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This nation-wide project is sponsored in Georgia by the National Science Center Fort Discovery collaborating with the Georgia Educational Technology Training Centers. The project is directed by the ETTC at the National Science Center. 

• page 4 - Marisol's mother refers to Marisol's father as a "playboy"
• page 6 - reference to drinking Panamanian white rum
• page 10 - Marisol refers to the development of her body
• page 17 - reference to eating disorders
• page 135 - Marisol uses a possibly inappropriate word to describe how she dislikes being her
• page 162 - Ruben kisses Marisol

Topics from the novel to use and possible extension activities . . .  

• Alone versus loneliness (Marisol narrated on page 1 - "Do you know what it's like to be in a  room full of people, but to feel completely alone?")
• Investigate the many Panamanian foods mentioned in the novel and have a festival to taste these dishes
• Marisol mentions that Tio Ricardo and his friends would play dominoes to pass the time. Learn about the game of dominoes and have a domino "derby".
• Marisol and Magdalena are very excited about their Quinceanera in two more years. Research the Hispanic tradition of the Quinceanera.
• Research and possibly act out some of the traditional Latin American dances mentioned in the book.
• Research the use of pinatas and maybe even create your own (create a pinata website)
• Marisol's family has a motto: "las cosas se hacen bien o no se hacen" -  Do things rights or not at all. What is your personal or family motto? If you don't have one, create one.
• Marisol and her best friend Magdalena react in very different ways when Marisol learns that she will be moving to Panama for a year. How would you react if you were Marisol? Magdalena?
• Both Marisol's Mami and Abuela decorated their homes with molas - strips of colored cloth sewn onto a black background in the shape or turtles, horses, and fish originally made by Panamanian Indians. Research molas. Try to make your own version of a mola. The book Mola: Cuna Life Stories and Art by Maricel Presilla might also be helpful in learning about molas.
• Once in Panama, Marisol is on a secret mission to locate her Papi. Is there anyone you would want to search for and meet for the first time?
• Marisol's Mami and aunts send her to Panama with a very large amount of "stuff". What would you pack in your suitcase if you were moving away for an entire year?
• Once Marisol arrives in Panama, she is surprised at one of the architectural differences in the apartment buildings. At home in New York, the apartments in her neighborhood were about 6 stories tall, housing 100 apartments. In Panama, Abuela's apartment is only 2 stories high, housing 8 apartments, Research to discover the reasoning behind the structural differences.
• In New York, Marisol must act in a very adult manner taking care of many house hold duties and chores, including booking. Once she arrives in Panama, Abuela tells Marisol she will act like a child. Which Marisol do you relate with more, the New York Marisol or the Panama Marisol?
• On page 87, Abuela says that she raised her girls to be outspoken because she believes it is important for a woman to be able to speak her mind. Do you agree with this statement? Does society agree? How would people have reacted to this statement 10, 20, or even 50 years ago?
• On pages 95 -96, Marisol wants to purchase cookies from a vendor at the market. Abuela tells her she must ask for them on her own; in other words, she must do something new. Relay a situation where you have had to step out of your comfort zone and try something new.
• Both Ana and Ruben have preconceived ideas about Marisol and other Americans. Do their stereotypes surprise you? What downfalls are there to stereotyping or generalizing people based on where they live or how they look?
• Marisol learns to "travel in two different worlds" - Panama and the United States. Consider her values and her pride in and preservation of her heritage both before and during her trip to Panama. Predict how her respect for and her pride in her Panamanian heritage might change upon returning to the United States.
• Marisol learns a lot about her family, heritage, and culture on her trip to Panama. Conduct your own family history project and see what you learn.
• Create a Venn Diagram or another graphic organizer to compare Marisol's life in New York with  her new life in Panama. Look at things such as food, shopping, and passing the time.
• Marisol learns from Abuela that Panama means "abundancia de peces" or abundance of fishes. Investigate the various fish of the Panama waters. Create an awareness brochure regarding the importance of fish in the carbon cycle.
• Construct a food web to demonstrate the significance of Panama's fish in the ocean food web. Also, construct a food web representative of the waters where you live. Do you see similarities and differences?
• Several times in the book, the shiny, green foliage of the plants are mentioned. It is even stated that in Panama, you have a green, not white, Christmas. What climate and geographical features contribute to the abundance of greenery?
• In addition to their medicinal value, many plants also have practical, everyday uses. Ana shows Marisol how to use the flower of a hybrid tree to clean and shine her shoes. Construct a table of rainforest resources and their uses in society. http://www.rainforest-alliance.org/resources/daily-use.html
• Marisol learns that immersion is the best way for humans to adapt to a new language and a  new environment. What factors/characteristics would aid in the success of an animal in a new environment?
• Marisol tells Abuela that "the ocean was so clear that it seemed more like a painting or a mirage than something you could actually go into." What does this tell you about the turbidity (transparency) of the water in this area? How do the waters of Panama compare to your local watershed?