current issue - Explorer Magazine

Transcription

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

current issue - Explorer Magazine

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