Pathfinder edition NGPathfinder.org September 2013 To print this Teacher s Guide, select the print icon above or go to File >Print. e sure the page size is set to 8.5 x 11 (letter) portrait. This Teacher s Guide may be printed in either black & white or color. TEHER S GUIDE PTHFINDER
Standards In Living olor (Teacher s Guide pages T2-T8) ompare and contrast various ways that animals use color to survive in different environments. (4-LS1-1.a) Describe and/or compare the overall text structure of events, ideas, concepts, and information in a text. (RI.4/5-5) Write narratives to develop real or imagined experiences. (W.4/5-3.a) Determine or clarify the meaning of unknown and multiple-meaning words and phrases. (L.4/5-4.a) urriculum in This Issue Learning Objectives Students will: understand that animals use color in different ways that allow them to survive; identify which animals use color to blend in, stand out, or as a warning to other animals; describe and/or compare and contrast the overall structure of a text; write a narrative in which events unfold naturally; and determine or clarify the meaning of unknown and multiple-meaning words and phrases. Into the Rain Forest (Teacher s Guide pages T9-T15) Identify author s point of view or purpose. (RH.6) Use details, examples, and quotes to explain what a text says explicitly and what it infers. (RI.4/5-1) Recall relevant information from experiences or gather information from print and digital resources. (W.4/5-8) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L.4/5-2.b) Students will: understand that human activities have contributed to the extinction of some frog species; recognize the importance of zoologists research and education efforts toward saving frog habitats; understand how to use details, examples, and/ or direct quotes to understand what a text says explicitly or to draw inferences from a text; demonstrate the proper use of commas; identify an author s purpose; and distinguish between facts, opinions, and inferences in a text. quarius (Teacher s Guide pages T16-T22) Recognize that the places where plants and animals live often change, sometimes slowly and sometimes rapidly. (3-LS4-4.d) Interpret information presented visually, orally, or quantitatively and explain how it contributes to an understanding of the text. (RI.4/5-7) Write an informative text. (W.4/5-2.a) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.4-1.e) (L.5-1.a) Students will: understand that environmental changes can be slow or they can happen quickly, and these changes affect every organism living in that environment; recognize that changes in an environment can be helpful or harmful to an organism; understand how to interpret information in photos, maps, and infographics; write an effective informative text that is focused, organized, and easy to understand; and know how and when to use specific prepositions and prepositional phrases. National Geographic Explorer, Pathfinder September 2013
Getting Started: How to Read a Magazine Learning Objectives Students will: identify key text features; interpret text features and understand how each one contributes to an understanding of the text; and understand and explain how multiple text features work together to support the information in the text. Materials Needed multiple magazines representing different genres (i.e., cooking, fashion, and sports) How to Read a Magazine poster small circles on plain white paper labeled J tape scissors (1 pair per student) glue construction paper (1 piece per student) plain white paper (1 piece per student) 4. Display the poster How to Read a Magazine. Point out the labels in the blue call-outs. Tell students that each of these labels identifies a clue that can help them read a magazine. Emphasize, however, that while good readers can identify these features, they also know what the terms mean and how they can help readers understand a text. 5. Read aloud the first definition, or invite a volunteer to do so. Discuss the definition with students. s a class, decide which text feature this defines. Invite a volunteer to place the label in the selected position on the poster. Repeat this procedure with the remaining definitions: () infographic; () deck; () subhead; (D) table of contents; (E) caption; (F) photograph; (G) map; (H) byline; (I) headline; (J) glossary 6. Review the results, and assist students in making any necessary corrections. Review the terms until you are sure that all students can identify each text feature, comprehend each definition, and understand how each item can help them read a magazine article. uilding ackground How to Read a Magazine 1. Prior to conducting this activity, collect multiple magazines from different genres. lso create labels identified as J, which can be attached to the poster. 2. Select magazines representing three different genres and show them to students. sk them what each magazine is about. How do they know? (Students may mention the photo or text on the cover or the name of the magazine.) 3. Tell students that the items they pointed out are clues. They tell what each magazine is about. Then ask students what a magazine article is. (They may define it as a story inside the magazine.) Explain that there are other clues inside a magazine that give information that supports the topic and purpose of each article. 7. Give each student a piece of construction paper and access to scissors, glue, and the sample magazines. Tell students to cut out text features from the magazines and assemble them on the construction paper to make a new magazine cover or article page. Have them create and attach labels that identify the text features they included. 8. Give students time to assemble their covers or pages. When they are finished, invite volunteers to share their covers or pages and identify the features they included. 9. Have students put their covers or pages in their classroom reading folders or some other location where they can be easily accessed. Point out that they can refer to their projects or the posters each time they read an Explorer article in the coming year. National Geographic Explorer, Pathfinder Page T1 September 2013
Summary olor plays an important role in the survival of many animal species. nimals may use bright colors to blend in with their environment, stand out, or warn other animals to stay away. In Living olor: Overview Materials Needed objects that are solid, bright colors such as green, red, orange, yellow, and purple (e.g., blocks, rulers, book covers, pens) plain white paper index cards Learning Objectives Students will: understand that animals use color in different ways that allow them to survive; identify which animals use color to blend in, stand out, or as a warning to other animals; describe and/or compare and contrast the overall structure of a text; write a narrative in which events unfold naturally; and determine or clarify the meaning of unknown and multiple-meaning words and phrases. crayons or colored pencils masking tape Staying live poster paper plates scissors a hole punch string a photo of a busy, colorful landscape (optional) another article of the teacher s choice (optional) Resources Learn more about camouflage: http://education.nationalgeographic.com/education/ encyclopedia/camouflage/?ar_a=1 See pictures of camouflaged animals: http://kids.nationalgeographic.com/kids/photos/gallery/ animal-camouflage/ Watch a video about the peacock spider: http://www.abc.net.au/catalyst/stories/3160792.htm National Geographic Explorer, Pathfinder Page T2 September 2013
amouflage is a tool that allows animals to blend in. This decreases chances of becoming prey to a predator and increases the chance of finding prey to eat. Factors that can influence camouflage include the animal s environment, physiology, characteristics of its prey, or its behavior as a predator. Not all animals have camouflage because not all need it. olor camouflage is particularly common in animals that need to hide, such as insects, lizards, snakes, and frogs. right colors often serve as a warning. Many brightly colored animals are poisonous if eaten. Studies show that it only takes one encounter for a predator to learn the importance of avoiding brightly colored prey. In Living olor: ackground Fast Facts Decorator crabs produce and use a gel to attach decorations like seaweed, corals, and sea anemones to their shells. The gel hardens like glue, allowing the crabs to camouflage themselves. The part of the brain that allows you to see edges was one of the first parts to develop over time. That s why good camouflage has contrasting patterns. The patterns trick the brain into seeing parts instead of a whole. Some animals, like a chameleon and a praying mantis, gently rock back and forth. They use movement as camouflage with the natural movement around them. National Geographic Explorer, Pathfinder Page T3 September 2013
ctivate Prior Knowledge onnecting olors to Survival In Living olor: Prepare to Read 1. Prior to this activity, find objects that are solid, bright colors such as green, red, orange, yellow, and purple. Examples could include blocks, rulers, book covers, or pens. 2. Display the objects for students. s you show each one, ask students to name an animal that has that color on its body. Then ask students to identify any way that bright colors like these can help an animal. Write students ideas on the board. 3. Display pages 2-3 of the projectable edition. Have students examine the photo and identify the animal. (They might think the chameleon is a e- edition lizard.) sk them identify the colors on the animal. Then tell them to look at their list of ideas about how bright colors can help animals. Discuss with students how this animal s bright colors might help it in any of these ways. 4. Read aloud the headline and deck. Point out the word survive, which students may not have included when listing their ideas. Discuss what this word means. Help students find connections between their earlier ideas and the concept of survival. web Vocabulary Understanding Unknown Words 1. Have students find the word camouflage in the text. Invite a volunteer to read aloud the sentence in which the word appears. sk students which word or phrase tells them what camouflage means. 2. Invite a volunteer to read aloud the word s definition in the Wordwise glossary on page 9. Discuss how the more specific information in the definition helps them better understand the word s meaning. 3. Invite volunteers to provide their own context sentences, correctly using the word. 4. Repeat with the remaining vocabulary words. ommon ore Grade-Level Differentiation Grade 4: To introduce this activity, show students a photo of a busy, colorful landscape. Tell them to closely examine the background of the photo. Then give each student a piece of plain white paper and access to crayons or colored pencils. Tell students to each quickly draw a shirt that they could wear if they wanted to blend into the background of this scene. Invite students to share their drawings with one another. sk students how these shirts are like the animals that live in this environment. Grade 5: To conclude the activity, have students use the information from the context sentences they created to identify either cause/effect relationships or comparisons between two or more vocabulary words. Invite students to create additional context sentences that reflect these connections. National Geographic Explorer, Pathfinder Page T4 September 2013
Explore Reading Identifying Text Structure In Living olor: Language rts 1. Select a volunteer, and give the student 15 index cards. hallenge the student to build a solid card house using all of the index cards in just two attempts. 2. Select a second volunteer. Give the student 15 index cards and a roll of masking tape. sk the student to build a card house. Then ask the class why the second student succeeded and the first student did not. Explore Writing Writing a Narrative 1. Review with students what a narrative is. Explain that narratives can use many different structure types. Invite volunteers to share examples of narratives that follow a sequence of events. 2. Then tell students to imagine that they just saw an animal from the article. Invite students to describe what they might see, think, and feel at that moment. 3. Tell students that an article is like a card house in one way: It must have a solid structure or it will fall apart. 4. Give each student a copy of the ctivity Master. Divide the class into small groups. sk the groups to discuss what the four terms in the Structure Type column on the ctivity Master mean. Tell them to write a definition and create an example that illustrates each. ctivity Master, page T7 5. Have groups share their ideas with the class. Point out that every article has a basic structure, but authors may use elements from other types to help make their point. 6. Have students read the article in their groups. s they do, have them identify the overall structure used in the article. Tell them to record the structure type and an explanation using examples from the article on their ctivity Masters. ommon ore Grade-Level Differentiation Grade 4: Form new groups, each with no more than two members from an original group. Have students compare their findings and discuss reasons for their choice. Grade 5: Give students another article of your choice. Have them read the article in small groups and identify the overall structure of the new article. In their groups, have students compare and contrast the overall structure of the new article with that of In Living olor. 3. ssign each student a partner. Have each pair select an animal from the article and write a narrative telling about the experience from start to finish. Tell students to be sure to include descriptive details that can help readers easily picture the situation, actions that occur, and characters involved. Extend Language rts Using ontext lues to Identify Homonyms 1. Prior to this activity, write the following words on separate index cards: Grade 4 in, inn, tail, tale, right, write, here, hear; Grade 5 you, ewe, pale, pail, rain, reign, seems, seams. Make six sets of cards. 2. s a class review what a homonym is. (words that sound alike but are spelled differently and have different meanings) Invite volunteers to give examples. 3. Show students one set of homonym cards that you created. Review the words, and have students match the homonyms. Discuss the meaning of each word. Have students create sentences using each word correctly in context. 4. ased on what they know about the article, have students guess which of these homonyms appear in the text. Have students scan the article to find as many of the identified homonyms as they can. ommon ore Grade-Level Differentiation Grade 4: hallenge students to write sentences that use a set of homonyms correctly. Grade 5: hallenge students to write sentences that use two sets of homonyms correctly. National Geographic Explorer, Pathfinder Page T5 September 2013
Explore Science Using olor to lend In 1. Review with students the poster Staying live, and explore how each animal shown uses its surroundings (in relation to color) to survive. Then tell students that they are going to create examples to show different ways that animals blend in with their environment. 2. Give each student a paper plate. Have them color the entire underside of the paper plate blue. Then have students draw the shape of a manta ray in the center of that paper plate. Tell them they can use the photo of the manta ray on the poster as a guide. 3. Have students carefully cut out the manta ray from the center of their paper plates. 4. Using a hole punch, create one hole in each of the manta ray s two wings. Then punch a hole in the two opposite edges of the paper plate. 5. Give each student two pieces of string approximately 15 cm (6 inches) long each. With the blue side of the manta ray on top, have students tie each wing to a hole in the plate. 6. Once the manta rays are tied in place, have students hold their plates above and below their heads so they can view their manta rays from different angles. Discuss how the manta ray s coloring helps it disappear in both the blue water and the white light. 7. Then give each student a piece of plain white paper. Have them decorate the paper in a camouflage pattern. Have students cut off one-third of their piece of paper. Tell them to cut an animal shape out of the paper and tape it to the larger piece. Have students view their papers from a distance to see how well their animals blend in with their environment. In Living olor: Science Extend Science Exploring How nimals Use olor 1. Draw students attention once again to the poster Staying live. Invite a volunteer to read aloud how the Wilson s bird of paradise and the nudibranch use color. 2. s a class, compare and contrast the way these two animals use bright colors to survive. Then have students review the article to find other animals that use color in these same ways. 3. Have students conduct research to find other animals that use color for these reasons. hallenge students to come up with a creative way to present their findings to the class. National Geographic Explorer, Pathfinder Page T6 September 2013
In Living olor ctivity Master Name: Identifying Text Structure Define and write an example that illustrates each structure type. Then identify the structure type used in the article. Explain your choice. Structure Type Definition Example chronology comparison cause/effect problem/solution Which type describes the overall structure of the article? How do you know? Use examples from the article to support your opinion. 2013 National Geographic Learning. ll rights reserved. Teachers may copy this page to distribute to their students. National Geographic Explorer, Pathfinder Page T7 September 2013
In Living olor ssessment Name: Read each question. Fill in the circle next to the correct answer or write your response on the lines. 1. How does camouflage help animals survive? It makes them look colorful. It lets them blend in with their environment. It helps them get attention from other animals. 2. How does a dumpling squid s belly help it hide? It looks like a big, round dumpling. It glows and looks just like seawater. It is blue and white like a cloudy sky. 3. chameleon s skin changes colors when it is. being territorial acting like a predator calling prey 4. What do the bright colors of a mandarinfish tell other animals? This fish is pretty and tastes really good. This fish is fancy and is easy to catch. This fish is poisonous and could harm a predator. 5. hoose one animal from the article. Explain in detail how color helps this animal survive. 2013 National Geographic Learning. ll rights reserved. Teachers may copy this page to distribute to their students. National Geographic Explorer, Pathfinder Page T8 September 2013
In Living olor ctivity Master Name: nswer Key Possible Responses Structure Type Definition Example chronology Identifying Text Structure Define and write an example that illustrates each structure type. Then identify the structure type used in the article. Explain your choice. the order in which events or steps occur First, we drove to the airport. Then we flew for 18 hours. We had to change planes twice. Finally, we got there! comparison how two or more things are alike or different aseball is a better team sport than basketball because more players can be on a team. cause/effect what happened (effect) because of something else (cause) The hurricane roared along the coastline, toppling trees, damaging houses, and flooding neighborhoods. problem/solution Which type describes the overall structure of the article? comparison what is wrong (problem) and how to fix it (solution) I cracked Mom s favorite vase, so I d better buy her a new one! How do you know? Use examples from the article to support your opinion. The article talks about different reasons why animals have bright colors. For example, the peacock spider uses color to get attention. The chameleon uses color to communicate. The mandarinfish uses color as a warning. The macaw and dumpling squid use color to hide. When you talk about how things are different, you are comparing them. 2013 National Geographic Learning. ll rights reserved. Teachers may copy this page to distribute to their students. National Geographic Explorer, Pathfinder Page T7 September 2013
In Living olor ssessment Name: nswer Key Read each question. Fill in the circle next to the correct answer or write your response on the lines. 1. How does camouflage help animals survive? It makes them look colorful. It lets them blend in with their environment. It helps them get attention from other animals. 2. How does a dumpling squid s belly help it hide? It looks like a big, round dumpling. It glows and looks just like seawater. It is blue and white like a cloudy sky. 3. chameleon s skin changes colors when it is. being territorial acting like a predator calling prey 4. What do the bright colors of a mandarinfish tell other animals? This fish is pretty and tastes really good. This fish is fancy and is easy to catch. This fish is poisonous and could harm a predator. 5. hoose one animal from the article. Explain in detail how color helps this animal survive. nswers will vary depending upon which animal is selected. However, students should identify whether color helps the animal blend in, send a warning, or stand out, and explain how this is accomplished. 2013 National Geographic Learning. ll rights reserved. Teachers may copy this page to distribute to their students. National Geographic Explorer, Pathfinder Page T8 September 2013
vivo color opia maestra de actividades Nombre: Identificando la estructura del texto Defina y escriba un ejemplo que ilustre cada tipo de estructura. Luego, identifique el tipo de estructura que se usa en el artículo. Explique su selección. Tipo de estructura Definición Ejemplo cronología comparación causa/efecto problema/solución Qué tipo describe la estructura general del artículo? ómo lo sabe? Use ejemplos del artículo para apoyar su opinión. 2013 National Geographic Learning. Todos los derechos reservados. Los maestros pueden copiar esta hoja para distribuir a sus estudiantes. National Geographic Explorer, Pathfinder Página T7S Septiembre 2013
vivo color Evaluación Nombre: Lea cada pregunta. omplete el círculo al lado de la respuesta correcta o escriba su respuesta en las líneas. 1. ómo les ayuda a sobrevivir el camuflaje a los animales? Los hace parecer más coloridos. Les ayuda a mimetizar con el entorno. Les ayuda a atraer la atención de otros animales. 2. ómo le ayuda su barriga al calamar sepiólido para esconderse? Se ve grande y redonda como una bolita de masa. rilla y se parece al agua de mar. Es azul y blanca como el cielo nublado. 3. La piel del camaleón cambia colores cuando está. siendo territorial actuando como un depredador llamando a su presa 4. Qué comunican los colores brillantes del pez mandarín al resto de los animales? Este pez es bonito y tiene buen sabor. Este pez es elegante y es fácil de capturar. Este pez es venenoso y podría dañar a un depredador. 5. Seleccione a un animal del artículo. Explique en detalle cómo el color le ayuda a este animal a sobrevivir. 2013 National Geographic Learning. Todos los derechos reservados. Los maestros pueden copiar esta hoja para distribuir a sus estudiantes. National Geographic Explorer, Pathfinder Page T8S Septiembre 2013
vivo color opia maestra de actividades Posibles respuestas Tipo de estructura Definición Ejemplo cronología Nombre: Identificando la estructura del texto Defina y escriba un ejemplo que ilustre cada tipo de estructura. Luego, identifique el tipo de estructura que se usa en el artículo. Explique su selección. el orden en que ocurren los eventos o los pasos Hoja de respuestas Primero, manejamos al aeropuerto. Entonces, volamos por 18 horas. Tuvimos que hacer escala y cambiar de avión dos veces. Finalmente, llegamos! comparación causa/efecto problema/solución Qué tipo describe la estructura general del artículo? comparación cómo son de diferentes o de semejantes dos o más cosas qué ocurrió (el efecto) como consecuencia de algo más (la causa) qué hay de malo (el problema) y cómo puede resolverse (la solución) El béisbol es un mejor deporte de equipo que el baloncesto porque pueden tener más jugadores en un equipo de béisbol. El huracán rugía a lo largo de la costa, derrumbando árboles, dañando casas e inundando vecindarios. Rompí la jarra favorita de mi mamá, por eso más me vale que le compre una nueva! ómo lo sabe? Use ejemplos del artículo para apoyar su opinión. El artículo discute diferentes razones por las cuales los animales tienen colores brillantes. Por ejemplo, la araña pavo real usa el color para atraer atención. El camaleón usa el color para comunicarse con otros. El pez mandarín usa el color como forma de advertencia. La guacamaya y el calamar usan el color para esconderse. uando se habla de las diferencias entre las cosas, se están comparando. 2013 National Geographic Learning. Todos los derechos reservados. Los maestros pueden copiar esta hoja para distribuir a sus estudiantes. National Geographic Explorer, Pathfinder Página T7S Septiembre 2013
vivo color Evaluación Nombre: Hoja de respuestas Lea cada pregunta. omplete el círculo al lado de la respuesta correcta o escriba su respuesta en las líneas. 1. ómo les ayuda a sobrevivir el camuflaje a los animales? Los hace parecer más coloridos. Les ayuda a mimetizar con el entorno. Les ayuda a atraer la atención de otros animales. 2. ómo le ayuda su barriga al calamar sepiólido para esconderse? Se ve grande y redonda como una bolita de masa. rilla y se parece al agua de mar. Es azul y blanca como el cielo nublado. 3. La piel del camaleón cambia colores cuando está. siendo territorial actuando como un depredador llamando a su presa 4. Qué comunican los colores brillantes del pez mandarín al resto de los animales? Este pez es bonito y tiene buen sabor. Este pez es elegante y es fácil de capturar. Este pez es venenoso y podría dañar a un depredador. 5. Seleccione a un animal del artículo. Explique en detalle cómo el color le ayuda a este animal a sobrevivir. Las respuestas variarán dependiendo del animal que se seleccione. Sin embargo, los estudiantes deben identificar si el color le ayuda al animal a mimetizarse o a destacarse y explicar cómo esto ocurre. 2013 National Geographic Learning. Todos los derechos reservados. Los maestros pueden copiar esta hoja para distribuir a sus estudiantes. National Geographic Explorer, Pathfinder Page T8S Septiembre 2013
Summary Lucy ooke is a National Geographic Emerging Explorer and a zoologist who studies frogs and other amphibians. She is an outspoken educator about the dangers these animals face. She feels this is extremely important because a growing number of frog species are disappearing. Into the Rain Forest: Overview Materials Needed Trekking through the rain forest to study frogs can be difficult work, so it is important to have a clear head, the right supplies, and an understanding of your place as a visitor in that ecosystem. photos of items mentioned in the article such as a backpack, bug spray, long-sleeve shirts, boots, and a headlamp photos of items not mentioned in the article such as sunblock, an umbrella, flip-flops, a microwavable meal, a bicycle, a camera, a white lab coat, and a refrigerator index cards signs that say Fact, Opinion, and Inference Learning Objectives Students will: understand that human activities have contributed to the extinction of some frog species; recognize the importance of zoologists research and education efforts toward saving frog habitats; understand how to use details, examples, and/or direct quotes to understand what a text says explicitly or to draw inferences from a text; demonstrate the proper use of commas; identify an author s purpose; and distinguish between facts, opinions, and inferences in a text. t a p e art supplies or access to an electronic presentation program Resources Learn more about Lucy ooke: http://education.nationalgeographic.com/education/ news/real-world-geography-lucy-cooke/?ar_a=1 Learn more about the threats to frog populations: http://ngm.nationalgeographic.com/ngm/0105/feature6/ index.html Learn more about the waxy monkey frog : http://beardsleyzoo.org/monkeyfrog-fk1 http://www.torontozoo.com/explorethezoo/ nimaldetails.asp?pg=784 National Geographic Explorer, Pathfinder Page T9 September 2013
Into the Rain Forest: ackground zoologist is a scientist who studies animals, both in the animal s natural habitat, in laboratories, and in zoos and aquariums. Zoologists study animal habits, behavior, interactions, and development. Many zoologists divide their time between research and teaching. Lucy ook is a zoologist, digital storyteller, and a National Geographic Emerging Explorer. She has made it her goal to focus people s attention on amphibians and other animals that are often overlooked but may be in danger of extinction. ccording to the International Union for the onservation of Nature, 32 percent of the world s amphibian species are threatened or extinct due to climate change and loss of habitat. ctivities, such as land clearing, the draining of wetlands, and burning of brush in frog habitats are some ways in which humans have contributed to this growing problem. Fast Facts Frogs can live almost anywhere they find fresh water. This includes deserts and the rctic. Many frogs can leap up to 20 times their body length. The longest frog jump on record is 10.198 meters (33 feet, 5.5 inches). Frogs don t drink water. Instead, they absorb water through their skin. Poison dart frogs got their name because some olombian tribes use their poison to tip blowgun darts. One five-centimeter-long (two-inch-long) golden poison dart frog has enough poison to kill 10 adult humans. The waxy coating on waxy tree frogs lets them lie in the sun during the day a habit that would dry most frogs out quickly. National Geographic Explorer, Pathfinder Page T10 September 2013
Into the Rain Forest: Prepare to Read ctivate Prior Knowledge What Do You Need to Study Frogs? 1. Prior to this activity, gather photos that show some or all of the items mentioned in the article: a backpack, bug spray, long-sleeve shirts, boots, and a headlamp. lso gather photos of items not mentioned such as sunblock, an umbrella, flip flips, a microwavable meal, a bicycle, a camera, a white lab coat, and a refrigerator. 2. Display the photos for students. Tell students that they are going to read an article about a scientist who studies frogs in the rain forest. hallenge students to pack a suitcase by selecting the items from the photos that they think she uses to complete her work. Vocabulary Exploring Words from Different ngles 1. Display the Wordwise words on page 15 of the projectable edition and discuss the meaning of each. Then give each student an index card. e- edition 2. Have students draw a picture illustrating the word amphibian on the front of their cards. Emphasize that there should be no words on this side of the card. Then have them flip the card over and draw a horizontal line dividing the card in half. On the top half, have students write the word followed by its definition. On the bottom half, have students write a sentence in which they use the word correctly. web 3. Have students explain why they did or did not select each item. Revisit their choices after reading the article. 3. Give each student three more cards and have them create vocabulary cards for the remaining Wordwise words. 4. Divide the class into small groups. ased on the illustrations, have students identify each word. Then have students share their sentences, leaving out the vocabulary word as they read. Have classmates fill in the correct word. National Geographic Explorer, Pathfinder Page T11 September 2013
Explore Reading Investigating Textual Evidence Into the Rain Forest: Language rts 1. Write the following questions on the board: Who? What? Where? When? Why? How? Then display pages 10-11 of the projectable edition. Using information from the headline, deck, and photo, ask students to answer any of these questions that they can. 2. Once students have done this, ask them to identify the main idea of the article they are about to read. (Lucy ooke is an explorer who studies frogs that live in rain forests.) Which questions did they answer? (Who? What? Where?) 3. Have students read the article in small groups. fter reading each section, have them create questions out of the words on the board and the section s subhead. Tell students that this will help them identify key details that they just read. For instance: Who packs carefully? What does she pack carefully? Where does she pack it? When does she pack it? Why does she pack carefully? How does she pack carefully? Have students record their answers on a piece of paper. 4. When all groups have finished reading the article, have them share their results with the class. Record details that all groups think are most important on a piece of chart paper. Then have students return to the opening page. Tell them to use the key details they have recorded to answer the questions when, why, and how. ommon ore Grade-Level Differentiation Grade 4: Have students make the distinction between information that is stated explicitly versus inferences drawn from the text. Grade 5: Encourage students to quote accurately from the text as they identify information stated explicitly and inferences drawn from the text. e- edition Explore Writing Writing to Support a Worthy ause 1. sk students: Why does Lucy ooke study frogs? Why web is this important? Invite volunteers to share their thoughts. 2. Divide the class into small groups. Have the groups gather information from the text and other resources to answer the two questions. Tell students to use the information to create a brochure supporting ooke s efforts. ommon ore Grade-Level Differentiation Grade 4: Have students identify multiple reasons, categorize evidence to support each, and provide a list of print and digital sources. Grade 5: Have students identify multiple reasons, categorize evidence to support each, summarize or paraphrase the information, and provide a list of print and digital sources. Extend Language Using ommas orrectly 1. Write the following sentence on the board: We all stink of mold and bug spray, ooke says. 2. sk students to look at the punctuation marks in the sentence. Identify each and discuss its purpose in the sentence. Have students scan the article to find at least one more example of each. 3. Then have students imagine that they are interviewing Lucy ooke. Have them write five questions and ooke s possible response to each. Tell students to use the information to write a short interview with ooke. ommon ore Grade-Level Differentiation Grade 4: Encourage students to use commas and quotation marks to mark direct speech and quotations. Grade 5: hallenge students to use a comma to separate an introductory element from the rest of the sentence. National Geographic Explorer, Pathfinder Page T12 September 2013
Into the Rain Forest: Reading Informative Texts Explore Informative Texts Using uthor s Purpose to Send a Message 1. Remind students that authors generally have one of three main purposes in mind when they write: to inform, to persuade, or to entertain their readers. Discuss what these terms mean and have students give an example of each. 2. sk students what they think the purpose of this article is. (to inform) How do they know? (The article tells them about ooke s career studying frogs.) Identifying Types of Statements 1. Prior to this activity, create three signs that say Fact, Opinion, and Inference. Tape them to the board. 2. Draw students attention to the signs. Invite volunteers to explain what these terms mean. Discuss students ideas, and guide them to understand that facts are true statements, opinions are personal beliefs, and inferences are reasoned judgments gleaned from surrounding information. 3. Explain to students that texts usually include clues that can help the reader identify the author s purpose. These clues are typically tied to facts or emotions. Discuss with students whether each author s purpose is tied to facts or emotions or if it could possibly be tied to both. 4. Then divide the class into small groups. Tell students to imagine that Lucy ooke is coming to their school to speak about the disappearing habitats of frogs. Three school clubs are promoting her visit: the school newspaper, the Save the Frogs Foundation, and the reative Filmmaking Society. 3. Give each student a copy of the ctivity Master. Have students scan the article to find examples of facts, opinions, and inferences. On their ctivity Masters, have them record their examples, identify the type of statement, and explain why each example fits into the selected category. ctivity Master, page T14 5. Have each group decide which club they belong to and how this connection will affect the way they promote ooke s visit. Then have them create a promotional flier that incorporates that purpose into its message. Students can create the flier on plain white paper using art supplies or they may use an electronic presentation program. 6. Have groups share their completed fliers. s they do, have other groups discuss the content and try to identify which school group they belong to and the author s purpose behind the message. National Geographic Explorer, Pathfinder Page T13 September 2013
Into the Rain Forest ctivity Master Name: Identifying Types of Statements Find and record examples of facts, opinions, and inferences in the article. Explain why each is the selected type of statement. Example Identification (fact, opinion, inference) Explanation 2013 National Geographic Learning. ll rights reserved. Teachers may copy this page to distribute to their students. National Geographic Explorer, Pathfinder Page T14 September 2013
Into the Rain Forest ssessment Name: Read each question. Fill in the circle next to the correct answer or write your response on the lines. 1. Which of the following might a zoologist study? snakes rocks trees 2. Where do amphibians live? only on land only in water on land and in water 3. Which of these can help frog populations grow? People build cities around frog habitats. Frogs get a fungus. Scientists teach others about frogs. 4. Why does ooke think it s important to get people talking about frogs? There are a lot of interesting facts about frogs. If people care about frogs, they may try to help save them. It teaches people what to do if they see a frog. 5. What is one lesson ooke has learned and why is it important? 2013 National Geographic Learning. ll rights reserved. Teachers may copy this page to distribute to their students. National Geographic Explorer, Pathfinder Page T15 September 2013
Into the Rain Forest Name: nswer Key ctivity Master Identifying Types of Statements Find and record examples of facts, opinions, and inferences in the article. Explain why each is the selected type of statement. Possible Responses Example Identification (fact, opinion, inference) Explanation rain forest is not a glamorous place. Rain forests are often hot, humid, and full of surprises. Opinion Fact This is a personal belief. While glamorous can mean glitzy and fancy, it can also mean exciting and desirable. Some people might view rain forests this way. Observations prove this to be a true statement. Many frogs live in rain forests. Inference Lucy ooke studies frogs. She says a good way to see them is to go where they live. She goes to the rain forest. Therefore, many frogs must live in rain forests. 2013 National Geographic Learning. ll rights reserved. Teachers may copy this page to distribute to their students. National Geographic Explorer, Pathfinder Page T14 September 2013
Into the Rain Forest ssessment Name: nswer Key Read each question. Fill in the circle next to the correct answer or write your response on the lines. 1. Which of the following might a zoologist study? snakes rocks trees 2. Where do amphibians live? only on land only in water on land and in water 3. Which of these can help frog populations grow? People build cities around frog habitats. Frogs get a fungus. Scientists teach others about frogs. 4. Why does ooke think it s important to get people talking about frogs? There are a lot of interesting facts about frogs. If people care about frogs, they may try to help save them. It teaches people what to do if they see a frog. 5. What is one lesson ooke has learned and why is it important? nswers will vary. 2013 National Geographic Learning. ll rights reserved. Teachers may copy this page to distribute to their students. National Geographic Explorer, Pathfinder Page T15 September 2013
Hacia el bosque tropical opia maestra de actividades Nombre: Identificando tipos de declaraciones usque y escriba ejemplos de hechos, opiniones e inferencias en el artículo. Explique por qué cada uno pertenece al tipo seleccionado de declaraciones. Ejemplo Identificación (hecho, opinión, inferencia) Explicación 2013 National Geographic Learning. Todos los derechos reservados. Los maestros pueden copiar esta hoja para distribuir a sus estudiantes. National Geographic Explorer, Pathfinder Página T14S Septiembre 2013
Hacia el bosque tropical Nombre: Evaluación Lea cada pregunta. omplete el círculo al lado de la respuesta correcta o escriba su respuesta en las líneas. 1. De las siguientes opciones, qué estudiaría un zoólogo? las serpientes las rocas los árboles 2. Dónde viven los anfibios? sólo en la tierra sólo en el agua en la tierra y en el agua 3. uál de estas podría ayudar a aumentar a las poblaciones de ranas? La gente construye ciudades alrededor de los hábitats de las ranas. Las ranas contraen un hongo. Los científicos les enseñan a los demás sobre las ranas. 4. Por qué es importante para ooke que la gente hable sobre las ranas? Hay muchos hechos interesantes sobre las ranas. Si a la gente le importan las ranas, tal vez ayuden a salvarlas. Le enseña a la gente lo que debe hacer al ver una rana. 5. Qué lección ha aprendido ooke y por qué es importante? 2013 National Geographic Learning. Todos los derechos reservados. Los maestros pueden copiar esta hoja para distribuir a sus estudiantes. National Geographic Explorer, Pathfinder Página T15S Septiembre 2013
Hacia el bosque tropical opia maestra de actividades Nombre: Identificando tipos de declaraciones usque y escriba ejemplos de hechos, opiniones e inferencias en el artículo. Explique por qué cada uno pertenece al tipo seleccionado de declaraciones. Posibles respuestas Hoja de respuestas Ejemplo Identificación Explicación (hecho, opinión, inferencia) Un bosque tropical no es un lugar glamoroso. Opinión Esta es una creencia personal. unque glamoroso puede significar elegante, puede ser también algo fascinante y atractivo. lgunas personas pueden percibir al bosque tropical así. Los bosques tropicales son generalmente calientes, húmedos y llenos de sorpresas. Muchas ranas viven en el bosque tropical. Hecho Inferencia La observación puede comprobar que esta declaración es verdadera. Lucy ooke estudia las ranas. Dice que una buena manera de verlas es yendo donde viven. Ella va al bosque tropical. Por lo tanto, muchas ranas deben vivir en los bosques tropicales. 2013 National Geographic Learning. Todos los derechos reservados. Los maestros pueden copiar esta hoja para distribuir a sus estudiantes. National Geographic Explorer, Pathfinder Página T14S Septiembre 2013
Hacia el bosque tropical Evaluación Nombre: Hoja de respuestas Lea cada pregunta. omplete el círculo al lado de la respuesta correcta o escriba su respuesta en las líneas. 1. De las siguientes opciones, qué estudiaría un zoólogo? las serpientes las rocas los árboles 2. Dónde viven los anfibios? sólo en la tierra sólo en el agua en la tierra y en el agua 3. uál de estas podría ayudar a aumentar a las poblaciones de ranas? La gente construye ciudades alrededor de los hábitats de las ranas. Las ranas contraen un hongo. Los científicos les enseñan a los demás sobre las ranas. 4. Por qué es importante para ooke que la gente hable sobre las ranas? Hay muchos hechos interesantes sobre las ranas. Si a la gente le importan las ranas, tal vez ayuden a salvarlas. Le enseña a la gente lo que debe hacer al ver una rana. 5. Qué lección ha aprendido ooke y por qué es importante? Las respuestas variarán. 2013 National Geographic Learning. Todos los derechos reservados. Los maestros pueden copiar esta hoja para distribuir a sus estudiantes. National Geographic Explorer, Pathfinder Página T15S Septiembre 2013
Summary quarius is an underwater laboratory off the Florida Keys where scientists can study coral reefs for extended time periods. The goal of quarius research is to help reef conservation efforts by finding out how to keep coral reefs healthy. Learning Objectives Students will: understand that environmental changes can be slow or they can happen quickly, and these changes affect every organism living in that environment; recognize that changes in an environment can be helpful or harmful to an organism; understand how to interpret information in photos, maps, and infographics; write an effective informative text that is focused, organized, and easy to understand; and know how and when to use specific prepositions and prepositional phrases. Explore infographics. Visit www.ngpathfinder.org to download the free interactive whiteboard lesson for this article. quarius: Overview e- edition web Materials Needed pieces of paper (2 per student) paper bags (1 per group) plain white paper (2 sheets per student) crayons or colored pencils a piece of chart paper Florida International University s bout quarius site at: http://aquarius.fiu.edu/about-aquarius/ Florida International University s quarius main site at: http://aquarius.fiu.edu the National Oceanic and tmospheric dministration (NO) article quarius Underwater Laboratory at: http://oceanexplorer.noaa.gov/technology/diving/aquarius/ aquarius.html NO s interactive reef at: http://coralreef.noaa.gov/ aboutcorals/interactivereef/ Resources the Live Science article Jacques ousteau s Grandson to Lead 31-Day Underwater Mission at: http://www. livescience.com/37516-fabien-cousteau-underwatermission.html Watch a video about quarius: http://www.oneworldoneocean.com/video/entry/ introducing-mission-aquarius-dive-into-an-underwaterlaboratory#.uegnshzz5ti See quarius scientists study sponges: http://www.oneworldoneocean.com/video/entry/missionaquarius-gropro-dive-into-aquarius#.uegonxzz5ti Learn more about NO s oral Reef onservation Program: http://coralreef.noaa.gov National Geographic Explorer, Pathfinder Page T16 September 2013
quarius: ackground quarius is located within the Florida Keys National Marine Sanctuary, which protects 2,900 square nautical miles surrounding the Florida Keys. The sanctuary contains the world s third largest barrier reef, shipwrecks, and other historical treasures, along with more than 6,000 species of marine life. It is one of 14 protected areas within the National Marine Sanctuary System. Fast Facts It would take 60 to 70 days of a surface-based program to equal the amount of study time in one 10-day quarius mission. Filmmaker and underwater explorer Fabien ousteau plans to live in quarius for 31 days beginning October 1, 2013. He is the grandson of Jacques-Yves ousteau. Since 1993, quarius scientists have gone on 114 missions. In addition to supporting one of the longestrunning and most detailed coral reef programs in the world, major studies of quarius scientists include: investigating the impact of global change, human impact, natural changes, and marine reserves on coral reefs; identifying a disease that killed large groups of hard corals in the Florida Keys; and gaining a better understanding of the role sponges play in coral reefs, the importance of water flow in coral feeding, and the interactions of herbivores in the coral reef ecosystem. oral reefs are important ecosystems for a variety of reasons. They protect coastlands, provide natural spawning and nursery grounds, and provide food, recreation, and jobs for millions of people. oral reefs are some of the most diverse ecosystems in Earth s ocean. They often give researchers clues about the ocean s health because coral reefs respond relatively quickly to environmental changes. National Geographic Explorer, Pathfinder Page T17 September 2013
ctivate Prior Knowledge Using Text Elements as lues 1. Display the images on pages 16-17 of the projectable edition, covering the headline and deck. sk students to identify anything they recognize. Tell them to use those clues to guess what they re looking at. 2. Uncover the headline. Tell students to add this information to what they ve already seen. Then ask students what the article is about. Did the headline reveal enough information to figure it out? 3. Uncover the deck. Invite a volunteer to read the deck aloud. s a class, discuss the subject of this article and how the deck helped students figure it out. quarius: Prepare to Read e- edition Vocabulary Understanding and Restating Definitions 1. Display the Wordwise words on page 23 in the projectable edition. Review each word and its definition with the class. web e- 2. Divide the class into groups of three. Give each group member two pieces of paper and each group a paper bag. 3. Tell groups to assign each member a different vocabulary word. Have students write their assigned words on one piece of paper and its definition on the other. When they are finished, tell them to fold their papers and put them in their group s bag. 4. One at a time, have group members take a piece of paper from the bag and read it aloud. If it s a definition, they must state the correct vocabulary word. If it s a word, they must state the definition. edition web 5. s they pull papers from the bag, have students match up words and their definitions. Once all matches made, have the return the papers to the bag and pick again. This time, they must restate each definition in their own words. National Geographic Explorer, Pathfinder Page T18 September 2013