Social Studies

1. Discuss how early man hunted for his food (predator/prey relationship).
2. Discuss hunting and gathering practices in a variety of cultures including American Natives (Eskimo and Indians) African, and aborigine.
3. Read legends associated with hunting and gathering practices.
4. Compare early needs with needs of modern man

1. Play the game "Duck, Duck, Goose".
2. Have children suggest a predator/prey relationship that could be substituted for the duck/goose (i.e., wolf/caribou, frog/fly, cat/mouse).

1. Use natural grains (wheat, barley, oats) to make pastoral scenes.
2. Draw fields of different grains. Shape clouds out of cotton balls and glue on a vertical wall hanging.
3. Glue the grains to the fields.
4. Display pictures on the walls in the hallway.

1. Think of a way to catch the fox without harming it (e.g., live trap it).
2. Record designs in record-keeping logs.
3. Make a shoebox model of fox catchers.
4. Demonstrate how fox catchers work.

1. Count the number of objects (one to one correspondence) that Rosie passed on the way home for dinner.
2. Use pictures of the objects Rosie passed to arrange the items in order from first to last (ordinal numbers).
3. Have children match the object to the order it appeared in the story. (sequencing).

1. Identify predator/prey relationships.
2. Ask "Why do you think the fox is after Rosie?"
3. Discuss the fox (predator) and the prey (Rosie) as part of nature.
4. Generate other predator/prey relationships (man/deer, lion/zebra, wolf/caribou).

1. Sing the familiar tune "Pop Goes the Weasel".
2. Join hands and circle as they sing.
3. Discuss the significance of the monkey chasing the weasel (predator/prey relationship).

1. Read Rose's Walk.
2. Suggest an list other places Rosie could have walked.
3. Compose group or individual additions to the story using other places Rosie could have walked.
4. Rewrite the story from the fox's point of view.
5. Choose a different predator/prey and rewrite the story (e.g., bear/salmon).

1. Discuss the need to keep food products safe for human consumption.
2. Ask: "How does the mill protect the farmers' grain from animals (e.g., rodents and insects)?
3. Discuss how foods are packaged for consumers' protection.

• Chanticleer and the Fox / Cooney
• Flossie and the Fox / McKissack
• Fox Tale / Abolafia
• The Fox Went Out on a Chilly Night / Spier
• Flatfoot Fox and the Case of the Nosy Otter /Clifford

Go Back: Rosie's Walk