LESSON PLAN Families of China Compare/Contrast to Families of the USA Lori Likins Glengarry Elementary Lori.likins@mnps.org O E!

"E# This lesson is part of a larger unit. It will use a wall map and a dvd by Masters of Communication entitled Families of China to introduce students to a people and culture that is different from their own. Students will be asked to analyze the video after watching and to identify similarities and differences between the two cultures. (see resources if amilies of China dvd is not available to find other usable video resources! CONNEC$"ON $O $%E CU!!"CULU& Social studies and "nglish#$anguage %rts& art& math& $ENNESSEE SOC"AL S$U'"ES S$AN'A!'S '.'.('a )ecognize the culture is learned behavior that includes customs& beliefs& rules& life ways& language& food& and clothing. '.'.('b )ecognize people learn customs from their culture. '.'.(* +iscuss the cultures and human patterns of places and regions of the world. '.'.(' ,nderstand the diversity of human cultures. '.-.(',nderstand how to use maps& globes& and other geographic representations& tool& and technologies to ac.uire& process and report information from a spatial perspective. GEO!G!AP%( FO! L"FE S$AN'A!'S '. /laces are locations having distinctive characteristics that give them meaning and distinguish them from other locations. /laces have physical and human characteristics % culture has distinctive characteristics. The student will be able to identify and describe the characteristics of a culture& as e0emplified by being able to1 Identify and describe distinctive characteristics of their own cultural heritage (e.g.& cuisine or agricultural products& traditional festivals or celebrations& vocabulary terms that locals would know and understand but outsiders might find confusing!. Identify and describe the distinctive characteristics of current ,S cultures (e.g.& spoken and written languages& social organizations& beliefs and customs& forms of architecture& educational systems!.

EN'U!"NG UN'E!S$AN'"NG /eople from various )*lt*res are both similar to and different from one another. To understand and develop an appreciation for the similarities and differences across )*lt*res& the student will utilize the knowledge and skills set forth in the following indicators2 "N'"CA$O!S/O+,EC$" ES '. '34.* Students will compare the daily lives of families in %merica and across the world& including the roles of family members5 typical food& clothing& and shelter5 P!"O! LEA!N"NG './rior to this lesson the students should already have some idea of the culture and customs of the ,S. If that is not the case& the teacher may need to review this information with the students. *. Students should have already become familiar with the continents and be able to locate %merica on a world map. -. Students should also be familiar with a double bubble thinking map. They should know that it is used to compare and contrast and they should know where information is organized on a double bubble thinking map. If not& the teacher can review or assign students to groups or pairs for work on the small double bubble. G!A'E !ANGE 63 * adaptable for higher grade levels $"&E - class periods (4( minutes! &A$E!"ALS NEE'E' '. Masters of Communication social studies video Families of China. *. +ouble 7ubble Thinking Map graphic organizers& ' large for whole group& ' small for independent work. (see attached! -. chop sticks for students& ramen noodles or rice& craft materials& skewers& marbles& dragon print out& Chinese writing& Chinese and %merican flags printout& paper plates& bowls& marbles 4. older to keep items from the unit. (optional! 8. /assport (optional! 9. Continent coloring and labeling sheet :. lag sheet ;. Items with the <made in china= stamp on the packaging to begin discussions about another place in the world. >. ?orld map for each child. '(. u character flag O+,EC$" ES '. The student will analyze a video of students from China and identify similarities and differences between himself and a child from China. *. Students will locate China on a world map. -. The student will share information learned from video and from class lectures with a buddy. The student will work in buddy or cooperative groups.

P!OCE'U!ES 'ay One Introduction and 7ackground. In day one@s introduction your students will find the <made in= label on the back of several products. They will identify the ,S and China on a world map. They will watch a video and complete a double bubble graphic organizer identifying some similarities and differences between the peoples of the two countries. '. /rior to the lesson& place a world map (see attached! and an item on each child@s desk making sure that some of the items have a made in China stamp and some do not. %sk the children if they know what the obAects are and#or if they can tell you something about the items on their desk. %s children are sharing& help if needed. It may be helpful for the teacher to highlight the <made in= labels for students to locate more easily. It may be helpful to have an e0ample of labels on the board for students. If students do not notice that some of the items were made in China& prompt them or tell them to look at where the items were made. *. Be0t& show students a world map. %sk if they can show you on the world map where their item was made. %sk them where there item is now. %sk if they have any ideas about how their item came to be in %merica. Cave some discussion about this. Then tell the children to find %merica on the world map and color it blue. Cave them find and color China red. Dou can help with this. Tell them that over the ne0t few days we will be learning about China e0plaining that since we buy many things that are made in China it would be nice to know more about this country. -. Be0t& ask students where they are from and help them find their country of origin on a wall map of the world. %llow students to talk of their own e0periences or relatives who may live in a country outside the ,S. %fter identifying students@ countries& show the students where the ,S is on the map again. There are many helpful discussion facts about each country at the following website. https2##www.cia.gov#library#publications#the3world3factbook#geos#ch.html as accessed on Eune '9& *('*. 4. %fter students have colored their world maps& tell them that children in China go to school Aust like they do. Tell them we are going to watch a video of children and families in China to see what they do that is like what we do in %merica and also to look for things that are different. 8. ?atch video& stopping where appropriate& prompting& do we do that in %mericaF %nd then continue the movie. 9. %fter the movie& draw a t chart on the board. Tell the students we will be brainstorming things that Chinese people do that is like %merican people and things that are not like %merican people. ?alk students through the brainstorm activity. ?hen done& tell them that they will each complete their own graphic organizer to share with a friend when they are done. :. Give each child a graphic organizer and review. /ut some things on the organizer together so that the students are reminded of how to complete. Tell them that they can use the tchart to help them complete their graphic organizer. ;. %s each child finishes their double bubble chart& give them a <fu= flag to complete. Tell them that the fu character is one that many Chinese people believe is a symbol of good fortune. %ccording to the authors of http2##www.orientaloutpost.com#shufa.phpF .HgoodI*(luck& this character literally means good fortune& prosperity& blessed& happiness& and fulfillment.

>. ?hen each child is done with graphic organizer& have them share with a shoulder buddy before reviewing with the class. E ALUA$"ON The teacher may assess the completed <+ouble 7ubble= thinking map or class participation (whole group discussion& buddy share!. LESSON E.$ENS"ONS '.Students can learn to count in Chinese from '3'(& say hello and thank you and sing songs. ?ebsites links are provided *.Students can learn to use chop sticks and learn some Chinese games. -.Students can learn to make some Chinese crafts. 4.Students can e0plore a variety of other countries via educational sites provided. &A$E!"ALS P!O "'E' /. %an0o*t of )ontinents 1. F* flag 2. 'o*3le +*33le $hinking &ap 4. Flag of China an0 USA !ESOU!CES Thinking maps http://fdlrs.brevard.k12.fl.us/ThinkingMaps/BP !"amples/#$ubleBubbleMap%files/fullscreen .htm http://&&&.s$mers.k12.n'.us/intranet/skills/thinkmaps.html http://(anel$ngdinner.&ikispaces.c$m/Thinking)Map)Templates *ide$ clips +amilies $f the ,$rld -hina. Master -$mmunicati$ns. 2//012//2 http5//666.yo*t*3e.)om/6at)h789(.Pf#L :oE" http5//666.yo*t*3e.)om/6at)h7 89N;h&<+P=t>)?feat*re9relmf*http5//666.yo*t*3e.)om/6at)h7 89f(f%@r&( AA?feat*re9f86rel 666.familiesofthe6orl0.)om

#e3site !eso*r)es for EBtension A)ti8ities

B$$ks Multicultural Fables and Fairy Tales& by Tara McCarthy& Mei-Ling and the Dragon Music/culture http2##www.kbears.com#china#links.html or http2##www.mamalisa.com#FpH''JtHecJcH'' or http2##www.nancymusic.com#Gunghayplay.htm http2##www.pebblego.com http2##www.limitlesslibraries.org#younger3learners# +lags http2##www.coloring.ws#countries.htm http2##www.chinese3flag.org# http2##www.crwflags.com#fotw#flags# https2##www.cia.gov#library#publications#the3world3factbook#geos#ch.html -$ntinents http2##www.studyzone.org#testprep#ss8#b#comcontocintrol.cfm http2##www.softschools.com#socialKstudies#continents#map.Asp http2##www.freeworldmaps.net#continents#inde0.html http2##www.coloring.ws#countries.htm -$unting in -hinese http2##www.youtube.com#watchFvHCtrK+dgp36o http2##www.youtube.com#watchFvH"+t?ozaufs(JB)H'JfeatureHfvwp http2##www.youtube.com#watchFvH$8czsM-m6L4 http2##www.youtube.com#watchFfeatureHendscreenJvHMrctL,;>$("JB)H' http2##www.youtube.com#watchFvHdiA %-k.+a, http2##www.youtube.com#watchFvHdiA %-k.+a, http2##www.youtube.com#watchFvHcA MNeaa.tIJfeatureHfvwrel hello and thank you beginning Chinese lessons http2##www.youtube.com#watchFvHA"CN$uhO>a, http2##www.chinese3tools.com#learn#chinese#(-3numerals.html -hinese 3$diac Students can make Chinese Lodiac bookmarks by going to1 http2##www.activityvillage.co.uk#chineseKzodiacKbookmarks.htm -hinese recipes Students can cook and taste Chinese recipes by going to http2##www.activityvillage.co.uk#chineseKnewKyearKcolouring.htm coloring pages and recipes for making rice and#or fortune cookies

-rafts +ragon puppet craft http2##www.craftAr.com#dragon3paper3craft#dragon3paper3craft# http2##www.activityvillage.co.uk#chinaKcrafts.htm -hinese translati$ns f$r !nglish names http2##chineseculture.about.com#od#thechineselanguage#a#Chinese3Bame3%nd3"nglish3Bame.htm -hinese facts. scenes and hist$rical places
https://www.cia.gov/library/publications/the-world-factbook/geos/ch.html

http2##www.cultural3china.com#china?C#html#en#*(Scenery4>:.html -hinese translati$ns f$r !nglish names http2##chineseculture.about.com#od#thechineselanguage#a#Chinese3Bame3%nd3"nglish3Bame.htm 4anguage %elloC my name is.. http5//666.yo*t*3e.)om/6at)h789f(f%@r&( AA?feat*re9f86rel -hinese 5e& 6ear/-ust$ms. -elebrati$ns http5//666.pe33lego.)om

Zodiac dates for schoolage students

)at P0 Tiger )abbit +ragon Snake Corse Sheep Monkey )ooster +og /ig

'>;4 '>;8 '>;9 '>;: '>;; '>;> '>>( '>>' '>>* '>>'>>4 '>>8

'>>9 '>>: '>>; '>>> *((( *((' *((* *((*((4 *((8 *((9 *((:

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O+,EC$" ES +ay Two Students will make two flags& one ,s flag and one China flag. They will learn how to play a common Chinese game. They will count from '3'( in Chinese and learn to say hello and thank you in Chinese. P!OCE'U!ES +ay Two 7egin by giving students two flags. %sk them which one is the ,S flag. %sk them if they know how it should be colored. %fter discussing& tell them about the ,s flag& give them a cutout of the flag and have them color according to directions (below!. Glue flag to a skewer. Be0t give them a China flag and do the same. Teacher may cut the flags out prior to the lesson if time or cutting skills is an issue. Tell the students that the flag is a symbol of a country and has meaning. (see fact sheet attached!. Students will color both flags appropriate colors. The flag of China is red with yellow stars. Cut out each flag leaving an edge to the left so that it can be glued to a skewer. % fact sheet is noted at the below websites. ?hile students are coloring you may ask them if any of them or their parents are from other countries and find their native country@s flag at the below sites to show them. http2##www.crwflags.com#fotw#flags# or http2##www.crwflags.com#fotw#flags#cbk.html or https2##www.cia.gov#library#publications#the3world3factbook#geos#ch.html

Flag fa)ts
lag facts as taken from http2##www.usa3flag3site.org#kids3resources.shtml Today@s ,S flag consists of thirteen horizontal stripes& seven red alternating with 9 white. The stripes represent the original '- colonies& the stars represent the 8( states of the ,nion. The colors of the flag are symbolic as well2 )ed symbolizes Cardiness and Nalor& ?hite symbolizes /urity and Innocence and 7lue represents Nigilance& /erseverance and Eustice. lag facts as taken from http2##www.chinese3flag.org#
Chinas flag is red with a large yellow five-pointed star and four smaller yellow five-pointed stars (arranged in a vertical arc toward the middle of the flag) in the upper hoist-side corner the color red represents revolution! while the stars sym boli"e the four social classes - the working class! the peasantry! the urban petty bourgeoisie! and the national bourgeoisie (capitalists) - united under the Communist #arty of China

%s students are coloring you can go to the following sites to play music for them on your computer or overhead. Cave them listen to music from China. http2##www.kbears.com#china#links.html or http2##www.mamalisa.com#FpH''JtHecJcH'' or http2##www.nancymusic.com#Gunghayplay.htm

O+,EC$" ES

'.Students will e0perience China so that they can share with other students. 1.Students will learn about some culturally significant practices in China. P!OCE'U!E 'ay $hree D EBperien)e China Today will be an e0periential event. Ppen the class with the story from Multicultural Fables and Fairy Tales& by Tara McCarthy& Mei-Ling and the Dragon. +iscuss the story with the kids and the character of Mei3$ing and the other characters in the story1?ho was brave& who was fearful& etc. %fter the story& tell the students we will have a party like Mei3$ing and like the parties you might go to in China. ?e will make a dragon friend like Mei3$ing had& we will eat rice with chopsticks like Mei3$ing would& we will drink tea& we will write in Chinese& speak in Chinese and we will play games that are played in China. ?e will also make a gift to give to a friend in honor of Mei3$ing. ?e will string ; beads on a bracelet for our friend because in China the number ; is a symbol of good fortune and we want our friend to have good fortune. '. Teacher will review with the students how to count to '( in Chinese. (see attached and you tube links and printout for pronunciation! *. Teacher will give each child a set of their own chopsticks (directions on chopsticks packaging! to use to eat )amen noodles cooked in class in a crock pot. -. Students will learn how to play pick up chopsticks or pick up marbles using chopsticks a. This marble game is simply moving marbles from one container to another using chopsticks. It can be done as a competition in two groups. Pr the chopsticks game is played by simply dropping ten chopsticks on the ground and bouncing a ball in between pickups& much like %merican <Eacks=. 4. Students can practice writing in Chinese (write zodiac words or students@ names or use writing sheets provided Q see links in resources! I enlarged the sheets so my students could practice the calligraphy of Chinese writing with paintbrushes but they can be left in normal size and copied with a marker. They can also be laminated first before the kids write on them so that they can be reused. 8. Cave tea and ramen noodles or rice to eat (maybe fortune cookies as well! a. Boodles can be cooked in class using a crock pot& rice can be cooked using a rice or vegetable steamer& tea can be brewed in a coffee maker (dandelion tea is a nice tea for students and can be purchased from any Chinese market! ortune cookies can be bought in bulk at a Chinese market. 9. ,sing the dragon puppet at http2##www.craftAr.com#dragon3paper3craft#dragon3 paper#craft# the students will color the dragon then cut it out. I like to use a length of '; inches of party streamer (red! and attach one head on both ends of the party streamer& then attach those to two skewers. The dragon is a significant symbol in China and many believe it is a symbol of the coming of good fortune and the chasing away of bad. fortune. :. Students will make the bracelet gift for a friend using pipe cleaners and ; beads. Cave them count out the beads using Chinese. They can make two bracelets& one for themselves and one for a friend. Gift giving is an important cultural tradition in China and is done regularly especially from a host to a visitor and vise versa.

+ay our

Prepare an e8ent for another )lass. $his 6ill 3e the assessment pie)e. Cave students discuss the flag facts and some facts about the country. Cave them refer to their double bubble to share similarities and differences with other students. Cave them demonstrate that they know how to play the Chinese games and can teach another child to do the same. Cave them demonstrate that they can count to '( in Chinese and say thank you and can teach another child to do the same. Cave them demonstrate that they can make a dragon and show others how to do so. Cave them e0plain why we will use ; beads for our gifts. ?hat is the importance of gift giving. Cave them share what the character <fu= means and if they can demonstrate how to e0plain to a buddy how to make a <fu= flag. Cave them demonstrate using chopsticks to eat. +ay ive The students will be hosts to another class and will share information and games with a friend from another class. Teachers will facilitate.

Co*nting in Chinese

yi (like saying "e") one 1 er (as in "how are you") two 2 san (San Marino) three 3 si (as in "do-si-do") four 4 wu (like "would" without the ld) five 5 liu (as in "in lieu of") six 6 chi (like the first part of "cheese" without the se) seven 7 ba (like the sound sheep make, "ba") eight 8 jiu (a bit like saying "geo") nine 9 shi (like telling someone "Shh, quiet please.") ten 10

Counting up to 99 in Chinese is a breeze. It's far easier than most latin-based languaged and modelled after the idea of the beads in the abacus.

So, let us work on the teens. If you want to say 11. You essentially have one bead in the tens and one in the ones. So this translates to: shi yi Twelve is: shi er Thirteen is: shi san Easy? When you get to 20, you have two beads in the tens. So to say twenty you say: er shi Twenty-one is: er shi yi Twenty-two is: er shi er And so on... You can keep on doing this until you hit 99, which is jiu shi jiu. When you hit 100, you can't say shi shi. Sounds quite funny. So there's another character for 100. bai (sounds a bit like "to buy") -- hundred The symbol for 100 is the image of a sun rising (or clarity) topped by the one. So in some way, 100 is a clearing [of the tens] in which the counting them starts all over again. So 101 is bai yi. One hundred and twenty-one is bai er shi yi. This can take you up to 999 until you get a new number character for one thousand!

http2##www.eduplace.com#kids#socsci#books#applications#imaps#maps#g'Ku*#inde0.html

Seven Continents on the Globe

From http://www.mrsjonesroom.com/ Tune - Row, Row, Row Your Bo t

Seven continents on the !lobe, Count them ll with me. "orth #meric , South #meric , #$ric m %es three. &urope, #si , #ustr li , #re three more th t ' %now. (on)t $or!et #nt rctic , Th t)s seven --- w * to !o +

#tl ntic)s the " me o$

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-To the Tune o$: .* Bonnie/ http://son!stole rnb*.blo!spot.com/0112/13/contr ction-son!.ht ml

#tl ntic4s the n me o$ n oce n. 5 ci$ic n6 'n6i n, too. The #rtic is o$ten $or!otten. ' %now m* oce ns-6o *ou7

What year were you born in?

Animal Rat Year (Gregorian calendar) Ox Tiger Rabbit Dragon Feb 10, 1948 Jan 28, 1949 Jan 28, 1960 Feb 14, 1961 Feb 15, 1972 Feb 2, 1973 Feb 2, 1984 Feb 19, 1985 Feb 19, 1996 Feb 6, 1997 Feb 7, 2008 Jan 25, 2009 Jan 25, 2020 Feb 11, 2021 Jan 29, 1949 Feb 16, 1950 Feb 15, 1961 Feb 4, 1962 Feb 3, 1973 Jan 22, 1974 Feb 20, 1985 Feb 8, 1986 Feb 7, 1997 Jan 27, 1998 Jan 26, 2009 Feb 13, 2010 Feb 12, 2021 Jan 31, 2022 Feb 17, 1950 Feb 5, 1951 Feb 5, 1962 Jan 24, 1963 Jan 23, 1974 Feb 10, 1975 Feb 9, 1986 Jan 28, 1987 Jan 28, 1998 Feb 15, 1999 Feb 14, 2010 Feb 2, 2011 Feb 1, 2022 Jan 21, 2023 Feb 6, 1951 Jan 26, 1952 Jan 25, 1963 Feb 12, 1964 Feb 11, 1975 Jan 30, 1976 Jan 29, 1987 Feb 16, 1988 Feb 16, 1999 Feb 4, 2000 Feb 3, 2011 Jan 22, 2012 Jan 22, 2023 Feb 9, 2024 Jan 27, 1952 Feb 13, 1953 Feb 13, 1964 Feb 1, 1965 Jan 31, 1976 Feb 17, 1977 Feb 17, 1988 Feb 5, 1989 Feb 5, 2000 Jan 23, 2001 Jan 23, 2012 Feb 9, 2013 Feb 10, 2024 Jan 28, 2025 Enthusiastic, intelligent, lively, energetic, innovative Affectionate, kind, gentle, compassionate, merciful Sensitive, tolerant, brave, active, resilient Confident, honest, patient, conservative, strong Personality characteristics Imaginative, generous, successful, popular, curious

 Snake Horse Sheep/ Goat Monkey Rooster Dog Feb 14, 1953 Feb 2, 1954 Feb 2, 1965 Jan 20, 1966 Feb 18, 1977 Feb 6, 1978 Feb 6, 1989 Jan 26, 1990 Jan 24, 2001 Feb 11, 2002 Feb 10, 2013 Jan 30, 2014 Jan 29, 2025 Feb 16, 2026 Feb 3, 1954 Jan 23, 1955 Jan 21, 1966 Feb 8, 1967 Feb 7, 1978 Jan 27, 1979 Jan 27, 1990 Feb 14, 1991 Feb 12, 2002 Jan 31, 2003 Jan 31, 2014 Feb 18, 2015 Feb 17, 2026 Feb 5, 2027 Jan 24, 1955 Feb 11, 1956 Feb 9, 1967 Jan 29, 1968 Jan 28, 1979 Feb 15, 1980 Feb 15, 1991 Feb 3, 1992 Feb 1, 2003 Jan 21, 2004 Feb 19, 2015 Feb 7, 2016 Feb 6, 2027 Jan 25, 2028 Feb 12, 1956 Jan 30, 1957 Jan 30, 1968 Feb 16, 1969 Feb 16, 1980 Feb 4, 1981 Feb 4, 1992 Jan 22, 1993 Jan 22, 2004 Feb 8, 2005 Feb 8, 2016 Jan 27, 2017 Jan 26, 2028 Feb 12, 2029 Jan 31, 1957 Feb 17, 1958 Feb 17, 1969 Feb 5, 1970 Feb 5, 1981 Jan 24, 1982 Jan 23, 1993 Feb 9, 1994 Feb 9, 2005 Jan 28, 2006 Jan 28, 2017 Feb 15, 2018 Feb 13, 2029 Feb 2, 2030 Feb 18, 1958 Feb 8, 1959 Feb 6, 1970 Jan 26, 1971 Loyal, honest, responsible, courageous, warm-hearted Shrewd, honest, communicative, motivated, punctual Witty, lively, flexible, humorous, curious Artistic, calm, reserved, happy, kind Diligent, friendly, sophisticated, talented, clever Charming, intuitive, romantic, highly perceptive, polite

 Pig

Jan 25, 1982 - Feb 12, 1983 Feb 10 1994 Jan 30, 1995 Jan 29, 2006 Feb 17, 2007 Feb 16, 2018 Feb 4, 2019 Feb 3, 2030 Jan 22, 2031

Feb 8,1959 Jan 27, 1960 Jan 27, 1971 - Feb 14, 1972 Feb 13, 1983 - Feb 1, 1984 Jan 31, 1995 - Feb 18, 1996 Feb 18, 2007 - Feb 6, 2008 Feb 5, 2019 Jan 24, 2020 Jan 23, 2031 Feb 10, 2032

The spirit of the horse is recognized to be the Chinese people's ethos making unremitting efforts to improve themselves. It is energetic, bright, warm hearted, intelligent and able. !ncient people liked to designate an able person as '"ianli #a', a horse that covers a thousand li a da$ %one li e&uals '(( meters). Strengths *eople born in the $ear of the horse have ingenious communicating techni&ues and in their communit$ the$ alwa$s want to be in the limelight. The$ are clever, kind to others, and like to +oin in a venture career. !lthough the$ sometimes talk too much, the$ are cheerful, perceptive, talented, earth$ but stubborn. The$ like entertainment and large crowds. The$ are popular among friends, active at work and refuse to be reconciled to failure, although their endeavor cannot last indefinitel$. Weaknesses The$ cannot bear too much constraint. ,owever their interest ma$ be onl$ superficial and lacking real substance. The$ are usuall$ impatient and hot blooded about ever$thing other than their dail$ work. The$ are independent and rarel$ listen to advice. -ailure ma$ result in pessimism. The$ usuall$ have strong endurance but with bad temper. -lambo$ant b$ nature, the$ are wasteful since the$ are not good with matters of finance due to a lack of budgetar$ efficienc$. .ome of those who are born in the horse like to move in glamorous circles while pursuing high profile careers. The$ tend to interfere in man$ things and fre&uentl$ fail to finish pro+ects of their own. Horoscope and Numerology Elements /arthl$ 0ranch of 0irth 1ear2 wu 3u 4ing %The -ive /lements)2 huo %fire) 1in 1ang2 $ang !uspicious 5irections2 northeast, southwest and northwest 6uck$ Colors2 brown, $ellow, purple7 !void2 blue, white, golden 6uck$ 8umbers2 9, :, ;7 !void <, =, ' 6uck$ -lowers2 calla lil$, +asmine, marigold Zodiac .ign Compatibilit$ 0est match2 tiger, sheep, dog7 !void2 rat, o>, rabbit