the words and student
illustrations.
For primary grades students, words you might consider including are:
dawdles dips
downy dreams
dunks flaps 
fluff flutters
foamy leaps
nibbles nips 
paddles plays
preens quacks
spins splashes 
splatters spray
sprouting tasty
trail zigzag 
Mapping the Cove:
Encourage students to create a wall map of Dawdle’s
habitat by drawing the various locations in Dawdle Duckling on
a
large piece of chart paper. Before beginning, study the
geographic
terms in the story with students (bay, cove, shore, marsh,
island).
As a group, work to define these terms using context clues and a
dictionary.
When the map is complete, students may practice reciting the story and
retracing the ducks’ routes. As an introduction to mapping for
young
children, you may want to begin by reading Me on the Map by
Joan
Sweeney (Dragonfly, 1998) and Mapping Penny’s World by Loreen
Leedy
(Henry Holt, 2000).
* * *
Follow the link to
a District of Columbia classroom
unit on school and classroom rules featuring Dawdle Duckling!

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