MAY 2015 Explorer ADVENTURER NGEXPLORER.CENGAGE.COM PASSWORD: EXPLORER TEACHER’S GUIDE—ADVENTURER Tool Time: Overview Summary Materials Needed • Like humans, animals make and use tools. Animals make tools out of things they find in their environment. • i ndex cards • Animals use the tools to accomplish different tasks. Tools may help animals eat, drink, or clean themselves. They may make weapons. Making and using tools helps animals survive. • t he National Geographic video "Chimps and Tools" at: http://video.nationalgeographic.com/video/chimp_ tools?source=relatedvideo • "Tool Time" poster • t he National Geographic video "'Genius' Chimp Outsmarts Tube" at: http://video.nationalgeographic. com/video/ape-genius-ani?source=relatedvideo Curriculum in This Article Common Core State Standards • Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RI.4.1) Additional Resource • Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RI.5.1) •W atch a video in which Jane Goodall tells how she discovered that animals make and use tools: ▶https://vimeo.com/5002231 • C onduct short research projects (that use several sources) to build knowledge through investigation of different aspects of a topic. (W.4/5.7) • Use context as a clue to the meaning of a word or phrase. (L.4/5.4.a) To access the projectable edition of this article, go to the Teacher tab for this magazine at: ngexplorer.cengage.com. e- edition web Next Generation Science Standards • Disciplinary Core Idea: Structure and Function— Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. National Geographic Explorer, Adventurer Go to the Teacher tab at ngexplorer. cengage.com to access the free interactive whiteboard lesson for this article Page T1 e- edition May 2015 web Tool Time: Background Fast Facts • Animals have behavioral adaptations that help them survive. One example of this is the ability to make and use tools. • Th e archerfish uses water as a hunting tool. It squirts a stream of water so powerful that it knocks prey out cold. • People long thought that only humans could make and use tools. But in 1960, National Geographic explorer Jane Goodall saw something that changed the way people think. She observed chimpanzees making and using tools to remove termites from a termite mound. • S tudies show that chimps not only make and use tools, but they can modify tools when necessary to accomplish a task. • Since then, we have learned that animals make and use tools for various reasons. Many animals use tools to get food. ▶T he New Caledonian crow makes hooks out of twigs to catch prey. ▶I f a sea otter can't open a sea urchin or mollusk shell with its teeth, it puts a stone on its stomach and pounds on the shell until it cracks open. • Animals also use tools for protection. ▶T he veined octopus uses two seashells or coconut shells to build a sturdy shield around its body. ▶B ottlenose dolphins wrap their beaks in sponges to protect themselves from rough rocks and stinging plants on the seafloor. • Some animals use tools to solve problems. Elephants use grass and branches to swat away pesky insects. They even make the pieces shorter and strip off side branches to turn them into more effective tools. National Geographic Explorer, Adventurer Page T2 May 2015 Tool Time: Prepare to Read Activate Prior Knowledge ELL Connection 1. Brainstorm with the class to create a list of utensils 1. Instruct students to examine the Wordwise words on Recognizing That Animals Use Tools Connecting Vocabulary Words they use when they eat or drink. Obvious answers are a fork, knife, and spoon. Encourage students to think broader to include items such as chopsticks, a nutcracker, or a straw. page 9 of their magazines. Invite them to share what they know about each vocabulary word. 2. Display page 4 of the projectable edition. Zoom in 2. Examine the list. Then ask students if they've ever seen an animal use a tool in a similar way. If so, what did they see? If not, do students think it's even possible for animals to do this? 3. Invite students to share their opinions. Revisit the on the first paragraph of the section "A Matter of Survival." Invite a volunteer to read the paragraph aloud. Examine the paragraph in detail to show students how three of the Wordwise words are connected. 3. Revisit the Wordwise words. As a group, brainstorm question after reading the article and encourage students to share what they learned. additional ways to make connections between two or more terms on the list. Vocabulary Exploring Wordwise Words 1. Display the Wordwise words on page 9 of the projectable edition and discuss the meaning of each. Then give each student an index card. 2. Direct students to write the term behavioral adaptation on the front of the card. Encourage them to also draw a picture that helps explain what this word means. Instruct students to then flip the card over and draw a horizontal line dividing it in half. Tell them to write the word and its definition on the top half of the card. On the bottom half, instruct them to write a sentence in which they use the word correctly. 3. Give each student four more cards. Instruct them to create a vocabulary card for each of the remaining Wordwise words. 4. Divide the class into small groups. Encourage students to explain to their groups how the pictures they drew relate to each term. Then have them share their sentences, leaving out the vocabulary word as they read. Challenge group members to fill in the correct word for each sentence. National Geographic Explorer, Adventurer Page T3 May 2015 Tool Time: Language Arts Explore Reading Explore Writing 1. D isplay pages 4-5 of the projectable edition. Give 1. H ave students imagine that they work for the Drawing Inferences About Animal Tools Conducting a Research Project students time to view the image and absorb the information in the headline and deck. Ask: What is this monkey doing? 2.I nvite the class to respond. If necessary, guide students to recognize that the monkey is using a rock to crack the nuts. Point out that nowhere on this page does it say that this is what the monkey is doing. So ,how do you know? Encourage students to try to explain. 3. O nce they have a focus in mind, instruct groups state things explicitly, or outright. That is when readers must make inferences, or “read between the lines.” Explain that inferences are conclusions. They are not wild guesses. When you make an inference, you combine information from the text and photos with what you already know to come to a logical conclusion. Tool Time 2. H ave students rejoin the groups they worked with when reading the article. Instruct them to identify a focus for their segment. Do they want to report on one animal, one type of tool, or animals that use multiple tools for the same purpose? 3. I nform the class that sometimes a writer does not 4. G ive each student a copy of National Geographic Channel, which is producing a documentary on how animals use tools. They have been assigned to a team that is responsible for one short segment of the film. review what they learned to create an outline for their segment. Then encourage them to conduct additional research to gather enough information to write a script for a three- to five-minute video presentation. 4. G ive groups time to complete their research projects. Have each group share its script with the class. Name: Activity Master the Activity Master. Divide the class into small groups. Instruct groups to read the article together. After reading, encourage them to draw three photos from the article. Then Activity Master, challenge them record what they page T6 read and what they know to make an inference about what is happening in photo. Drawing Inferences About Animal Tools Draw three animals in the article. Record information from the article and what you know to make an inference about how this animal uses a tool. = National Geographic Explorer, Adventurer What I Infer Page T6 © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. + + = + = + What I Know + What I Read + What I See May 2015 groups to share their findings with the class. Common Core Grade-Level Differentiation Grade 4: ▶Encourage groups to refer to specific details and examples in the text that support their inferences. National Geographic Explorer, Adventurer Defining Unknown Words 1. D isplay page 4 of the projectable edition. Zoom in on the second paragraph of the section, "A Moment of Discovery." Read aloud the paragraph and highlight the word fish in the last line of text. 2. A sk students what it means to "fish" for termites. Then 5. W hen all groups are done, rejoin as a class. Instruct Grade 5: ▶Instruct students to quote accurately from the text when explaining what the text says explicitly and inferences the writer makes. Explore Language challenge them to explain how they knew this. Guide the class to recognize that the text gave them clues. It included an example that compared what the chimp was doing to something they might do themselves. This helped them understand what the writer intended when she used this word. 3. D ivide the class into small groups. Assign each group one section of the article. Instruct groups to review their section and write down any words they don't know or find confusing. Rejoin as a class. Encourage students to search for definitions, examples, restatements, cause/effect relationships, or comparisons in the text that help them understand each word. Page T4 May 2015 Tool Time: Science Explore Science Discovering that Animals Use Tools Observing Animals That Use Tools 1. P rior to conducting this activity, download the 1. T ake the class to a quiet area outside. Instruct students National Geographic video "Chimps and Tools" at: to sit and observe the animals around them. http://video.nationalgeographic.com/video/chimp_ tools?source=relatedvideo 2. E ncourage students to take notes about what they see. How do the animals get food, protect themselves, and solve problems? Do any of the animal make and use tools? 2. D isplay page 4 of the projectable edition. Review the information in the section, "A Moment of Discovery." Examine how Jane Goodall discovered that animals make and use tools. Discuss why this was such an important discovery. 3. R eturn to the classroom and invite students to share what they observed. Discuss in depth any examples of animals that made and used tools. Encourage students to compare what they saw to the examples they read about in the article. If students weren't able to observe this, discuss how the animal behaviors they did see helped the animals survive. 3. D isplay the video. Invite students to comment on what they saw. Point out that this is likely similar to what Goodall saw when she observed chimps "fishing" for termites in 1960. Discuss reasons why being able to make and use tools would help chimps and other animals survive. Extend Science How Tools Help Animals Survive Appreciating Animal Intelligence 1. R eview the "Tool Time" poster with the class. Challenge students to identify what each animal uses as a tool; why the tool is needed; and how the tool helps the animal survive. 2. R eview the article with the class to create a list of animals it mentions. Then divide the class into small groups. Assign each group one animal from the article. Challenge groups to answer those same question as they relate to their animals: What does the animal use as a tool? Why is the tool needed? How does the tool help the animal survive? 1. D ownload the National Geographic video "'Genius' Chimp Outsmarts Tube" at: http:// video.nationalgeographic.com/video/ape-geniusani?source=relatedvideo 2. B egin displaying the video, but stop at the 10-second mark when the words "What would you do?" appear on the screen. Invite students to share their ideas as well as their predictions about what the chimp will do. 3. D isplay the rest of the video. Encourage students 3. I nvite groups to share what they learned with the class. Guide the class to recognize that each tool, regardless of its purpose, helps animals survive in their environments. National Geographic Explorer, Adventurer Page T5 to express their opinions about the chimpanzee's ability to make and use a tool in this puzzling situation. May 2015 Tool Time Activity Master Name: Drawing Inferences About Animal Tools + = What I Know + = What I Read + = What I Infer May 2015 © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Draw three animals in the article. Record information from the article and what you know to make an inference about how this animal uses a tool. What I See + Page T6 + National Geographic Explorer, Adventurer + Tool Time Name: Assessment 1. Why was learning that animals make and use tools an unexpected discovery? A People thought that animals didn't want to use tools. B People thought that only humans used tools. C People thought that animals used but couldn't make tools. 2. How does a chimp use a tool to get food? A It cracks eggs with rocks. B It uses bait to lure fish. C It uses grass to "fish" for termites. 3. Which animals use tools for protection? A sea otter and striated heron B Egyptian vulture and elephant C veined octopus and dolphin 4. Which statement is true? A All tool use is a behavioral adaptation. B All tool use is a learned behavior. C All tool use is an inherited trait. © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Read each question. Fill in the circle next to the correct answer or write your response on the lines. 5. Describe two ways orangutans use tools. National Geographic Explorer, Adventurer Page T7 May 2015 Tool Time Activity Master Name: Answer Key Drawing Inferences About Animal Tools What I Infer Draw three animals in the article. Record information from the article and what you know to make an inference about how this animal uses a tool. What I Know Students should make a logical guess, or inference, based on the information supplied. May 2015 © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. What I Read Students should record information from the article related to each image. + What I See Students should copy three images from the article. + = = + = Students should record examples from their own knowledge or experience related to each image. + Page T6A + National Geographic Explorer, Adventurer + Tool Time Name: Assessment Answer Key 1. Why was learning that animals make and use tools an unexpected discovery? A People thought that animals didn't want to use tools. B People thought that only humans used tools. C People thought that animals used but couldn't make tools. 2. How does a chimp use a tool to get food? A It cracks eggs with rocks. B It uses bait to lure fish. C It uses grass to "fish" for termites. 3. Which animals use tools for protection? A sea otter and striated heron B Egyptian vulture and elephant C veined octopus and dolphin 4. Which statement is true? A All tool use is a behavioral adaptation. B All tool use is a learned behavior. C All tool use is an inherited trait. 5. Describe two ways orangutans use tools. Tell how the tools help orangutans survive. Possible responses: Orangutans use leaves like an umbrella. This shelter helps them stay dry when it rains. They carry kits filled with tools that help them get food. Different tools help them get different kinds of food. Some orangutans make whistles out of leaves. The whistles help them communicate with one another. National Geographic Explorer, Adventurer Page T7A May 2015 © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Read each question. Fill in the circle next to the correct answer or write your response on the lines. Sky Caves of Nepal: Overview Summary Materials Needed • L ong ago, people dug thousands of caves into the sides of high cliffs in Nepal. When the people left, the caves were forgotten. • the National Geographic article "'Shangri-La' Caves Yield Treasures, Skeletons" at: http://news. • People rediscovered the caves. Now archaeologists are exploring the caves to learn about this lost culture. Curriculum in This Article nationalgeographic.com/news/2009/11/091117-shangri-lasecrets-tibet-treasures-caves.html • a world map •G oogle Maps at: https://www.google.com/maps/@29.1 9209,83.8736978,34827m/data=!3m1!1e3 (for teacher reference only) Common Core State Standards • E xplain how an author uses reasons and evidence to support particular points in a text. (RI.4.8) • E xplain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (RI.5.8) • Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (W.4/5.4) Additional Resource •L earn more about the sky caves of Nepal: ▶http://ngm.nationalgeographic.com/2012/10/mustangcaves/finkel-text To access the projectable edition of this article, go to the Teacher tab for this magazine at: ngexplorer.cengage.com. • Use commas and quotation marks to mark direct speech and quotations from a text. (L.4.2.b) e- edition • Use a comma to separate an introductory element from the rest of the sentence. (L.5.2.b) National Council for the Social Studies • Standard 2.d: Time, Continuity & Change—Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time so that the learner can identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others. National Geographic Explorer, Adventurer Page T8 May 2015 web Sky Caves of Nepal: Background Fast Facts • The sky caves are located in the Mustang district of Nepal. Mustang, it's thought, was once a kingdom ruled by powerful kings. •F ew people have explored inside the sky caves of Nepal. They are located in a restricted area of Nepal that has been long closed to outsiders. • The steep cliffs of this remote location contain as many as 10,000 human-built caves. Many of the caves are thousands of years old. Almost all evidence that might reveal who built the caves, why they were built, or how people got into them has been lost over time. • I n addition, accessing the sky caves takes expert mountaineering skills. Pete Athans, the climber who led the team of archaeologists on this expedition, has reached the summit of Mt. Everest seven times. He is known as "Mr. Everest." • Seven hundred years ago, Mustang was the center of Buddhist scholarship and art. It was also, most likely, the easiest connection between the salt deposits of Tibet and cities of the Indian subcontinent. This made Mustang a busy and important place. Salt, at the time, was one of the world's most valuable commodities. • In the 17th century, Mustang's reign came to an end. Nearby kingdoms took over and cheaper salt became available from India. The people left, and the caves of Mustang—which had served over time as burial chambers, homes, storage units, and military lookouts—were forgotten. • It wasn't until the mid-1990s that the area was rediscovered. Archaeologists began exploring some of the more accessible caves. They found burial chambers containing human remains that were at least 2,000 years old. The bodies were adorned with copper jewelry and glass beads, items that reflected the area's history of wealth and status. • Pete Athans first saw the caves in 1981. He was finally able to get the necessary permits to explore the caves in 2007. During multiple visits, Athans has found exquisite portraits; a collection of hand-written manuscripts; and other artifacts that are just beginning to reveal the secrets of this once-powerful place. National Geographic Explorer, Adventurer Page T9 May 2015 Sky Caves of Nepal: Prepare to Read/Language Arts Activate Prior Knowledge Explore Writing 1. Display pages 10-11 of the projectable edition, only 1. R eview with students reasons why authors write: to Brainstorming Ideas About Sky Caves Write an Informative Book showing the article's headline. Encourage students to brainstorm ideas about what they think it means. 2. Zoom out to show the image as well. Instruct students to incorporate what they see into their ideas. Invite volunteers to explain what they think a sky cave is. 3. D ivide the class into pairs. Instruct partners to review the article to record information about the people who lived in the sky caves. Encourage them to conduct research to learn more. Explaining Reasons and Evidence 1. Write the words reasons and evidence on the board. Ask students what these two words mean and how they are different. (A reason is a motive. Evidence is proof. Reasons explain why something happened. Evidence tells how.) 4. Th en challenge partners to write an informative book about the people who lived in the sky caves. Encourage them to target the book toward an audience of students their age. 2. Tell students that in this article the writer calls the sky caves of Nepal "one of the world's great archaeological mysteries." He also says that the caves are "slowly giving up their secrets." Their job is to look for reasons and evidence that support each of these statements. 3. Give each student a copy of the Activity Master. examine their findings and write a short explanation detailing how the writer used reasons and evidence to support these two key points. Sky Caves of Nepal Name: Activity Master Explaining Reasons and Evidence Record reasons and evidence from the article that support each statement. Explain how the writer supports each point. Reasons The writer calls the sky caves “one of the world’s great archaeological mysteries.” Explore Language Using Commas Correctly 1. Display page 12 of the projectable edition. In the section, "A Curious Find," zoom in on the following sentence: “Signs of violence," she said. "Or maybe he was kicked by a horse?" Evidence 2. Ask students to look at the punctuation marks in the Reasons The writer says the caves are “slowly giving up their secrets.” Explain how the writer uses reasons and evidence to support these two key points. National Geographic Explorer, Adventurer Page T12 May 2015 Activity Master, page T12 Common Core Grade-Level Differentiation Grade 4: ▶Have students explain how the writer used reasons and evidence to support the key points. Grade 5: ▶Challenge students to identify which reasons and evidence support which points. National Geographic Explorer, Adventurer sentence. Identify each and discuss its purpose. Evidence © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. 4. After reading, instruct groups to 2. E xplain that an informative text has several key parts: a topic sentence, main ideas, supporting details, and a concluding statement. Review what these terms mean. Explore Reading Divide the class into small groups. Instruct groups to read the article, recording any reasons or evidence they find. inform, persuade, or entertain. Have students identify the purpose of this text (to inform). Ask what the text was trying to tell (why the caves are mysterious). Common Core Grade-Level Differentiation Grade 4: ▶Encourage students to use commas and quotation marks to mark direct speech and quotations. Grade 5: ▶Review how to use a comma to separate an introductory element from the rest of the sentence. Challenge students to incorporate multiple examples into their articles. Page T10 May 2015 Sky Caves of Nepal: Social Studies Explore Social Studies Extend Social Studies Reconstructing the Past Mapping the Sky Caves 1. Prior to conducting this activity, download the National Geographic article "'Shangri-La' Caves Yield Treasures, Skeletons" at: http://news.nationalgeographic. com/news/2009/11/091117-shangri-la-secrets-tibettreasures-caves.html 2. Display page 14 of the projectable edition. Zoom in on the section, "What's Been Found." Review the section with the class and highlight each item that could be identified as an artifact of the sky cave culture. Discuss what each of these items might reveal about this ancient culture. 3. Share the article with the class. Display the video, "PBS Previews: Secrets of Shangri-La," which is included in the article. Encourage students to discuss what they learned about the artifacts and how specific items deepened their understanding of the sky cave culture. Connecting the Past to the Present 1. As a class, identify different parts that define a culture. 1. Ask the class where the sky caves are located (Nepal). Then ask students where Nepal is. Invite them to share what they know. If necessary, point out Nepal on a world map. 2. Remind students that the article said the sky caves were in a remote location. That is part of the reason they were long forgotten. 3. Divide the class into small groups. Instruct groups to conduct research to learn where in Nepal the sky caves are. Challenge them to find that spot using Google Maps. (Note: Students should be near these coordinates: https://www.google.com/maps/@29.19209,8 3.8736978,34827m/data=!3m1!1e3 4. Invite groups to share what they discovered. Zoom in and out of the map to give them a better idea of the caves' location. Encourage students to examine the landscape. Discuss how it influenced the history of this place. If necessary, prompt students with ideas such as food, clothing, language, or customs. 2. Discuss the types of items researchers could use to learn about culture. For instance, the archaeologists in the article learned from the remains of people, mirrors, jewelry, and other items they found in the burial chambers. They also learned from the handwritten pages they found. When they're available, researchers also study documents, letters, diaries, maps, or photos. 3. Divide the class into small groups. Assign each group one aspect of culture. Instruct students to conduct research to learn about that part of Nepal's culture. Encourage them to look into Nepal's past as well as present-day conditions. Challenge groups to find a link between modern-day Nepal and the people who lived in the sky caves long ago. National Geographic Explorer, Adventurer Page T11 May 2015 Sky Caves of Nepal Name: Activity Master Explaining Reasons and Evidence Record reasons and evidence from the article that support each statement. Explain how the writer supports each point. The writer calls the sky caves “one of the world’s great archaeological mysteries.” Evidence Reasons The writer says the caves are “slowly giving up their secrets.” Evidence Explain how the writer uses reasons and evidence to support these two key points. National Geographic Explorer, Adventurer Page T12 © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Reasons May 2015 Sky Caves of Nepal Name: Assessment 1. What do researchers know about the sky cliffs of Nepal? A where they're located B who dug them C why people dug them 2. Why did many people live here long ago? A They wanted to live in cliffs. B This location was on a busy trade route. C The caves were the only safe place to live. 3. What resource made the people who lived here wealthy? A gold B spices C salt 4. What did the researchers take when they left the caves? A tiny sample chips of bone B burial chambers C everything they found © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Read each question. Fill in the circle next to the correct answer or write your response on the lines. 5. Name three things archaeologists found inside the sky caves of Nepal. National Geographic Explorer, Adventurer Page T13 May 2015 Sky Caves of Nepal Activity Master Name: Answer Key Explaining Reasons and Evidence Record reasons and evidence from the article that support each statement. Explain how the writer supports each point. The writer calls the sky caves “one of the world’s great archaeological mysteries.” Possible response: As many as 10,000 caves were made by humans. Some were dug directly into the vast cliff face. Others were tunneled from above. No one knows who dug the caves, why they dug them, or how the people climbed Reasons Possible response: Many of the caves are thousands of years old, and most of the evidence is gone. Seven hundred years ago, this place was a bustling market. But the people left. The region was all but forgotten. The writer says the caves are “slowly giving up their secrets.” Possible response: The region was rediscovered in the mid-1990s. Archaeologists began peeking into some of the more accessible caves. Evidence Evidence Possible response: The archaeologists have discovered highly decorated skeletons that were at least 2,000 years old. They have found burial chambers filled with items. They also found handwritten pages in one of the caves. Explain how the writer uses reasons and evidence to support these two key points. Possible response: In the article, the writer describes the location of the sky caves and how they were forgotten. He tells about their rediscovery. The caves are inaccessible to most people. That makes exploring them difficult. This explains why the caves are slowly giving up their secrets. It also supports the writer's point that the caves are one of the world's great archaeological mysteries. National Geographic Explorer, Adventurer Page T12A © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Reasons May 2015 Sky Caves of Nepal Name: Assessment 1. What do researchers know about the sky cliffs of Nepal? A where they're located B who dug them C why people dug them 2. Why did many people live here long ago? A They wanted to live in cliffs. B This location was on a busy trade route. C The caves were the only safe place to live. 3. What resource made the people who lived here wealthy? A gold B spices C salt 4. What did the researchers take when they left the caves? A tiny sample chips of bone B burial chambers C everything they found 5. Name three things archaeologists found inside the sky caves of Nepal. Possible responses: bones, beads, jewelry, iron daggers, a bamboo teacup, a copper bangle, a small bronze mirror, a copper cooking pot and a ladle, bits of fabric, a pair of yak or cow horns, a mask, and hand-written pages National Geographic Explorer, Adventurer Page T13A May 2015 © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Read each question. Fill in the circle next to the correct answer or write your response on the lines. Bringing Nature Into Focus: Overview Summary Materials Needed • National Geographic photographer Gabby Salazar takes pictures of nature. Her goal is to use her photos to change the world. • plain white paper • sentence strips • scissors • Through her photos, Salazar tries to make people aware of the plants and animals that live around them. She hopes to convince people to protect the environment. • paper bags • National Geographic's photo galleries at: http:// photography.nationalgeographic.com/photography/ photogalleries/ Curriculum in This Article • "Protecting Our Planet" poster Common Core State Standards • D etermine the main idea of a text and explain how it is supported by key details; summarize the text. (RI.4.2) • D etermine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (RI.5.2) • the National Geographic video "The Photographers on Photography" at: http://proof.nationalgeographic. com/2013/09/15/the-photographers-on-photography/ • digital cameras Additional Resources • With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one/two page(s) in a single sitting. (W.4/5.6) • C hoose words and phrases to convey ideas precisely. (L.4.3.a) • See more of Gabby Salazar's photos: ▶http://www.gabbysalazar.com/#!/index To access the projectable edition of this article, go to the Teacher tab for this magazine at: ngexplorer.cengage.com. e- edition • E xpand, combine, and reduce sentences for meaning, reader/listener interest, and style. (L.5.3.a) Next Generation Science Standards • Disciplinary Core Idea: Human Impacts on Earth Systems—Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. National Geographic Explorer, Adventurer Page T14 May 2015 web Bringing Nature Into Focus: Background Fast Facts • National Geographic Young Explorer Gabby Salazar began taking photos when she was 11 years old. She focused on conservation photography while working on assignment in Peru. After sharing her photos with locals who lived just 30 minutes from the jungle, she realized that many people were seeing some of the plants and animals in her images for the first time in their lives. Her photos helped them discover the beauty in their own backyards. • S ince 1996, 361 new plant and animal species have been discovered in Borneo. •A t the current rate of deforestation, the world's rain forests could disappear within the next hundred years. • Salazar has traveled throughout North America and to more than 15 countries. She sees photography, or visual storytelling, as one of the most effective ways to get people engaged in science and conservation. • Many of the locations Salazar visits are tropical rain forests. With her photos, she records populations of plants and animals that are threatened by human activities such as logging, farming, and other types of development. • Salazar's photos have raised awareness. For example, in 2010 and 2011 she spent 10 months documenting wildife that live in a conservation corridor along the Interoceanic Highway in Peru. Her photos showed people how plants and animals in the rain forest connect with their own lives. The photos inspired people to protect and conserve life in these corridors. National Geographic Explorer, Adventurer Page T15 May 2015 Bringing Nature Into Focus: Prepare to Read Activate Prior Knowledge ELL Connection 1. Give each student a piece of plain white paper. Then 1. Display the Wordwise words on page 22 in the Raising Awareness of One's Surroundings Understanding and Restating Definitions instruct students to look around the classroom to search for something they think most people might not notice. Tell students to draw a picture of that object, including as much detail as possible. projectable edition. Review each word and its definition with the class. 2. Divide the class into groups of five. Give each group 2. Post students' images on the board. Invite the class to observe the drawings. Challenge students to identify each item and find it in the classroom. Discuss how taking a moment to notice the surroundings can yield amazing results. member two pieces of paper and each group a paper bag. 3. Instruct groups to assign each member one vocabulary word. Students should write their assigned word on one piece of paper and its definition on the other. Then put both papers in the paper bag. 4. One at a time, have group members take a paper from Vocabulary Sorting Out Definitions 1. To conduct this activity, you will need several sentence strips and scissors. 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. 5. As students pull papers from the bag, groups should 2. Display the Wordwise words on page 22 of the projectable edition. Have volunteers read aloud each vocabulary term and its definition. 3. Divide the class into small groups. Give each group match up each word with its definition. Once all matches made, instruct students to return the papers to the bag and pick again. This time, they must restate each definition in their own words. five sentence strips and a pair of scissors. Instruct them to write each word and its definition on one sentence strip. Then direct them to cut the strips apart so there are one to three words on each piece. 4. Tell students to scramble the sentence pieces associated with the word biodiversity. Then have them reassemble the words to form an accurate definition. Repeat this process for the remaining words. 5. Rejoin as a class after groups have reconstructed each word several times. Challenge students to define each term in their own words. National Geographic Explorer, Adventurer Page T16 May 2015 Bringing Nature Into Focus: Language Arts Explore Reading Opening Eyes Through Photography Determining the Main Idea 1. P rior to conducting this activity, download the home page for National Geographic's photo galleries at: 1. D isplay pages 16-17 of the projectable edition. Give http://photography.nationalgeographic.com/photography/ photogalleries/ students a few minutes to examine the information. Then ask them what this article is about. If students respond with “photography” or "Gabby Salazar," prompt them to take a closer look. 2. I nstruct students to open their magazines and 2. D ivide the class into small groups. Instruct students to read the article in their groups. As they do, encourage them to stop to discuss what they've read and record key details in the text. examine the images in the article. Invite volunteers to identify the photo they like best. Encourage them to explain why. As a class, discuss how Gabby Salazar's photos can help her teach people about the world and convince people to protect the environment. 3. D ivide the class into small groups. Instruct groups to 3. A fter reading, instruct groups to use the key details they noted to identify and record the main idea of the article. Encourage them to summarize the article in their own words. 4. R ejoin as a class. Invite groups to share their results. If necessary, guide students to recognize that this article is about a photographer who is using her work to make a difference. explore the National Geographic photo galleries site and select one photo gallery that they find particularly inspiring. Working together, instruct students to analyze the photos and write a short report describing how the photos inspire them to care about the planet. Explore Language Conveying Ideas Precisely Common Core Grade-Level Differentiation Grade 4: ▶Challenge groups to explain how the key details they identified support the main idea of the text. Grade 5: ▶Encourage groups to identify a second main idea of the text. Guide them to recognize that in addition to focusing on Gabby Salazar and her attempts to make a difference, this article is also about the need to conserve nature. 1. Display page 18 of the projectable edition. Invite a volunteer to read the introduction aloud. Then add a note to the screen and write: Rick took a picture of a butterfly on Gabby’s nose. 2. Point out to the class that both the introduction and the note relay the same information. Which one is more interesting? Why? Guide students to recognize that the introduction is a great example of how a writer can convey information in a way that makes readers want to continue reading the article. 3. If you teach fourth grade, review how writers choose Explore Writing National Geographic Explorer, Adventurer words and phrases to convey ideas precisely. For fifth grade, examine how writers expand, combine, and reduce sentences for meaning, style, or to heighten reader interest. Then instruct students to scan the article to find examples where the writer used each technique. Discuss what each example adds to the text. Page T17 May 2015 Bringing Nature Into Focus: Science Explore Science Extend Science 1. Display pages 18-19 of the projectable edition. Zoom 1. Prior to conducting this activity, download the Creating Photographs That Inspire Human Impacts on Nature National Geographic video "The Photographers on Photography" at: http://proof.nationalgeographic. in on the section, "A Bright Idea." Invite a volunteer to read the section aloud. com/2013/09/15/the-photographers-on-photography/ 2. Highlight Salazar's thought in the third paragraph. 2. Display the video for the class. Encourage students Encourage students to explain what caused her to think this. Discuss what it means to be a conservation photographer. to reflect on what they saw. Then point out that these photographers all have one key thing in common: a true passion for their work. They want their photos to inspire awareness and change. 3. Point out that Salazar takes photos of places that other humans have changed. Those changes have impacted the plants and animals that live there. 3. Display page 22 of the projectable edition. Review 4. Divide the class into small groups. Give each student a copy of the Activity Master. Challenge students to identify what humans have done to change the environments of Borneo and Peru. Instruct them to list plants and animals that live in each location. Activity Master, Challenge them to identify the page T19 chief environmental concern. Then have students explain how Salazar's photos have helped promote change. If you wish, encourage students to conduct additional research to add more information to their charts. Bringing Nature Into Focus Activity Master Name: Human Impact on Nature Use this chart to record information about the article. Borneo Peru © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. What have humans done? What lives here? What is the biggest environmental concern? How have Salazar’s photos helped? National Geographic Explorer, Adventurer Page T19 Salazar's advice for taking good nature photos. Then challenge students to think of something in nature that is important to them. Provide access to digital cameras. Encourage students to focus on that topic and take photos that will inspire others to care and want to protect this part of nature, too. May 2015 Protecting Our Planet 1. D isplay and review the poster, "Protecting Our Planet." Guide students to recognize that these photographers, like Salazar, want their work to inspire people to care about Earth. 2. D ivide the class into small groups. Instruct groups to select one of the photographers on the poster and conduct research to learn more about his or her work. Have students create a photo display showcasing that photographer's work along with a description of how the photos are making a difference. National Geographic Explorer, Adventurer Page T18 May 2015 Bringing Nature Into Focus Activity Master Name: Human Impact on Nature Borneo Page T19 Use this chart to record information about the article. What have humans done? What lives here? What is the biggest environmental concern? How have Salazar’s photos helped? National Geographic Explorer, Adventurer Peru May 2015 © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Bringing Nature Into Focus Name: Assessment 1. What is Gabby Salazar's ultimate goal as a conservation photographer? A to take photographs B to protect natural resources C to see plants and animals 2. What would you see in an environment with great biodiversity? A many different species of plants and animals B many species of animals and few species of plants C many species of plants and few species of animals 3. What happens to biodiversity when people destroy natural environments? A it increases B it decreases C it stays the same 4. Where did Salazar's photos help people create conservation corridors? A Costa Rica B Borneo C Peru 5. How do people create a conservation corridor? A They build a road. B They leave the area alone. C They bring in lots of plants and animals. National Geographic Explorer, Adventurer Page T20 © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Read each question. Fill in the circle next to the correct answer or write your response on the lines. May 2015 Bringing Nature Into Focus Activity Master Answer Key Peru Name: Human Impact on Nature Borneo People built the Interoceanic Highway through South America. It is 2,600 km long and cuts through grassy plains, dense rain forests, and towering mountains. Animals: jaguars, macaws, tarantulas Plants: grass, trees People have cleared so much land that the biodiversity of the rain forest is now threatened. The highway slices through some of the most biodiverse rain forests in Peru. It gives people easy access to forests, which puts plants and animals at risk. May 2015 Salazar's photos showed people what lived here and helped people understand the value of saving this rain forest. Plants: trees, moss, wild orchids, pitcher plants, rafflesia flower Animals: leeches, birds, giant river toad, stink bug Logging companies have chopped down trees for lumber. Plantation owners cleared land to grow palm trees. Mining companies dug up the land to mine for coal. Use this chart to record information about the article. What have humans done? What lives here? What is the biggest environmental concern? How have Salazar’s photos helped? Page T19A Salazar used her photos to show people what lived here when she worked with a conservation group to create a series of conservation corridors. National Geographic Explorer, Adventurer © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Bringing Nature Into Focus Name: Assessment 1. What is Gabby Salazar's ultimate goal as a conservation photographer? A to take photographs B to protect natural resources C to see plants and animals 2. What would you see in an environment with great biodiversity? A many different species of plants and animals B many species of animals and few species of plants C many species of plants and few species of animals 3. What happens to biodiversity when people destroy natural environments? A it increases B it decreases C it stays the same 4. Where did Salazar's photos help people create conservation corridors? A Costa Rica B Borneo C Peru 5. How do people create a conservation corridor? A They build a road. B They leave the area alone. C They bring in lots of plants and animals. National Geographic Explorer, Adventurer Page T20A © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Read each question. Fill in the circle next to the correct answer or write your response on the lines. May 2015
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