6-8 Core Literature Themes and
by Natalie Babbitt
This novel is based on the value of the life and death cycle. Tuck family
who drank water from a magic spring which put them into the awkward
position of eternal life. From that day forward, they found that they
couldn't be hurt, grow older, or die. One day, Winnie Foster, discovers
their secret spring and they kidnap her in hopes to explain why everlasting
life at one age is no blessing.
& 6th grade Core Literature
and Vocabulary Words
everlasting, eternal, life cycle, hydrologic, legends, myths, fables,
Immortality, Life Cycles, Legends and Myths
do folk tales get started?
What is the difference between a myth and a legend
on Tuck Everlasting
This site by Julie Nunes asks students to research different legends,
myths and fairy tales, websites on Impressionism and creating
their own watercolor, and research on ground water and life cycles.
Myth, Fable, and Traditional Stories
This site is part of Eurotales and PlanetOz and has some examples
of myths, fables, and legends.
different folk tales and create their own folk tale.
Compare and contrast legends on a similar theme but from different
cultures: e.g. Cinderella.
Students work in groups to start their own legend.
Arts Content Standards
2.0 Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Connect and clarify main ideas by identifying their relationships
to other sources and related topics.
1.3 Use a variety of effective and coherent organizational patterns,
including comparison and contrast; organization by categories;
and arrangement by spatial order, order of importance, or climactic
tell you about the effects of the modern-day world on Inuit culture?
This site is by David Morrison for the Canadian Museum of
Civilization and provides a 1,000 year history of the Inuits along
with timelines and photographs.
This site provides textual information about Eskimos, their
history, culture, and daily life.
Inuit culture, its past and present. Create a timeline of historical
a report on how climate and modern day culture affected the growth
of the Inuit civilization.
History/Social Science Content Standards
6.1 Students describe what is known through archaeological studies
of the early physical and cultural development of humankind from
the Paleolithic era to the agricultural revolution.
to water after it falls as rain?
How much water do you use in a day?
This site created by the US Geographic Society follows the life
of a drip of water, measures ground water, explains where earth
water comes from and ways for students to predict information
about water. There are charts, definitions, questionnaires, and
Hydrologic/Water Cycle and Hands-On Activities
This site provides formulas for you to calculate your water usage,
compare fresh and salt water, and give questions for students
to keep track of how much water they use in a day. Then compile
data from all students in a graph. Ask them to share the results
with their families.
Answer the challenge questions on the USGS site.
Have students create multimedia presentations about their concerns
about water in their local area by answering the following questions:
- How can
we keep water clean?
- How can
we save water for future generations?
- What measures
can students take to conserve water today?
What is the
advantage or disadvantage of immortality?
Circle of Life
This site from the Franklin Institute Online provides definition
of life, life cycles of seeds, plants, trees, and how all living
things go through this cycle.
students work in pairs to draw a life cycle of an animal or plant
from the Circle of Life website.
Have students list reason why or why not they would drink water
from the magic spring. Use the chart from
7. Scientific progress is made by asking meaningful questions
and conducting careful investigations. As a basis for understanding
this concept and addressing the content in the other three strands,
students should develop their own questions and perform investigations,
c. Construct appropriate graphs from data and develop qualitative
statements about the relationships between variables.
d. Communicate the steps and results from an investigation in
written reports and oral presentations.
h. Identify changes in natural phenomena over time without manipulating
the phenomena (e.g., a tree limb, a grove of trees, a stream,
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