Wake+Up,+World!+Reinforcing+Activity


 * __Wake Up, World!__ By Beatrice Hollyer**

__** Objective: **__ Students will compare daily lives of people by using various criterions (e.g. climate, population, cultural, or economic).

__**Materials:**__
 * 8 poster boards
 * 8 markers
 * //Wake Up, World!// By Beatrice Hollyer
 * Exit slips-1 for every student

> The boards need to be made to have nine spaces on each one. Each space should have a title; Country, Wake up!, Starting the Day, Off to School, At School, Playtime, Helping Others, Time to Each, and Time for Bed.
 * Procedures:**
 * 1) Ask students to predict what a normal day looks like for someone on the other side of the world?”
 * 2) Read the book //Wake up, World!//
 * 3) Break the class up into eight groups. Each group will have a poster board with the name of a child from the book. (Anusibuno, Shakeel, Natali, cidinha, Sasha, Alexis, Linh, and Paige)
 * 1) Have students fill out the poster boards.
 * 2) After each group has made their poster, have them present to the class. After each presentation students should compare their child to the child in the book. How does your region differ from the region just presented? How is your region similar to the region just presented?

__**Other Standards:**__ Grade 5 – Geography – Human Systems 7. Variations among physical environments within the Western Hemisphere influence human activities. Human activities also alter the physical environment

Grade 6 – Geography – Human Systems 8. Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism).