current issue - Explorer Magazine
Transcription
current issue - Explorer Magazine
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. National Geographic Explorer, Adventurer 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 National Geographic Explorer, Adventurer 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 Recall, Research, and Report 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 National Geographic Explorer, Adventurer 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. National Geographic Explorer, Adventurer 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. National Geographic Explorer, Adventurer Page T5 April 2015 Flash, Glimmer, and Glow Name: Activity Master Recall, Research, and Report 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 Recall: What I Know About Fireflies Partner 1 Partnaer 2 Research: What I Learned About ______________________________________ Sources © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Facts Report: What I Can Tell Others National Geographic Explorer, Adventurer Page T6 April 2015 Flash, Glimmer, and Glow 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? National Geographic Explorer, Adventurer Page T7 April 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. Flash, Glimmer, and Glow Name: Answer Key Activity Master Recall, Research, and Report 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 Recall: What I Know About Fireflies Partner 1 Partnaer 2 Each partner should write about an experience he or she has had with fireflies. Students should identify an organism. Research: What I Learned About ______________________________________ Facts Partners should identify each source used. © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Partners should record facts about how and why the organism glows. Sources Report: What I Can Tell Others Partners should work together to write a short report that combines what they recall from personal experience and what they learned from conducting research. National Geographic Explorer, Adventurer Page T6A April 2015 Flash, Glimmer, and Glow 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. National Geographic Explorer, Adventurer Page T7A April 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. Back to Life: Overview Summary Next Generation Science Standards • 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. Curriculum in This Article Common Core State Standards • 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) To access the projectable edition of this article, go to the Teacher tab for this magazine at: ngexplorer.cengage.com. Go to the Teacher tab at ngexplorer. cengage.com to access the free interactive whiteboard lesson for this article National Geographic Explorer, Adventurer 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. National Geographic Explorer, Adventurer Page T9 April 2015 Back to Life: Prepare to Read Activate Prior Knowledge 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 1. Display the Wordwise words on page 17 of the 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. National Geographic Explorer, Adventurer Page T10 April 2015 Back to Life: Language Arts Explore Reading Create a Timeline of Gorongosa's Success Comparing and Contrasting Perspectives 1. Prior to conducting this activity, download the 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 National Geographic Explorer, Adventurer 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 Why Biodiversity Matters 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 National Geographic Explorer, Adventurer 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 1. Prior to conducting this activity, download the 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. National Geographic Explorer, Adventurer Page T12 April 2015 Back to Life Activity Master Name: Why Biodiversity Matters Identify Page T13 April 2015 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. Before After Now National Geographic Explorer, Adventurer 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. © 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. Explain how an ecosystem full of dung beetles can help rebuild the lion population. National Geographic Explorer, Adventurer Page T14 April 2015 Back Back to to Life Life Activity Master Name: Why Biodiversity Matters Answers will vary depending on which organisms students select. Identify Answer Key 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. Before After Now National Geographic Explorer, Adventurer 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. © 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. 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. National Geographic Explorer, Adventurer 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/ Curriculum in This Article news/vessel_ID_system/#.VRmxqcaWZm0 Common Core State Standards • 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: ▶http://www.nasa.gov/mission_pages/station/research/ • Form and use the progressive verb tenses. (L.4.1.b) experiments/133.html • Learn more about the Vessel ID system: ▶http://www.nasa.gov/mission_pages/station/research/ • Form and use the perfect verb tenses. (L.5.1.b) experiments/750.html Next Generation Science Standards • 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. National Geographic Explorer, Adventurer • NASA's instructions for creating a Do-It-Yourself Podcast at: http://www.nasa.gov/audience/foreducators/ To access the projectable edition of this article, go to the Teacher tab for this magazine at: ngexplorer.cengage.com. 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. National Geographic Explorer, Adventurer Page T16 April 2015 Space Lab: Prepare to Read Activate Prior Knowledge 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 1. Display the Wordwise words on page 23 of the 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. National Geographic Explorer, Adventurer 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. National Geographic Explorer, Adventurer 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: ISS Research and Technology 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? © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. ISSAS ADUM Vessel ID System National Geographic Explorer, Adventurer 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. National Geographic Explorer, Adventurer Page T19 April 2015 Space Lab Activity Master What is it? Name: ISS Research and Technology Page T20 Who does it help? April 2015 How does it help? Answer questions about the three examples of ISS research and technology from the article. Answer questions about one more example from the video. ISSAS ADUM Vessel ID System National Geographic Explorer, Adventurer © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their 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 C the Vessel ID system 4. What type of ISS technology would most help astronauts in space? A ADUM B ISSAC C the Vessel ID system 5. Which of these statements is true? A Astronauts only study space. B Astronauts build satellites. C Astronauts monitor experiments. National Geographic Explorer, Adventurer Page T21 © 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. April 2015 Space Lab Activity Master Name: ISS Research and Technology 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? Answer questions about the three examples of ISS research and technology from the article. Answer questions about one more example from the video. 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 National Geographic Explorer, Adventurer © 2015 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their 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 C the Vessel ID system 4. What type of ISS technology would most help astronauts in space? A ADUM B ISSAC C the Vessel ID system 5. Which of these statements is true? A Astronauts only study space. B Astronauts build satellites. C Astronauts monitor experiments. National Geographic Explorer, Adventurer Page T21A © 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. April 2015