daily focus skills transparencies - social...

Daily Focus Skills Transparencies

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted toreproduce the material contained herein on the condition that such material be reproduced onlyfor classroom use; be provided to students, teachers, and families without charge; and be usedsolely in conjunction with The World and Its People. Any other reproduction, for use or sale, isprohibited without written permission from the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027

ISBN 0-07-865504-8

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 079 09 08 07 06 05 04

ii

1

To the Teacher 5

Daily Focus Skills Transparencies

Looking at the EarthSection 1 Comparing and ContrastingSection 2 Drawing ConclusionsSection 3 Analyzing StatisticsSection 4 Organizing and Interpreting Diagrams

Water, Climate, and VegetationSection 1 Interpreting Circle GraphsSection 2 Interpreting MapsSection 3 Interpreting Information on ChartsSection 4 Interpreting Social and Political Messages of Cartoons

The World’s PeopleSection 1 Interpreting Time LinesSection 2 Drawing ConclusionsSection 3 Categorizing InformationSection 4 Interpreting Pictographs

The United StatesSection 1 Interpreting GraphsSection 2 Analyzing GraphsSection 3 Using Secondary Sources

CanadaSection 1 Interpreting Bar GraphsSection 2 Interpreting Information on Time Lines

MexicoSection 1 Interpreting TablesSection 2 Distinguishing Fact From OpinionSection 3 Analyzing Information

Central America and the Caribbean IslandsSection 1 Reading a Bar GraphSection 2 Analyzing Information

TABLE OF CONTENTS

Brazil and Its NeighborsSection 1 Interpreting Circle GraphsSection 2 Interpreting Maps

The Andean CountriesSection 1 Interpreting MapsSection 2 Interpreting MapsSection 3 Interpreting Bar Graphs

Europe—Early HistorySection 1 Comparing and ContrastingSection 2 Interpreting DiagramsSection 3 Interpreting Art

Europe—Modern HistorySection 1 Interpreting Bar GraphsSection 2 Interpreting Social and Political Messages of CartoonsSection 3 Interpreting Maps and Charts

Western Europe TodaySection 1 Using Primary SourcesSection 2 Interpreting MapsSection 3 Interpreting ChartsSection 4 Organizing and Interpreting DiagramsSection 5 Interpreting Diagrams

The New Eastern EuropeSection 1 Interpreting MapsSection 2 Comparing and ContrastingSection 3 Interpreting Information on ChartsSection 4 Interpreting Diagrams

Russia’s Landscape and HistorySection 1 Interpreting MapsSection 2 Drawing Conclusions

The New Russia and Independent RepublicsSection 1 Comparing and ContrastingSection 2 Interpreting Information on TablesSection 3 Interpreting Bar Graphs

2

TABLE OF CONTENTS, CONTINUED

3

Birthplace of CivilizationSection 1 Interpreting MapsSection 2 Drawing Conclusions

North Africa TodaySection 1 Drawing ConclusionsSection 2 Interpreting Diagrams

Southwest AsiaSection 1 Interpreting MapsSection 2 Interpreting Circle GraphsSection 3 Forming HypothesesSection 4 Interpreting Bar Graphs

West AfricaSection 1 Interpreting MapsSection 2 Interpreting Information on Time Lines

Central and East AfricaSection 1 Interpreting Cause-and-Effect RelationshipsSection 2 Making PredictionsSection 3 Interpreting MapsSection 4 Interpreting Information on Tables

Southern Africa—A Varied RegionSection 1 Analyzing a ChartSection 2 Interpreting Bar GraphsSection 3 Supporting a Point of View

South AsiaSection 1 Making GeneralizationsSection 2 Drawing ConclusionsSection 3 Interpreting Information on Graphs

China and Its NeighborsSection 1 Evaluating Visual Sources of InformationSection 2 Identifying Points of ViewSection 3 Interpreting Circle Graphs


Japan and the KoreasSection 1 Analyzing StatisticsSection 2 Interpreting Information on Time Lines

Southeast AsiaSection 1 Drawing ConclusionsSection 2 Interpreting Diagrams

Australia and New ZealandSection 1 Interpreting DiagramsSection 2 Interpreting Information on Tables

Oceania and AntarcticaSection 1 Interpreting MapsSection 2 Making Generalizations

4


5

Daily Focus Skills Transparencies are designed to help teachers introduce a sec-tion and to practice skills needed for standardized testing. Each transparencystarts with a prompt—a visual, graphic, or problem. A question in standardizedtest format follows that prompt. The transparencies may also be used as bell-ringer activities. They contain questions that students can answer as they studythe transparency.

TO THE TEACHER

Directions: Answer the following question based on the map.

Which ancient Egyptiantomb was closest to thecity of Memphis?

A the Great Pyramid

B El Giza

C Tutankhamen’s tomb

D Luxor

ANSWER: B

Teacher Tip: Remind students to read the question and all answer choices carefully before answering the question.

Copyright © by The McGraw-Hill Companies, Inc.

KEY

UPPER EGYPT

LOWER EGYPT

Mediterranean Sea

Red Sea

• Syene

Tutankhamen's Tomb

• Akhenaton

Memphis •

Great Pyramid

El Giza

Karnak

Luxor

ANCIENT EGYPT

Interpreting Maps

DAILY FOCUS SKILLS TRANSPARENCYBirthplace of CivilizationSection 1

Directions: Answer the following questionbased on the information presented.

If the Islamic New Year(1st day of Muharram)fell on March 5 on theWestern calendar, duringwhat month on theIslamic calendar wouldJuly 4 fall?


ISLAMIC CALENDAR

Name of the Month Normal Number of Days

Muharram 30

Safar 29

Rabi’al-Awal 30

Rabi’al-Akhir 29

Jumada al-Aula 30

Jumada al-Ukhra 29

Rajab 30

Sha’ban 29

Ramadan 30

Shawwal 29

Dhu al-Qa’da 30

Dhu al-Hijjah 29

Drawing Conclusions

DAILY FOCUS SKILLS TRANSPARENCYBirthplace of CivilizationSection 2

ANSWER: Jumada al-Aula

Teacher Tip: First calculate the number of days betweenMarch 5 and July 4, then determine how many monthson the Islamic calendar would pass during that amountof time.

Directions: Answer the following question based on the graphic.

Why do you think thedate palm is such animportant desert plant?

ANSWER: The date palm provides food, medicine,and materials for clothing, fuel, and household products.

Teacher Tip: Review how humans use each part of thedate palm tree.


PRODUCTS FROM THEDATE PALM TREE FOUND IN OASES

FibersString,Rope,

Baskets,Mats

BudCabbage-

likevegetable

TrunkSandals,

Bowls

FruitDates,Sugar,Wine,Foodfor

AnimalsSeeds

Medicine,Cooking Oil

StalksFuel

Drawing Conclusions

DAILY FOCUS SKILLS TRANSPARENCYNorth Africa TodaySection 1

Directions: Answer the following question based on the diagram.

Libya has no permanentrivers. All its watercomes from aquifers.Water is stored in anaquifer in which of thefollowing layers?

A groundwater

B desert

C rock layer

D land surface

ANSWER: C

Teacher Tip: Explain that the water table is the upperlimit of the part of the ground soaked with water.


Diagramof an Aquifer

Desert LandSurface

Water TableRock Layer

Groundwater

Interpreting Diagrams

DAILY FOCUS SKILLS TRANSPARENCYNorth Africa TodaySection 2


Which earthquake caused the largest crack in the earth’s surface?

A 1999 C 1943

B 1944 D 1939

ANSWER: DTeacher Tip: Explain to students that each of the earth-quakes along the fault left visible cracks in the earth’ssurface. The map shows which earthquake causedthese surface ruptures.


Historical earthquake epicenter and magnitude

Extent of surface rupture

Directions of relative motion on fault

1992

NORTH ANATOLIAN FAULT (IN NORTHERN TURKEY)

19571957

19441957

19431942

1939

1992

TURKEYAnkara

IstanbulIzmir

1999 Epicenter

7.1 7.0

7.0

7.37.3 7.1

Black Sea

0 mi. 100

0 km 100 6.8

7.8North Anatolian Fault

Interpreting Maps

DAILY FOCUS SKILLS TRANSPARENCYSouthwest AsiaSection 1

Directions: Answer the following question based on the circle graph.

Where were most Jewswho live in Israel todayborn?

A Asia

B Africa

C Europe and America

D Israel

ANSWER: C

Teacher Tip: Have students read the labels and com-pare the segments of the graph. Tell students that theLaw of Return allows Jews living anywhere in the worldto come to Israel to live.


Asia16%Africa

18%

Europe/America40%

Israel26%

Origin of Birth for JewsLiving in Israel

Interpreting Circle Graphs


Directions: Answer the following question based on the information in the illustration.

Why do you think themag’ad is used by onlymen and guests?

ANSWER: In the Bedouin culture men and womenlead somewhat separate lives. Women do not travelalone. When guests arrive, they will likely be men.

Teacher Tip: Remind students that a hypothesis is aneducated guess based on the facts presented.


The Bedouin Tent

ma'hadwoven curtain

mag'ador sitting place

for menentertaining guests

maharamaor place

forwomen

Forming Hypotheses


Directions: Answer the following question based on the information in the bar graph.

What percentage of thepeople in Iraq are SunniMuslims?

A 89 percent

B 65 percent

C 32 percent

D 3 percent

ANSWER: C

Teacher Tip: Remind students that each set of bars rep-resents the percentages for an individual country.


RELIGIOUS GROUPS

0

10

20

30

40

50

60

70

80

90

100

Perc

enta

ges

Countries

84%

15%

1%

89%

10%

1%

65%

32%

3%

Shiite Muslims Sunni Muslims Other

Afghanistan Iran Iraq

Interpreting Bar Graphs



Which ethnic group livesthe farthest north inNigeria?

A Ekoi

B Ijaw

C Hausa

D Kanduri

ANSWER: D

Teacher Tip: Ask students to carefully read the mapand map key before answering the question. Remindstudents that ethnic groups share a common language,culture, or history.


N

E

S

W

MAJOR NIGERIAN ETHNIC GROUPS

Kanduri

Yoruba

Ekoi

Ijaw

Edo

Ibo

Efik

Nupe

Hausa

Fulani

Ibibio

Tiv

NIGERIA

Benu eRiver

Ibadan

LagosLagos

PortHarcourt

Niger RiverAbuja

Kano

Ethnic Groups

Cities

Interpreting Maps

DAILY FOCUS SKILLS TRANSPARENCYWest AfricaSection 1

Directions: Answer the following question based on the time line.

What was the last of theAfrican empires todecline?

A Ghana

B Mali

C Moroccan

D Songhai

ANSWER: D

Teacher Tip: Tell students that time lines show the orderof events and indicate the length of events.


African Empires (A.D. 500s to late 1500s)

Ghana Empire: 500s to 1203

Mali Empire: 1203 – 1471

Songhai Empire: 1471 – 1591

Moroccan invasion: 1591

Period of small states: 1591 – 1880s

French rule: 1880s – 1960s

Independence: 1960s

Major Periods inSahel History

Interpreting Information on Time Lines

DAILY FOCUS SKILLS TRANSPARENCYWest AfricaSection 2

Directions: Answer the following question based on the images.

What do you think mightcause a country tochange its national flag?


Historic Flagsof the Democratic

Republic of the Congo1885 –1960 1963 –1971

1960 –1963 1971– Present

Interpreting Cause-and-Effect Relationships

ANSWER: Countries may change their flags whenthere is a major political change. The DemocraticRepublic of the Congo changed its flag when it gainedindependence. Teacher Tip: Tell students that flags aresymbols for countries.

DAILY FOCUS SKILLS TRANSPARENCYCentral and East AfricaSection 1

Directions: Answer the following question based on the information presented.

What do you think willhappen to these endan-gered mammals if theycontinue to be hunted?

ANSWER: They will likely become extinct.

Teacher Tip: Tell students that predictions are morethan guesses. Predictions are based on observing pastevents and experiences.


Some of the EndangeredMammals of Africa

African elephant Giant sable antelope

Blackrhinoceros

Grevy’szebra

Making Predictions



Which country has thegreatest number ofrefugees from Rwanda?

A Burundi

B Kenya

C Tanzania

D Uganda

ANSWER: D

Teacher Tip: Explain to students that refugees are peo-ple who leave their own country to escape danger ornatural disasters.


REFUGEES IN EAST AFRICA IN 2002

KENYA232,823 refugees

4,432 from Uganda 2,509 from Rwanda

RWANDA30,835 refugees

1,554 from Burundi

BURUNDI39,762 refugees

TANZANIA687,372 refugees

540,861 from Burundi2,717 from Rwanda

UGANDA215,979 refugees

18,937 from Rwanda

Interpreting Maps


Directions: Answer the following question based on the table.

Which city do you think has a desert climate? Why?

ANSWER: Khartoum, Sudan, has a desert climatebecause of the small amount of rainfall it receives.

Teacher Tip: Ask students which information (tempera-ture or rainfall) is more important in identifying a desertclimate.


Month Jan. Feb. Mar. Apr. May June July Aug. Sept. Oct. Nov. Dec.

Average Temperature* 61° 63° 65° 64° 65° 62° 60° 60° 61° 61° 60° 58°

Rainfall 0.7" 1.5" 2.7" 3.4" 3.4" 5.2" 10.5" 11.1" 7.3" 1.1" 0.4" 0.4"

Month Jan. Feb. Mar. Apr. May June July Aug. Sept. Oct. Nov. Dec.

Average Temperature* 73° 75° 82° 88° 93° 93° 89° 87° 89° 89° 82° 75°

Rainfall 0" 0" 0" 0" 0.1" 0.3" 1.9" 2.7" 0.8" 0.2" 0" 0"

*Temperatures in Fahrenheit

Addis Ababa, Ethiopia

Khartoum, Sudan

Interpreting Information on Tables



For how many of theminerals does SouthAfrica rank number onein world production?

A three

B four

C six

D nine

ANSWER: B

Teacher Tip: Tell students that one way to analyze sta-tistics is to count the number of items or groups.


How South Africa Ranks in World Mineral Production

#2

#3

#6

#5

#4

#1

Titan

ium

Plat

inum

Chro

miu

mIn

dustr

ial

Diam

onds

Zirc

oniu

mAn

timon

yGe

msto

nes

Man

gane

se

Gold

Wor

ld R

anki

ng

Mineral

Analyzing a Chart

DAILY FOCUS SKILLS TRANSPARENCYSouthern Africa—A Varied RegionSection 1

Directions: Answer the following question based on the bar graph.

Which country has theleast amount of landthat can be used togrow crops?

A Botswana

B Malawi

C Zambia

D Zimbabwe

ANSWER: A

Teacher Tip: Remind students to read the questioncarefully and identify the key word or words. The keyword in this question is least.


LAND USED TO GROW CROPS INSOUTHERN AFRICA

1%

18%

7% 7%

Botswan

a

Malawi

Zambia

Zimba

bwe

Perc

enta

ge o

f Lan

d Us

ed

40%

30%

20%

10%

0%

Countries

Interpreting Bar Graphs



Do you think land minespose a major threat tothe people of Angola?Explain.


Population of Angola: 10,766,471

“UNITA [one side in the Angolan civil war] has also used land mines to control and effectively imprison populations under its control by planting mines around villages.”

–Land Mine Monitor Report 2000International Campaign to Ban Land Mines (ICBL)

Estimatednumber of

land mines:6 million

Estimated numberof amputees from

land mineaccidents:

70,000

Land Mines in Angola

Supporting a Point of View

ANSWER: Yes. There is one land mine for every twopeople in Angola. Many people have been injured andland mine use continues.

Teacher Tip: Remind students that they should basetheir points of view on facts.



What religions are widely followed in India? Explain.

ANSWER: Hindu, Muslim, and Christian religions arewidely followed in India.

Teacher Tip: Tell students that a generalization is abroad statement based on observations and facts.


January 26 Republic Day

in February End of Ramadan

in March Holi

in March or April Ram Navami and Mahabir Jayanti

in March or April Good Friday and Easter Monday

in April Feast of Sacrifice

in April or May Islamic New Year

in May Buddha Purnima

in July Birth of the Prophet

in August Janmashtami

August 15 Independence Day

in October or Dussehra, Diwali, andNovember Guru Nanak's Birthday

October 2 Mohandas Gandhi's Birthday

December 25-26 Christmas

Official Holidays in India State Muslim Hindu Christian

Making Generalizations

DAILY FOCUS SKILLS TRANSPARENCYSouth AsiaSection 1

Directions: Answer the following question based on the information in the bar graph.

What conclusions doesthe information aboutliteracy rates in the bargraph support?


Total Population Male Female

LITERACY RATES OF SELECTED COUNTRIES

0

10

20

30

40

50

60

70

80

90

100

Perc

enta

ge o

f Peo

ple

Who

Can

Rea

d an

d W

rite

Bangladesh PakistanCountry

Mexico

43.1%

53.9%

59.8%

30.6%

90.5%

31.8%

45.7%

94.0%92.2%

Drawing Conclusions

ANSWER: 1) Men in these countries have greateraccess to education. 2) Educational opportunities aregreater in Mexico than in Pakistan or Bangladesh.Teacher Tip: Remind students to base their conclusionssolely on the graph.


Directions: Answer the following question based on the graph.

About how high isMount Everest?

A 30,000 miles

B 30,000 meters

C 30,000 yards

D 30,000 feet

ANSWER: D

Teacher Tip: Tell students that people often forget toread the labels on the sides and bottom of graphs. Theside label gives the unit of measurement needed toanswer the question.


FIVE HIGHEST PLACES INTHE WORLD

Evere

st(N

epal-

China

bord

er)

30,000

Heig

ht (i

n fe

et)

25,000

20,000

15,000

10,000

5,000

0

K2 (Pak

istan

)

Kanc

henju

nga

(Nep

al-Ind

ia bo

rder)

Lhots

e 1(N

epal-

China

bord

er)

Makalu

1(N

epal)

Interpreting Information on Graphs


Directions: Answer the following question based on the photograph.

What effect do you thinkmodern farming machin-ery has had on the labor-ers who work these ricefields?

ANSWER: Students should recognize that largefarm machinery cannot be used on these terracedfields. These fields are still worked by hand.Teacher Tip: Have students imagine that they arestanding in one of these fields.


TERRACED RICE FIELDS

Evaluating Visual Sources of Information

DAILY FOCUS SKILLS TRANSPARENCYChina and Its NeighborsSection 1

Directions: Answer the following question based on the quotations.

What do you think thephilosopher meant bythe second quotation?

ANSWER: If you have a friend who has a value sys-tem that is not equal to yours, you should not continueto be friends with that person.Teacher Tip: Tell students that philosophers often useshort sayings to express their ideas.


“Have no friendsnot equal

to yourself.”

“When youhave faults, do

not fear toabandon them.”

Quotations fromKongfuzi, a

Chinese Philosopher

Identifying Points of View


Directions: Answer the following question based on the graph.

Which two countries buynearly half of Taiwan’sproducts? Why do youthink this is so?


Source: CIA World Factbook 2003 (online).

Taiwan’s ExportPartners

China7.7%

United States 20.8%

Japan9.3% Hong Kong

23.9%

Others 38.3%

Interpreting Circle Graphs

ANSWER: Hong Kong and the United States;because consumers from these countries demandTaiwan’s high-technology products.Teacher Tip: Students should not only read the graph,they should draw on information from the text aboutTaiwan’s products.


Directions: Answer the following question based on the statistics.

Which team had thehigher winning percent-age at home? What wasthat team’s homewinning percentage?

ANSWER: The Hanshin Tigers; 71%

Teacher Tip: To find the winning percentage, divide thenumber of games won by the number of games played.


Central League Champs Hanshin Tigers87 Wins51 Losses, 2 TiesHome: 50W, 20LRoad: 37W, 31L, 2T

Pacific League ChampsFukuoka Daiei Hawks82 Wins55 Losses, 3 TiesHome: 40W, 29L, 1TRoad: 42W, 26L, 2T

Japanese Baseball 2003Season Results

Analyzing Statistics

DAILY FOCUS SKILLS TRANSPARENCYJapan and the KoreasSection 1

Directions: Answer the following question based on the time line.

For how long was Seoul,South Korea, under thecontrol of North Korea?

ANSWER: about 2 months

Teacher Tip: Remind students that time lines show thesequence of events. Students should use the title of thetime line to identify the type of events shown on thetime line.


June 1950 North Korea attacks South Korea.

June 1950 President Harry Truman commits U.S. forces to assist South Korea.

July 1950 United Nations command formed to fight for South Korea.

September 1950 UN forces land in Inchon, South Korea.

November 1950 Troops from China cross into North Korea to fight against the UN.

January 1951 Seoul, South Korea, falls to North Korea.

March 1951 Seoul retaken by UN troops.

July 1953 Final cease-fire ends the war.

August 1953 Sides begin to exchange prisoners of war.

Events of the Korean War

Interpreting Information on Time Lines

DAILY FOCUS SKILLS TRANSPARENCYJapan and the KoreasSection 2


From the informationgiven, which of thefollowing statements is true?

A Teakwood furniture willrot quickly if left in dampsurroundings.

B A teakwood floorbecomes slippery when wet.

C Termites quickly destroyfurniture made of teak-wood.

D Teakwood furniture canbe used outdoors.

ANSWER: D

Teacher Tip: Tell students to read the choices carefullyand eliminate any that are obviously false. Then havethem compare the remaining choices to the reasonslisted to identify the true statement.


Teakwood, a PopularWood for Shipbuilding and

Furniture Making

Resists Decay

Easily Worked

Repels Water

Resists In

sects

Durable

Drawing Conclusions

DAILY FOCUS SKILLS TRANSPARENCYSoutheast AsiaSection 1


Through what channeldoes the magma flowfrom inside the earth tothe earth’s crust?

A the sill

B the pipe

C the vent

D the cone

ANSWER: B

Teacher Tip: Encourage students to study the labels onthe diagram carefully to identify the different parts of a volcano.


Parts of a Volcano

Ash Cloud

Parasitic Cone

Pipe

Sill

Vent

Ash

Throat

Lava

Country Rock

MagmaReservoir


DAILY FOCUS SKILLS TRANSPARENCYSoutheast AsiaSection 2


Why do you think that the grip you use is important to the way youthrow a boomerang?

ANSWER: Students may explain that the proper gripwill allow the thrower to get the correct amount of spinon the boomerang so that it will return to the thrower.Teacher Tip: Tell students that one way to understandthe diagram is to mimic the steps shown in the diagram.


GRIP 1

THROW

CATCH

GRIP 2

How to Throw a Boomerang


DAILY FOCUS SKILLS TRANSPARENCYAustralia and New ZealandSection 1

ANSWER: A

Teacher Tip: Tell students to carefully evaluate eachstatement using the information in the table.


INTERNATIONAL ARRIVALS TO AND DEPARTURES FROM NEW ZEALAND

Arrivals 2001 2002 2003Visitors from other countries 1,884,480 1,955,700 2,050,290Returning New Zealand residents 1,308,490 1,281,500 1,316,280Permanent and long-term immigrants 69,490 92,660 97,250Total arrivals 3,262,450 3,329,870 3,463,830

DeparturesVisitors from other countries 1,873,120 1,941,010 2,052,440New Zealand residents (leaving on short-term trips) 1,300,030 1,267,410 1,278,200New Zealand residents emigrating (leaving permanently) 78,760 59,850 54,730Total departures 3,251,900 3,268,270 3,385,380

Source: Statistics of New Zealand (online).

Interpreting Information on Tables

Directions: Answer the following question based on the table.

Which of the following statements is accurate?

A The number of people visiting New Zealand from other countries hasincreased each year.

B Few New Zealand residents visit other countries.

C Most people who visit New Zealand move there permanently.

D Total departures are greater than total arrivals in all three years.

DAILY FOCUS SKILLS TRANSPARENCYAustralia and New ZealandSection 2


Which coral reef is farthest north?

A Agrigan Island Reef

B Babe Island Reef

C Cabras Island Reef

D Cocos Island Barrier Reef

ANSWER: C

Teacher Tip: Remind students to use the compass roseto orient themselves to the directions on a map.


N

E

S

W

Coral Reefs of Guam

GUAM

Cabras Island Reef

Facpi Island Reef

Agrigan Island Reef Babe Island Reef

Cocos IslandBarrier Reef

Interpreting Maps

DAILY FOCUS SKILLS TRANSPARENCYOceania and AntarcticaSection 1

Directions: Answer the following ques-tion based on the information aboutAdelie and Emperor penguins.

Why do you think bothspecies of penguins havechicks departing the nestin December throughFebruary?

ANSWER: The chicks depart during the warmestmonths in Antarctica.

Teacher Tip: Explain to students that a generalization isa basic idea that can be formed from a set of facts.


Size

Maximumweight

Egg laying

Hatching

Chicks depart

Main food

29.5” (75 cm)

14 lbs. (6.5 kg)

November

December

February

Krill

Adelie Penguins Emperor Penguins

47” (120 cm)

99 lbs. (45 kg)

May

July

December/January

Squid and fish

Adelie and EmperorPenguins of Antarctica

Making Generalizations

DAILY FOCUS SKILLS TRANSPARENCYOceania and AntarcticaSection 2

daily focus skills transparencies - social...

Documents