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APRIL 2015
Explorer
ADVENTURER
NGEXPLORER.CENGAGE.COM
PASSWORD: EXPLORER
TEACHER’S GUIDE—ADVENTURER
You’ve asked and we’ve listened to your requests for grade
specific editions of National Geographic Explorer magazines. You
can now order an edition of Explorer that is written specifically for
your students. You’ll find information about the new Explorer in
this month’s wrap. Why wait? Order today and keep your students
learning and exploring.
We’ve got a new look, and more!
Now there’s an edition written
for your grade level.
Pioneer, Grade 2
Trailblazer, Grade 3
Winter Weather
Time passes and the seasons change.
It’s winter now, and the wolf pups
are the same size as the adults in the
pack. A fresh layer of snow has fallen.
The morning is cold, but the wolves
are not. Their thick, winter coats keep
them warm.
As the alpha male walks by one of
the pups, the pup bends down low to
be respectful. The pup’s brother rolls
onto his back. This is also a sign of
respect. The alpha male stands over
the second pup and licks its face. The
pup whines softly. The beta has taught
these pups well. The pups must always
respect the alpha male.
On Alert
The cougar attack is a troubling sign.
At times, wolves must share their
territory with other predators. These
predators, like bears and cougars, eat
the same food as the wolves do. If
prey becomes hard to find, the wolves
could be in danger.
The loss of a member of the pack
hits the wolves hard. In the weeks that
follow, they keep to themselves. They
mourn their lost friend.
Wolf Pack
Wolves live together in small groups, like families.
Being part of the pack helps wolves survive.
Alpha
The alpha male is the leader of the pack.
He makes the decisions and is responsible
for the other wolves. The alpha female is
his mate.
Beta
A wolf is safer in a pack
than on its own.
The beta is the second in command.
The beta can also be the peacekeeper
and often watches over the pups.
Defending the Pack
The alpha male looks at the wolves
in the pack. One member is missing.
Something is wrong.
Leaving the beta to care for the
pack, the alpha male heads out to
search. It doesn’t take long for him
to find the missing wolf. It’s dead.
A cougar has killed it.
The alpha male lets out a long howl
to call the pack. The wolves come
running, then stop short at the sight
of the dead wolf. The pups bark in
alarm. They’re frightened.
6
Pathfinder, Grade 4
Omega
The omega is the lowest ranking wolf.
The other wolves often pick on the
omega. However, the omega is very
important to the pack.
Pups
The pups are the youngest wolves.
The other wolves teach them the
ways of the pack.
7
NATIONAL GEOGRAPHIC EXPLORER
Adventurer, Grade 5
Finding Food
Wolves play a vital role in their food web. A
food web shows how energy flows through an
ecosystem. Every organism needs energy in
order to live. Plants get energy from the sun,
for example. Then some animals, like elk, eat
the plants. Then some animals, like wolves, eat
the elk.
A food web is a sign of how healthy an
ecosystem is. If one part of the web changes,
everything in that ecosystem changes, too.
Without wolves, the number of elk would
increase. The elk would eat more plants. Then,
eventually, the elk wouldn’t have enough food.
Searching for Energy
Time passes, and the seasons change. It’s winter
now, and the wolf pups are the same size as
other members of the pack. A fresh layer of
snow has fallen. The bitter morning is cold, but
the wolves are not. They’re kept warm by their
thick, winter coats.
The wolves are shaking snow off of their
backs and stretching. As the alpha male walks
by one of the pups, the pup crouches down low
to be respectful. The pup’s brother rolls onto
his back, showing his stomach. This is also a
sign of respect. The alpha male stands over the
second pup and lick’s the pup’s face. The pup
whines softly. The beta has taught these pups
well. The role each wolf plays is constantly
reinforced by interactions like these.
The alpha male looks at the pack and sees
that one member is missing. He sniffs the air.
His eyes narrow. Something’s wrong.
Leaving the pack in the care of the beta, the
alpha male heads out to search for the missing
wolf. It doesn’t take long for him to find the
missing wolf. A cougar has attacked and killed
it. This is a troubling sign.
At times, wolves must share their territory
with other top predators. These predators, like
bears and cougars, rely on the same prey as the
wolves for food. If prey becomes scarce, these
predators could threaten the whole pack.
6
NATIONAL GEOGRAPHIC EXPLORER
Mourning a Member
Seeing the missing wolf, the alpha male lets out
a long howl, calling the rest of the pack. The
wolves come running, then stop short at the
sight of the dead wolf.
The pups bark in alarm. There aren’t many
animals that can kill a wolf. A cougar is one of
them. Now the pack has to watch out for it.
The loss of a member hits the pack hard.
In the following weeks, the wolves don’t play
or interact much. They keep to themselves,
mourning their lost friend. From time to
time, they howl, but they howl alone. It’s a sad
sound. The pups seem unsettled. The pack feels
unbalanced now.
A Wolf’s Food Web
Wolves are apex predators. They have very few
competitors for food.
A wolf’s thick, winter coat
protects it from the cold.
Wolf
Rabbit
Coyote
Elk
Berries
7
Flash, Glimmer, and Glow: Overview
Summary
Materials Needed
• Some living things use chemical reactions to make
their own light. This light is called bioluminescence.
• t he National Geographic video "Why Deep-Sea
Creatures Glow" at: http://video.nationalgeographic.com/
• Organisms create light for several reasons. The light
can help them to hunt or fool predators or prey. It
can help them flee from predators. Some organisms
use the light to warn others of their kind or as a
form of camouflage that allows them to blend in
with the environment.
video/news/bioluminescence-sea-life?source=searchvideo
•p
lain white paper
• dictionaries (print or online)
• t he TED Talk "Edith Widder: The weird, wonderful
world of bioluminescence" at: http://www.ted.com/
talks/edith_widder_the_weird_and_wonderful_world_of_
bioluminescence
Curriculum in This Article
Common Core State Standards
• D etermine the meaning of general academic and
domain-specific words or phrases in a text relevant
to a grade-level topic or subject area. (RI.4/5.4)
• t he National Geographic photo gallery "Luminous Life"
at: http://ngm.nationalgeographic.com/2015/03/luminouslife/liittschwager-photography
• c rayons
• National Geographic's "Why Do Some Living Things
Glow?" interactive at: http://ngm.nationalgeographic.
• Recall relevant information from experiences or
gather relevant information from print and digital
sources; take notes and categorize information, and
provide a list of sources. (W.4.8)
com/2015/03/luminous-life/strategies-graphic
• t he Bioluminescence Web Page's photos of luminous
organisms at: http://biolum.eemb.ucsb.edu/organism/
• Recall relevant information from experiences or
gather relevant information from print and digital
sources; summarize or paraphrase information
in notes and finished work, and provide a list of
sources. (W.5.8)
photo.html
• the National Geographic video "Bioluminescence
on Camera" at: http://channel.nationalgeographic.com/
videos/bioluminescence-on-camera/
• C onsult reference materials, both print and digital,
to find the pronunciation and determine or clarify
the precise meaning of key words and phrases.
(L.4/5.4.c)
Additional Resource
• Read more about bioluminescence:
▶http://ngm.nationalgeographic.com/2015/03/luminouslife/judson-text
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.
To access the projectable edition of this
article, go to the Teacher tab for this
magazine at: ngexplorer.cengage.com.
National Geographic Explorer, Adventurer
Page T1
e-
edition
April 2015
web
Flash, Glimmer, and Glow: Background
Fast Facts
• Bioluminescence is an adaptation in which light is
produced through a chemical reaction in a living
organism. Most bioluminescent organisms live in the
ocean. This includes fish, bacteria, and jellies. Fireflies
and some specie of fungi are bioluminescent organisms
that live on land.
• The light created through bioluminescence is known as
"cold light." This means that less than 20 percent of the
light generates heat.
• The color of this light depends on how molecules in
the light-producing compound are arranged. A firefly's
light is yellow. In a lanternfish, it's green.
• B
ioluminescent animals that live in the ocean typically
produce a blue-green light. Most marine animals can
only see within the blue-green portion of the visible
light spectrum.
• W
hen a brittle star is threatened, it detaches a glowing
arm. The arm crawls one way and the animal goes the
other. It can regrow the arm.
• F
ireflies use their bioluminescence to attract mates.
• Th
e glow of bioluminescent bacteria on the ocean is
sometimes bright enough to be spotted by satellites
orbiting Earth.
• Bioluminescence can help animals defend themselves.
Using light, they can fool other animals, hide, and
escape from predators.
• Squid that live near the ocean surface squirt out dark
ink so they can hide and escape predators. Many that
live in deep ocean waters eject a sticky bioluminescent
substance to get away.
• Counterillumination is a kind of camouflage created
with bioluminescence. The hatchetfish uses this. It has
downward-pointing organs that not only produce light
but can adjust the amount of light produced to match
sunlight coming from above. This disguises shadows
and makes the fish invisible to predators looking up
from deeper waters.
• Some animals use bioluminescence to hunt. The
anglerfish, for example, is armed with a mouth full of
sharp teeth. It's also got a long filament growing out
of the top of its head. At the end of that filament is a
glowing ball. Unwitting prey are attracted to the light.
Page T2
April 2015
Flash, Glimmer, and Glow: Prepare to Read
Activate Prior Knowledge
ELL Connection
1. Prior to conducting this activity, download the
1. Create a diagram like the one below on the board:
Recognizing Bioluminescence
Framing Vocabulary Terms
National Geographic video "Why Deep-Sea Creatures
Glow" at: http://video.nationalgeographic.com/video/
Word
news/bioluminescence-sea-life?source=searchvideo
Drawing
2. Display the video with the sound off for the class.
When the video is over, challenge students to describe
what they saw. Ask questions to lead them in the right
direction, such as: Where was this video taken? Why
did it suddenly become black? What were the blue and
green things? Invite students to share their ideas.
S
e
n
t
e
n
c
e
3. Display the video again, but with the sound on.
Encourage students to share what they learned. Invite
them to compare these animals of the deep-sea to
organisms they've seen on land.
Vocabulary
Making Connections Between Words
strategies to help them understand a text. One strategy
is to make connections between words. For example,
does a word identify a category? If so, do any of the
other terms belong to that category? Is a word an
example? If so, is it an example of another term?
2. Display the Wordwise words on page 8 of the
projectable edition. Have volunteers read aloud each
vocabulary term and its definition. Challenge students
to make logical connections between the words.
3. Revisit the vocabulary after reading the article. Based
Example
2. Display page 8 of the projectable edition. Invite a
volunteer to read aloud the definition of the term
adaptation. Invite another volunteer to add the word
and its scientific definition to the graphic organizer on
the board.
3. Encourage students to give examples of this term.
1. Tell students that good readers use a variety of
on what they've learned, challenge students to make
more meaningful connections between the words.
D
e
f
i
n
i
t
i
o
n
Have a volunteer add that information to the
organizer. Invite two more volunteers to write a
sentence correctly using the vocabulary word and to
draw a picture that shows what the word means.
4. Then give each student a piece of plain white paper.
Instruct them to draw three diagrams like the one on
the board. Direct students to copy the information
from the board in the first diagram.
5. Repeat this process with the remaining words. Discuss
how examining the words from different perspectives
helps readers understand what they words mean.
Page T3
April 2015
Flash, Glimmer, and Glow: Language Arts
Explore Reading
Explore Writing
1. Display pages 2-3 of the projectable edition. Invite a
1. D
isplay each image in the article on the projectable
Recall, Research, and Report
volunteer to read aloud the headline and text. Then
zoom in on the headline. Instruct students to look at
the three main words it contains.
2. Ask questions to help students recognize how
examining these three words can help them gain a
better understanding of the text. For example: How
are the word similar? How are they different? How
do they relate to the topic? How do they relate to the
Wordwise words on page 8?
edition. As you do, ask students to identify an
organism that they've seen before. Which ones have
more student seen? (fireflies) Why? (They are common
insects that live on land.)
2. I nvite students to tell about times they've seen fireflies.
How would that be like seeing one of other organisms
in the article? How would it be different?
3. G
ive each student a copy of the
Flash, Glimmer, and Glow
Name:
Activity Master
Write about an experience you've had with fireflies. Conduct research to learn
about an organism in the article. Combine the information to write a short
Activity Master, and assign each
student a partner. Instruct students
to each write a short blurb about
an experience they've had with
fireflies. Then have each pair select
one organism from the article and
identify it on their Activity Masters.
Instruct pairs to conduct research
Activity Master,
to learn more about the organism,
page T6
specifically how and why it glows.
Remind students to identify each source they use.
Recall: What I Know About Fireflies
Partner 1
3. Guide students to recognize that asking questions
about words and analyzing how they relate to the rest
of the text can help them figure out what unfamiliar
words mean.
4. Instruct students to read the article with a partner. As
students read, tell them to make a list of words they
don't understand. Encourage them to ask questions
about the words and search for ways to connect each
to the overall topic. Invite students to share what they
learned with the class.
Partnaer 2
Research: What I Learned About ______________________________________
Facts
Sources
© 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students.
Understanding Words and Phrases
Report: What I Can Tell Others
Page T6
April 2015
4. When pairs are finished, encourage partners to
combine their experiences and research to craft a short
report telling how seeing this animal would compare
to seeing fireflies.
Explore Language
Putting the Dictionary to Good Use
1. A
sk students where they would look to find a word's
definition. (dictionary) Where could they look to find
out how a word is pronounced ?(also a dictionary)
2. D
isplay page 8 of the projectable edition. Highlight
the word dinoflagellates in the third paragraph of the
section "To Warn or to Hide." Challenge volunteers to
pronounce the word and give a full definition. Then
consult a dictionary to confirm their accuracy.
3. I nstruct students to scan their magazines to find
words they don’t know or find difficult to pronounce.
Assign each student a partner. Give each pair access to
a dictionary. Challenge pairs to find the definition and
pronunciation of each word on their lists.
Page T4
April 2015
Flash, Glimmer, and Glow: Science
Explore Science
Understanding Bioluminescence
Why Do Organisms Produce Light?
1. P
rior to conducting this activity, download the TED
1. P
oint out to students that organisms produce light
for different reasons. Instruct student to scan the
subheads in the article to identify five reasons noted in
the text. (hunt, fool, flee, warn, hide)
Talk "Edith Widder: The Weird, Wonderful World
of Bioluminescence" at: http://www.ted.com/talks/
edith_widder_the_weird_and_wonderful_world_of_
bioluminescence
2. D
ivide the class into small groups. Instruct students to
review the article in their groups. Challenge them to
make a list of three to five questions they have about
bioluminescence. Create a master list of questions on
the board.
3. D
isplay the Ted Talk. After watching, review the list
of questions on the board. Cross off each question
students can now answer. Encourage the class to
conduct research to find the answer to any questions
that remain.
2. D
ivide the class into five groups. Assign each group
one reason that animals produce light. Challenge
groups to conduct research to find evidence—beyond
what's mentioned in the article—that explains how
and why animals create light for their assigned reason.
3. S uggest to students that they begin their search with
one of these sites:
▶National Geographic's "Why Do Some Living
Things Glow?" interactive at: http://ngm.
nationalgeographic.com/2015/03/luminous-life/
strategies-graphic
▶t he Bioluminescence Web Page's photos of
luminous organisms at: http://biolum.eemb.ucsb.edu/
What Parts of Organisms Produce Light?
organism/photo.html
1. P
rior to conducting this activity, download the
National Geographic photo gallery "Luminous Life" at:
http://ngm.nationalgeographic.com/2015/03/luminouslife/liittschwager-photography
4. G
ive groups time to compile information. Encourage
them to think of a creative way to present their
evidence to the class.
2. D
isplay pages 4-5 of the projectable edition. Highlight
the word bioluminescence at the bottom of the
introduction. Then add three notes to the screen.
On the first, write: bio- = life. On the second, write
lumin = light. On the third, write -escence = change.
Challenge students to explain how the information on
the notes tells what bioluminescence is.
3. D
isplay the photo gallery. Invite students to click the
button each time an On/Off option is given. Challenge
them to explain why the organisms look different
when they click the switch.
Extend Science
Applying Knowledge of Bioluminescence
1. D
ownload the National Geographic video
"Bioluminescence on Camera" at: http://channel.
nationalgeographic.com/videos/bioluminescence-oncamera/
2. D
isplay the video for the class. After watching,
4. G
ive each student a piece of plain white paper. Instruct
them to divide their papers in half and label the left
side "On" and the right side "Off." Then have students
each pick a photo from the article, trace the organism
it shows on both sides of their papers, and color the
glowing parts of the organism in the "On" section.
encourage students to identify different organisms
they saw. Challenge them to identify which parts
each organism used to produce light and the reason
the organism did this.
5. I nvite students to share their drawings. Compare the
colors and parts that glow in different organisms.
Page T5
April 2015
Name:
Activity Master
Partner 1
Partnaer 2
Sources
Facts
Page T6
April 2015
Name:
Assessment
1. In what environment have organisms more likely adapted to be bioluminescent?
A in the ocean
B on land
C in a lake
2. Why do organisms use counterillumination?
A to warn
B to hide
C to hunt
3. Which of these is not a possibility with bioluminescence?
A The light stays on.
B The light never comes on.
C The light changes color.
4. What type of organisms use bioluminescence?
A only predators
B only prey
C predators and prey
5. What part does the anglerfish use to make light? How does bioluminescence help the fish survive?
Page T7
April 2015
Read each question. Fill in the circle next to the correct answer or write your response on the lines.
Name: Answer Key
Activity Master
Partner 1
Partnaer 2
Each partner should write about an
experience he or she has had with
fireflies.
Students should identify an organism.
Facts
Partners should identify each source
used.
Partners should record facts about how
and why the organism glows.
Sources
Partners should work together to write
a short report that combines what they
recall from personal experience and
what they learned from conducting
research.
Page T6A
April 2015
Name: Answer Key
Assessment
1. In what environment have organisms more likely adapted to be bioluminescent?
A in the ocean
B on land
C in a lake
2. Why do organisms use counterillumination?
A to warn
B to hide
C to hunt
3. Which of these is not a possibility with bioluminescence?
A The light stays on.
B The light never comes on.
C The light changes color.
4. What type of organisms use bioluminescence?
A only predators
B only prey
C predators and prey
5. What part does the anglerfish use to make light? How does bioluminescence help the fish survive?
Possible responses: The anglerfish has a long, fleshy filament on top of its head. A lighted ball is
at the end of the filament. The anglerfish waves the ball like a fishing lure when it hunts. Smaller
fish are attracted to the light. They swim right up to the fish and are likely to become its next
meal.
Page T7A
April 2015
Back to Life: Overview
Summary
• The Gorongosa National Park was a casualty of a
15-year war in Mozambique, Africa. The ecosystem,
which had previously teemed with life, was nearly
destroyed.
• Disciplinary Core Idea: Interdependent
Relationships in an Ecosystem—The food of almost
any kind of animal can be traced back to plants.
Organisms are related in food webs in which some
animals eat plants for food and other animals eat
the animals that eat plants. Some organisms, such
as fungi and bacteria, break down dead organisms
(both plants or plants parts and animals) and
therefore operate as “decomposers.” Decomposition
eventually restores (recycles) some materials
back to the soil. Organisms can survive only in
environments in which their particular needs are
met. A healthy ecosystem is one in which multiple
species of different types are each able to meet
their needs in a relatively stable web of life. Newly
introduced species can damage the balance of an
ecosystem.
• Ten years ago, a philanthropist funded a group of
scientists to restore the park to its former glory.
Although they still have a ways to go, the scientists
have seen increased biodiversity among the plants,
animals, and other organisms living here.
• C ompare and contrast a firsthand and secondhand
account of the same event or topic; describe the
differences in focus and the information provided.
(RI.4.6)
• Analyze multiple accounts of the same event or
topic, noting important similarities and differences
in the point of view they represent. (RI.5.6)
Materials Needed
• the
Gorongosa National Park website at: http://www.
gorongosa.org to access:
▶Piotr Naskrecki's biography
▶"Africa's Lost Eden—Trailer"
▶"Making of Africa's Lost Eden" video
▶Timeline
▶"Explore the Park" page
▶"Aerial Wildlife Count" article
• Write informative/explanatory texts to examine
a topic and convey ideas and information clearly.
(W.4/5.2)
• Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases, including those that signal precise actions,
emotions, or states of being and that are basic to a
particular topic. (L.4.6)
• National
Geographic video "Africa's Lost Eden:
Bringing Gorongosa Back" at: http://ngc-uat.
• Acquire and use accurately grade-appropriate
general academic and domain-specific words
and phrases, including those that signal contrast,
addition, and other logical relationships. (L.5.6)
Go to the Teacher tab at ngexplorer.
cengage.com to access the free interactive
whiteboard lesson for this article
nationalgeographic.com/wild/videos/bringing-eden-back/
• t he E. O. Wilson Biodiversity Foundation's video
"Africa: The Future" at: http://eowilsonfoundation.org/
video-library-inspiration-from-e-o-wilson/
an Ecosystem" poster
e- • " Explore
web
edition
• " Visit Some Ecosystems" poster
e-
edition
web
Page T8
April 2015
Back to Life: Background
Fast Facts
• Mozambique is located between South Africa and
Tanzania on the southeastern coast of Africa. The
Indian Ocean lies between Mozambique and the island
of Madagascar.
• In 1975, Mozambique became an independent country.
This event marked the end of nearly five centuries as a
Portuguese colony. But just a few years later, civil war
broke out. It lasted for 15 years. The war had many
casualties, including Gorongosa National Park.
• Gorongosa National Park is a 4,067-square km
nature reserve that lies relatively midway between the
country's northern and southern borders. It is located
at the end of Africa's Great Rift Valley. The park's
ecosystem includes savannahs, woodlands, and rain
forests.
• I n 1976, there were about 500 lions in Gorongosa
National Park. Today, between 30-50 lions live within
the park's borders.
•M
uch of the water that sustains the Gorongosa
ecosystem trickles down from Mount Gorongosa, a
1,863-meter peak that only became an official part of
the park in 2010.
•G
orongosa did have one large predator escape the
war with its population intact—crocodiles. The park's
extensive network of rivers and lagoons is the perfect
home for thousands of crocs.
• Before the war, Gorongosa was one of the richest
wildlife refuges in the world. Between war, hunters,
poachers, and logging, the park was devastated.
Habitats were destroyed, and many of the park's large
animal populations plummeted by 90 percent or more.
• Losing so many large animals had a ripple effect on the
entire ecosystem. Grasses, shrubs, and some forests
grew thicker. Food chains were disrupted. With so
many missing pieces, the food web was in disarray.
• The park lingered in this state for nearly a decade.
Then, with the backing of American philanthropist
Greg Carr, a team of scientists set out to restore
Gorongosa's ecosystem. There is still a long way to go,
but now—just over a decade later—the park is on the
road to recovery.
Page T9
April 2015
Back to Life: Prepare to Read
ELL Connection
1. Divide the class into small groups. Instruct students
1. Invite students to share what they know about each
Visualizing the Impact of War
Connecting Vocabulary Words
to imagine that they are going on an African safari.
Tell groups they have five minutes to write a short
description of the landscape they expect to see. They
must also create a list of all of the animals they expect
to encounter.
2. Invite groups to share their ideas with the class. Note
how their descriptions are alike and different. Tally the
total number of animals named.
vocabulary word. Brainstorm with students ways
in which some or all of the vocabulary words are
connected. Help them find as many links as possible.
2. Guide students to understand that carnivores,
herbivores, and scavengers are different types of
animals that live in an ecosystem. The more species
there are of each, the greater the biodiversity will be
throughout the ecosystem.
3. Then tell the class that you forgot to mention one
important detail: The place they are going was nearly
destroyed by a long civil war. For the past decade,
scientists have been trying to rebuild the ecosystem.
Politically, it's stable. It is a safe place to visit. But
environmentally, it's struggling.
4. As a class, discuss how this news changes students'
expectations about the trip.
Vocabulary
Exploring Words With Examples
projectable edition. Review each word and its
definition with the class. Make sure all students have a
thorough understanding of the terms.
2. Divide the class into small groups. Instruct students
to make a logical connection between each photo and
one or more vocabulary words. For example, students
may say that a lion is a carnivore, but when it dies,
scavengers could eat its remains.
3. Once groups have identified their examples, pair up
two groups so they can share their ideas. Are any
of their examples alike? Which ideas are different?
For those examples that are different, do both ideas
manage to successfully convey an accurate definition
of each term?
4. When groups have finished comparing their results,
rejoin as a class. Discuss with students how attaching
each word to an example helped them better
understand each term.
Page T10
April 2015
Back to Life: Language Arts
Explore Reading
Create a Timeline of Gorongosa's Success
Comparing and Contrasting Perspectives
1. P
rior to conducting this activity, download these items
from the Gorongosa National Park site:
timeline from the Gorongosa National Park site at:
http://www.gorongosa.org/our-story/timeline
2. Display pages 10-11 of the projectable edition. Read the
▶Piotr Naskrecki's biography at: http://www.
headline aloud. Then have students scan the subheads
in their magazines. Discuss how the subheads work
together to tell how the park was nearly destroyed
and how it is now on its way back to life. Display the
timeline. As a class, discuss how the timeline does this
same thing, but in an interactive way.
gorongosa.org/our-story/our-team/piotr-naskrecki
▶"Africa's Lost Eden—Trailer" at: http://www.
gorongosa.org/explore-park/gallery/video?nvid=702
▶"Making of Africa's Lost Eden" video at:
http://www.gorongosa.org/explore-park/gallery/
video?nvid=703
2. D
isplay pages 10-11 of the projectable edition. Invite
a volunteer to read aloud the headline and deck.
Highlight each personal pronoun in the deck.
3. I nform students this article is written from a firsthand
perspective. Discuss what that means. Then point
that any time you read a firsthand account, it's wise to
know who is talking.
3. Divide the class into small groups. Encourage groups
to select one specific area of Gorongosa and conduct
research to learn how it has been brought back to life.
Encourage groups to create a timeline of events. Then,
using that timeline as a foundation, challenge them
to write a short documentary script focusing on this
aspect of the park's recovery. Invite groups to read
their scripts to share what they learned with the class.
4. D
isplay Dr. Naskrecki's biography and review it with
the class. Encourage students to share their ideas about
how his background and role as a scientist working to
restore the park will impact his message.
5. A
ssign each student a partner. Instruct pairs to read
the article together. Then rejoin as a class and display
the two videos. After watching, point out that the
videos contain some of the same footage. Ask: How
did changing perspective make each video unique?
Discuss ways in which the article would have been
different if it had been told from another perspective.
Common Core Grade-Level Differentiation
Grade 4:
▶Challenge students to describe how the article's
focus and content would be different if it had been
told as a secondhand account rather than from the
first-person perspective.
Grade 5:
▶Create a list of people who could have written this
article about what's happening in Gorongosa. (i.e.,
volunteers, locals, scientists with different areas of
research, etc.) Discuss how changing authors would
impact the article's content and presentation.
Explore Language
Using Accurate Words and Phrases
1. State the following sets of words. (big, green, trees;
small, brown, insects) After each, poll students to see
which photo they think each set of words describes.
2. After students identify the rain forest and dung
beetles point out that this task was easy because you
used words and phrases that accurately described the
topic. Inform student that this article is about animal
preservation. Challenge students to identify words in
the article that directly relate to this topic.
Signaling Relationships Between Words
1. Write the following words on the board: however,
although, nevertheless, similarly, moreover, and in
addition. Discuss how each of these terms can be used
to signal a logical relationship between words.
2. Write the following prompt: I want to go to Gorongosa
National Park. Challenge students to add to this
thought using one of the signal words or phrases to
make a logical connection between thoughts.
Explore Writing
Page T11
April 2015
Back to Life: Science
Explore Science
Why Biodiversity Matters
groups and give each student
a copy of the Activity Master.
Instruct each group to select
three organisms from the
article and identify each on
their Activity Masters.
Back to Life
Name:
Activity Master
Identify three organisms from the article. Describe the status of each before the war, after the war, and
now. Summarize what you learned to explain why biodiversity matters in a healthy ecosystem.
Identify
Before
Describe
1. Divide the class into small
Exploring Nonliving Parts of an Ecosystem
After
Now
Summarize
2. Direct groups to scan the article
Page T13
1. Display pages 10-11 of the projectable edition.
Highlight the headline. Inform students that this
article may be called "Back to Life," but living things
are not all that matter in an ecosystem. Nonliving
things are important as well.
April 2015
2. Display the "Explore an Ecosystem" poster. Invite
Activity Master,
page T13
for information about the organisms they chose. Then
have them record details that describe the status of
each organism before the war, after the war, and now.
For additional information, suggest that they visit the
Gorongosa National Park's "Explore the Park" site at:
http://www.gorongosa.org/explore-park
3. Invite groups to share what they learned with the class.
Then ask: Why does a healthy ecosystem need a stable
web of life? After a thorough discussion, encourage
students to summarize reasons why they think
biodiversity is important in a healthy ecosystem on
their Activity Masters.
volunteers to read the information aloud. Discuss
reasons why the four nonliving things identified are
important in any type of ecosystem.
3. Then display the "Visit Some Ecosystems" poster.
Invite a volunteer to read aloud the information at the
top of the poster. Review each ecosystem to see how
climate, altitude, and rocks determine the kinds of
living things that can live there.
4. Encourage students to scan the article to find
examples of each element in Gorongosa National Park.
Challenge the class to identify things people can do—
or have done in Gorongosa—to change the nonliving
elements of the ecosystem. Discuss how these changes
can affect the biodiversity of the ecosystem.
Appreciating Organisms Big and Small
Extend Science
National Geographic video "Africa's Lost Eden:
Bringing Gorongosa Back" at: http://ngc-uat.
Signs of Progress
nationalgeographic.com/wild/videos/bringing-eden-back/
1. Download Gorongosa National Park's article "Aerial
http://eowilsonfoundation.org/video-library-inspirationfrom-e-o-wilson/
2. Read and review the article as a class. Discuss what
Also download the video "Africa: The Future" at:
2. Display page 12 of the projectable edition. Zoom in on
the photo of the lion. Encourage students to describe
what a lion needs to survive. Do the same for the
remaining photos in the article. Then poll the class to
see which animal they think is most important to the
park's recovery.
Wildlife Count" at: http://www.gorongosa.org/blog/parknews/aerial-wildlife-count
results of this aerial study mean for the future balance
of the Gorongosa ecosystem. How did relocating
animals and transplanting plants contribute to the
results of this study?
3. Display the National Geographic video. After
watching, discuss reasons why it's important to bring
large animals back to Gorongosa. Display the second
video. Guide students to recognize that even the
smallest creatures play an important role in a healthy
ecosystem.
Page T12
April 2015
Back to Life
Activity Master
Name:
Identify
Page T13
April 2015
Before
After
Now
Summarize
Describe
Back to Life
Assessment
Name:
1. At what point did Gorongosa National Park have a healthy ecosystem?
A before the war
B during the war
C now
2. What types of organisms were rare after the war?
A large plants and small animals
B large animals and small plants
C large plants and large animals
3. For which type of animal are scientists relocating and rebuilding populations?
A carnivores
B herbivores
C scavengers
4. Why aren't scientists bringing in insects?
A Insects are too small to bother with.
B Insects are too hard to catch.
C Insects were already in every habitat.
5. Explain how an ecosystem full of dung beetles can help rebuild the lion population.
Page T14
April 2015
Back
Back to
to Life
Life
Activity Master
Name:
Answers will vary depending on which
organisms students select.
Identify
Answer Key
Before
After
Now
Page T13A
April 2015
Students should note that each organism plays an important role in a healthy ecosystem. The absence of any organism creates issues
that impact all other organisms in the area.
Summarize
Describe
Back to Life
Assessment
Name:
Answer Key
1. At what point did Gorongosa National Park have a healthy ecosystem?
A before the war
B during the war
C now
2. What types of organisms were rare after the war?
A large plants and small animals
B large animals and small plants
C large plants and large animals
3. For which type of animal are scientists relocating and rebuilding populations?
A carnivores
B herbivores
C scavengers
4. Why aren't scientists bringing in insects?
A Insects are too small to bother with.
B Insects are too hard to catch.
C Insects were already in every habitat.
5. Explain how an ecosystem full of dung beetles can help rebuild the lion population.
Possible response: Dung beetles remove waste, which allows grass to grow. Antelopes and
other herbivores eat grass. Plenty of grass means there will be lots of herbivores. Lions eat the
herbivores. If lions have something to eat, the population of lions will grow.
Page T14A
April 2015
Space Lab: Overview
Summary
Materials Needed
• Astronauts working at the International Space
Station use technologies that help people on Earth.
For example, they can take infrared images that
show farmers where healthy plants are growing.
They can also pick up signals from ships, allowing
them to track vessels' movement on the open ocean.
• plain
white paper
• Some of the technologies used in space can also be
used on Earth. People living in remote areas are
now using the same portable ultrasound machine
that astronauts use in space. This allows them to get
medical help when doctors are far away.
diypodcast/index.html
• NASA's
podcast site about the International Space
Station at: http://www.nasa.gov/audience/foreducators/
diypodcast/space-station-index-diy.html#.VRmaLcaWZm0
• the
NASA video "Benefits for Humanity: In Their Own
Words" at: http://www.nasa.gov/mission_pages/station/
research/benefits/#.VRmrVsaWZm0
• the
NASA video "ISS Benefits for Society: Found at Sea"
at: http://www.nasa.gov/mission_pages/station/research/
news/vessel_ID_system/#.VRmxqcaWZm0
• Interpret information presented visually, orally,
or quantitatively and explain how the information
contributes to an understanding of the text in which
it appears. (RI.4.7)
• Draw on information from multiple print or digital
sources, demonstrating the ability to locate an
answer to a question quickly or to solve a problem
efficiently. (RI.5.7)
• Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
(W.4/5.3)
• the
Casis Academy's "Space to Innovate" site at: http://
www.casisacademy.org/SpaceToInnovate.htm
• NASA's
"Trace Space Back to You!" interactive at: http://
www.nasa.gov/externalflash/nasacity/index2.htm
Additional Resources
• Learn
more about ISSAC:
▶http://www.nasa.gov/mission_pages/station/research/
experiments/81.html
• Learn
more about ADUM:
• Form and use the progressive verb tenses. (L.4.1.b)
experiments/133.html
• Learn
more about the Vessel ID system:
• Form and use the perfect verb tenses. (L.5.1.b)
experiments/750.html
• Disciplinary Core Idea: Science Addresses
Questions About the Natural and Material World—
Science findings are limited to questions that can be
answered with empirical evidence.
• NASA's
instructions for creating a Do-It-Yourself
Podcast at: http://www.nasa.gov/audience/foreducators/
Page T15
e-
edition
April 2015
web
Space Lab: Background
•F
ast
Facts
• Th
e ISS is about the size of a football field.
• The International Space Station is a laboratory that
orbits Earth. Since the first mission to the ISS, which
launched on October 31, 2000 and reached the space
station on November 2, humans have continuously
inhabited the space station.
•A
lthough developed to primarily take images of
agricultural areas, ISSAC has also taken images of
natural hazards and disaster areas.
• Astronauts aboard the ISS conduct research stemming
from all areas of science. They study the impact of
space travel on the human body, and they test new
technologies that may aid in future missions. Many of
the technologies they investigate help people on Earth.
Some are even used by people on Earth.
•M
any people lack access to clean drinking water. Using
advanced water filtration and purification systems
developed for the space station, they can now tap into a
safe water supply.
• The International Space Station Agricultural Camera
(ISSAC), for example, takes infrared and visiblelight images of forests, grasslands, and agricultural
fields in the North American Great Plains. Farmers
and ranchers analyze the images to make informed
decisions about their crops and livestock.
• With the Advanced Diagnostic Ultrasound in
Microgravity (ADUM), crew members can take highquality ultrasound scans if they become injured or
ill. They can send the scans to Earth, where a ground
flight surgeon can evaluate the scans and diagnose
the problem. Doctors on Earth can use this same
technology to help people who live in remote areas far
from medical care.
• The Vessel ID System is a space-based radio receiver
attached to the external handrails of the space station.
This device makes it easier to monitor the location of
ships on the ocean. The system collects signals from
ships on Earth and bounces them back to a receiver
on the ground. It has relayed position reports tracking
more than 22,000 ships in one day.
• Experiments with the Vessel ID System also help
astronauts. The adaptor connecting the system to the
ISS is new. If successful, it would give astronauts a
new way to attach payloads to the ISS when they are
working outside the space station.
Page T16
April 2015
Space Lab: Prepare to Read
Vocabulary
1. Display pages 18-19 of the projectable edition,
1. Divide the class in pairs. Instruct students turn to
Recognizing Science in Space
Exploring Words With a Partner
covering the article’s headline and deck, for three
seconds. Then ask: What is the man doing? Instruct
students to raise their hands if the first thought that
popped into their heads was either "floating in space"
or "waving to the camera."
2. Display the pages again, revealing the headline
and deck. Invite a volunteer to read the text aloud.
Challenge students to answer the following questions:
▶Where is this lab?
▶What kind of experiments might the man do
there?
▶How can the man's work help people on Earth?
3. Invite students to share their ideas. Encourage them
page 23 in their magazines. Tell students they will
explore the vocabulary words for this article with their
partners.
2. To do this, tell students to go through the words one
by one. First, read the word and its definition. Then
each partner should share what he or she knows
about the term. This could include examples, personal
experiences, or even drawing a picture of the term, if
appropriate.
3. Rejoin as a class and invite pairs to share what they
learned about each word.
to share what they know about an astronaut's work in
space.
ELL Connection
Crossword Wordwise Words
projectable edition. Review the terms with students.
2. Give each student a piece of plain white paper. Direct
them to create a crossword puzzle that contains
the four Wordwise words on page 23 of the article.
Provide an example of a crossword puzzle if necessary.
3. Once students have completed their puzzles, instruct
them to trade with a partner. Give them time to solve
the puzzle.
Page T17
April 2015
Space Lab: Language Arts
Explore Reading
Explore Writing
1. Assign each student a partner. Tell the class that
1. P
rior to conducting this activity, download and review
Answering Questions Quickly and Efficiently
they have two minutes to flip through their student
editions. In that time, each pair must write eight to
10 questions they have about how astronauts use
technology in space.
Create a Narrated Podcast
NASA's instructions for creating a Do-It-Yourself
Podcast at: http://www.nasa.gov/audience/foreducators/
diypodcast/index.html. Also download NASA's podcast
site about the International Space Station at: http://
2. Say, “Go!” Have students complete their task.
3. At the end of two minutes, have two pairs switch lists.
Then have students read the article with their partners.
As they do, have them answer each question and
identify where they found the information.
4. After reading, combine pairs that answered one
another’s questions so they can share their findings.
Then regroup as a class. Discuss the article, and have
students highlight each answer on the projectable
edition. Ask: Which text features helped you find
information quickest and the most efficiently?
Common Core Grade-Level Differentiation
Grade 4:
▶Zoom in on each photo. Discuss how the photos
contributed to or expanded upon students'
understanding of different types of technology.
www.nasa.gov/audience/foreducators/diypodcast/spacestation-index-diy.html#.VRmaLcaWZm0
2. R
eview the elements of a narrative. Then walk students
through NASA's steps for creating a podcast.
3. D
ivide the class into small groups. Direct groups to
the ISS site. Instruct groups to select a focus for their
podcasts. Then, following NASA's instructions and
utilizing the agency's assets, encourage students to
create a narrative podcast about the ISS.
4. G
ive groups time to create their podcasts. Remind
students that their podcasts should be narratives,
relating details about an experience, rather than
informative productions that simply relay the facts.
Explore Language
Using Progressive Verb Tenses
Grade 5:
▶Encourage pairs to write at least one question that
cannot be answered with the text. Instruct students
to draw on information from additional print or
digital resources to answer the questions. Then
invite students to share tips with one another about
how to answer questions quickly and efficiently
using a variety of resources.
1. R
eview progressive verb tenses with the class. Explain
that progressive verbs are those that describe ongoing
actions in the past, present, or future.
2. U
se the “Search” function to find examples of the
progressive verb tense in the article. ("was living" and
"was happening") Which tense do these sentences use?
(present) Challenge students to rewrite each sentence
using the past and future progressive tenses. Invite
them to write more sentences using each tense.
Forming and Using Perfect Verb Tenses
1. R
eview the perfect verb tenses with students. Explain
that perfect verb tenses describe finished actions.
Invite students to share examples.
2. Th
en challenge students to rewrite sentences from the
article using these tenses. Discuss how changing the
tense affects the meaning of the verb.
Page T18
April 2015
Space Lab: Science
Explore Science
Extend Science
1. P
rior to conducting this activity, download the NASA
1. Download NASA's "Trace Space Back to You!"
ISS Research and Technology
How Does Space Exploration Affect You?
video "Benefits for Humanity: In Their Own Words"
at: http://www.nasa.gov/mission_pages/station/research/
interactive at: http://www.nasa.gov/externalflash/
nasacity/index2.htm
benefits/#.VRmrVsaWZm0
2. D
ivide the class into small
2. Point out to the class that the research and technology
Space Lab
Activity Master
groups. Give each student a
copy of the Activity Master.
Challenge students to review
the article to answer questions
about the three technologies
written about in the article:
ADUM, ISSAC, and the Vessel ID
system.
Name:
Answer questions about the three examples of ISS research and technology from the article. Answer
questions about one more example from the video.
What is it?
Who does it help?
How does it help?
ISSAS
ADUM
Vessel ID
System
Page T20
April 2015
Activity Master,
page T20
3. Th
en display the video. As they watch, encourage
students to select and answer those same questions
about one other type of technology with a connection
to space. Discuss how the different things people do in
space has affected these people on Earth.
identified in the article helps specific people: farmers;
doctors and patients; and people on ships. How many
students think that the experiments conducted in
space affect them? Discuss the possibilities.
3. Then display the interactive. Take students on a tour
of the home and city to introduce them to everyday
products they use that originated in space. After a
complete tour, encourage students to share their
thoughts on how people in space can affect life on
Earth.
Appreciating the Vessel ID System
1. Download the NASA video "ISS Benefits for
Society: Found at Sea" at: http://www.nasa.gov/
mission_pages/station/research/news/vessel_ID_system/#.
VRmxqcaWZm0
2. Display the video for the class. Discuss reasons why
this technology is important and how it helped this
man survive.
Explore More Innovations from Space
1. Download the Casis Academy's "Space to Innovate"
site at: http://www.casisacademy.org/SpaceToInnovate.
htm
2. Divide the class into small groups. Encourage groups
to examine the different types of innovations that
came from space. Encourage students to tour the
entire Casis Academy site.
3. Rejoin as a class. Challenge students to explain how
each item is connected to the ISS and how it affects life
on Earth.
Page T19
April 2015
Space Lab
Activity Master
What is it?
Name:
Page T20
Who does it help?
April 2015
How does it help?
ISSAS
ADUM
Vessel ID
System
Space Lab
Name:
Assessment
1. How can the Vessel ID system help people?
A It can tell farmers how to raise crops.
B It can help doctors diagnose a medical problem.
C It can find sailors when they're lost.
2. Why is ISSAC an improvement over similar technologies?
A It transmits images more often.
B It collects data every week.
C It's on the International Space Station.
3. What type of ISS technology would most help people living in remote areas?
A ADUM
B ISSAC
C the Vessel ID system
4. What type of ISS technology would most help astronauts in space?
A ADUM
B ISSAC
5. Which of these statements is true?
A Astronauts only study space.
B Astronauts build satellites.
C Astronauts monitor experiments.
Page T21
April 2015
Space Lab
Activity Master
Name:
This is system that picks up
signals from every ship with the
technology and sends the signals
to the ISS.
The Advanced Diagnostic
Ultrasound in Microgravity is a
portable ultrasound machine.
The International Space Station
Agricultural Camera takes
infrared images of Earth from
space.
What is it?
Answer Key
It helps farmers and ranchers.
Infrared images from space show
where healthy plants are growing.
This helps farmers and ranchers
make decisions about their
businesses.
How does it help?
It helps people in space and
people on Earth who need
a doctor but are far from
medical help.
People can take ultrasound images
with this machine and send them to
a doctor. The doctor can evaluate
the images and diagnose the
problem.
April 2015
It helps people on ships out in
the middle of the ocean.
Page T20A
The system collects data from
ships. It can find ships if they send
a distress signal. People on board
have a chance to get rescued.
Who does it help?
ISSAS
ADUM
Vessel ID
System
Students may mention the robotic
technology used in surgery,
technology to develop clean
water supplies, or the educational
benefits for students
Space Lab
Name:
Assessment
1. How can the Vessel ID system help people?
A It can tell farmers how to raise crops.
B It can help doctors diagnose a medical problem.
C It can find sailors when they're lost.
2. Why is ISSAC an improvement over similar technologies?
A It transmits images more often.
B It collects data every week.
C It's on the International Space Station.
3. What type of ISS technology would most help people living in remote areas?
A ADUM
B ISSAC
4. What type of ISS technology would most help astronauts in space?
A ADUM
B ISSAC
5. Which of these statements is true?
A Astronauts only study space.
B Astronauts build satellites.
C Astronauts monitor experiments.
Page T21A
April 2015

current issue - Explorer Magazine

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