NGEXPLORER.CENGAGE.COM
JANUARY–FEBRUARY 2014
PASSWORD: EXPLORER
EXTREME EDITION
E X P L O R E R
TEACHER’S GUIDE
Penguin Power: Overview
Summary
Next Generation Science Standards
• Penguins are birds that cannot fly, but they are
outstanding swimmers.
• There are at least 16 different species of penguins, and
they can be found in a variety of environments ranging
from the icy glaciers in the Antarctic to steamy beaches
at the Equator.
• While all penguins share some traits, penguins
in different environments are adapted to survive
conditions where they live.
• C ore Idea: LS4.C: Adaptation—Species can change
over time in response to changes in environmental
conditions through adaptation by natural selection
acting over generations. Traits that support
successful survival and reproduction in the new
environment become more common.
• S cience and Engineering Practice: Analyzing and
Interpreting Data
• Crosscutting Concept: Patterns
Curriculum in This Article
Common Core State Standards
• Integrate information presented in different media
or formats as well as in words to develop a coherent
understanding of a topic or issue. (RI.6-7)
Materials Needed
• C ompare and contrast a text to an audio, video,
or multimedia version of the text, analyzing each
medium’s portrayal of the subject. (RI.7-7)
• Evaluate the advantages and disadvantages of using
different mediums to present a particular topic or
idea. (RI.8-7)
• i ndex cards, tape, plain white paper, art supplies, dice,
and coins
• “ Penguin Palooza!” poster
•N
ational Geographic’s “Penguin Palooza” site at:
http://channel.nationalgeographic.com/wild/penguinpalooza/
• With some guidance and support from peers and
adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying
a new approach. (W.6-5)
•N
ational Geographic’s “Penguins by the Number”
slideshow at:
• With some guidance and support from peers and
adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying
a new approach, focusing on how well purpose and
audience have been addressed. (W.7/8-5)
• Recognize and correct inappropriate shifts in
pronoun number and person. (L.6-1.c)
• Place phrases and clauses within a sentence,
recognizing and correcting misplaced and dangling
modifiers. (7-1.c)
• Recognize and correct inappropriate shifts in verb
voice and mood. (8-1.d)
• Standard: Use mathematical representations to
support explanations of how natural selection may
lead to increases and decreases of specific traits in
populations over time. (MS-LS4-6)
http://channel.nationalgeographic.com/wild/penguinpalooza/galleries/penguins-by-the-numbers/at/penguinchick-44378/
• National Geographic’s penguin photo gallery at:
http://animals.nationalgeographic.com/animals/photos/
penguins/
Additional Resources
• Learn more about penguins:
http://www.seaworld.org/animal-info/info-books/penguin/
index.htm
• See how emperor penguins swim:
http://ngm.nationalgeographic.com/2012/11/emperorpenguins/hodges-text
National Geographic Extreme Explorer
Page T1
January–February 2014
Penguin Power: Background
Fast Facts
• Although penguins do not fly, they are classified as
birds because they are exothermic (warm-blooded)
vertebrates that are covered in feathers, have modified
front limbs, and lay eggs. In most birds, the modified
front limbs are wings. For penguins, they serve as
flippers.
• Penguins’ bodies are built for swimming. They have
large heads, short necks, wedge-shaped tails, webbed
feet, and elongated bodies that are tapered at both ends.
This creates a streamlined effect that helps the birds
move quickly through water.
• Penguins live on islands and distant coastal regions on
every continent in the southern hemisphere. Most can
be found between the latitudes of 45° and 60° S. One
species, the Galapagos penguin, lives at the Equator.
However, no penguins live in the northern hemisphere.
• Th
e deepest recorded dive for a penguin is 565 m. The
longest recorded dive is 22 minutes. Emperor penguins
set both records.
• Most penguins molt, or lose and regrow worn-out
feathers, once a year. Galapagos penguins usually
molt twice a year.
•W
hile molting, most penguins live on shore. Without
their feathers, penguins aren’t fully waterproof and can’t
stay warm in cold water.
• Penguins can safely drink seawater because they
have glands under their eyes that help them get rid
of excess salt.
• Penguins have adaptations that help them survive in a
wide range of habitats. For example:
▶Emperor penguins live in Antarctica, where it is
exceptionally cold. Some physical adaptations that
help them survive are a thick layer of blubber and
an insulating layer of feathers. In addition, the
veins and arteries in their extremities are so close
together that heat passes back and forth between
them, keeping the birds warm.
▶Galapagos
penguins rely on behavioral
adaptations to survive life near the Equator. To
reduce body temperature, these birds may pant or
seek shelter under rocks. They may stick out their
wings to let a breeze cool them down.
National Geographic Extreme Explorer
Page T2
January–February 2014
Penguin Power: Prepare to Read
Activate Prior Knowledge
Vocabulary
1. T
ell students to close their eyes and think about
1. Display the Wordwise words on page 9 of the
Visualizing Penguins and Where They Live
Rolling Through Vocabulary
penguins. Then give each student five index cards.
Ask students to write one word on each card that
describes penguins or where they live.
2. I nvite a volunteer to tape his or her cards to the board
in a vertical column. Have a second student do the
same, placing new words below those already posted
and repeats beside their match.
3. A
fter all students have posted their ideas, circle the
web
projectable edition. Have volunteers read aloud each
vocabulary term and its definition. Review the words
to make sure all students have a good understanding
of each term.
2. Divide the class into small groups. Have each group
write the words on a piece of paper and number them
from one to six. Then give each group a die.
3. Instruct students to take turns rolling the die.
words that appear most often. Be sure to include
words that describe both penguins and their
environment.
4. G
ive each student a piece of paper, access to art
e-
edition
supplies, and five minutes to draw a picture of a
penguin that incorporates each circled word on the
board. Gather all completed artwork, and tell students
they will revisit their ideas after reading the article.
Each time they roll, they must give an example or
name something related to the vocabulary word
that matches the number on the die. For example,
they might note that an opossum playing dead is a
behavioral adaptation. They could name a city located
in the northern hemisphere.
4. Allow groups to play the game until each student has
had several opportunities to identify examples.
LL Connection
E
Connecting Vocabulary Through Ideas
1. Tell students that good readers use a variety of
strategies to help them understand a text. One strategy
is to group words that are related to a central idea.
2. Ask students turn to the Wordwise vocabulary
on page 9 of the article. Have volunteers read
aloud each vocabulary term and its definition.
e-
edition
web
3. Ask students to look at the words closely to figure out
which words are related to one another. How are they
related? (Behavioral adaptations, physical adaptations,
and traits describe organisms. The other three terms
are places.)
4. Invite students to identify examples they know of that
are related to each of the terms. Encourage them to
give as much detail as possible.
National Geographic Extreme Explorer
Page T3
January–February 2014
Explore Reading
Penguin Power: Language Arts
Integrating Information to Aid Understanding
1. A
ssign each student a partner. Tell the class that
they have two minutes to flip through their student
editions. In that time, each pair must write eight to 10
questions they have about penguins. Encourage pairs
to write at least one question that can be answered
with the diagram on pages 4-5 and one that cannot be
answered with the text.
2. S ay, “Go!” Have students complete their task.
3. A
t 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. For
questions that cannot be answered using the text, have
students find a video online that addresses the subject.
e4. A
fter reading, combine pairs that answered one edition
another’s questions to compare answers. Regroup as
a class to discuss the article. Have students highlight
each answer from the text on the projectable edition.
Common Core Grade-Level Differentiation
Grade 6:
▶Discuss with students how using both print
and videos helped them develop a coherent
understanding of the topic.
Grade 7:
▶Ask students to compare and contrast the delivery
of information through text and video. Did adding
speech make it easier to understand the subject?
Grade 8:
▶Encourage students to evaluate the advantages and
disadvantages of using print vs. video to present
information on different penguin species.
Explore Writing
Developing and Strengthening Writing
1. W
rite the following on the board: Penguins are unusual
birds. Then divide the class into small groups.
2. T
ell students that the sentence on the board is a topic
sentence. In their groups, they will write a short article
based on this topic sentence.
3. E
xplain that each group can select the type of article it
would like to write: an opinion piece; an informative
or explanatory text; or a narrative. Remind students
that each type of writing has specific guidelines.
Discuss the unique attributes of each. Then discuss
what they all have in common: an interesting
introduction, clear organization, details supported by
facts, precise language, and a concluding statement.
4. G
ive groups time to plan and write their articles. Then
pair two groups so they can edit each other’s work.
Have groups use those edits to revise their writing.
Explore Language
Using English Correctly
web
1. Introduce the appropriate grade-level exercises below.
Common Core Grade-Level Differentiation
Grade 6:
▶Review proper pronoun and number agreement.
Display pages 4-5 of the projectable edition.
Zoom in on the bottom caption. Rewrite it as: “A
penguin swims through the water. They have many
adaptations that help them swim.” What’s wrong
with this caption? (inconsistent pronoun number)
Encourage students to find other sentences to rewrite
incorrectly and fix.
Grade 7:
▶Review the concepts of misplaced and dangling
modifiers. Display page 9 and zoom in on the image
of the African penguin. Rewrite the caption as: “A
penguin walks on an African beach. Pink patches
keep it from getting too hot on its face.” What’s
wrong? (misplaced modifiers) Encourage students
to find other sentences to rewrite incorrectly and fix.
Grade 8:
▶Review the concepts of verb voice and mood. Display
page 4 and rewrite the introduction as: “A honking
cry fills the air. It sounds like a marching band full of
kazoos. The sounds were made by thousands of king
penguins.” Challenge students to spot and correct the
error. Encourage students to find other sentences to
rewrite incorrectly and fix.
National Geographic Extreme ExplorerPage T4 January–February 2014 Penguin Power: Science
Explore Science
Assessing the Probability of Change
Analyzing Penguins and Their Environments
eDisplay the section “Eggs on Ice” on page 7 of the edition
1. D
isplay page 9 of the projectable edition to revisit e- 1.
web
edition
the Wordwise words. Ask students why these
particular words were selected as vocabulary words for
this article. How do the words connect to penguins?
2. G
uide students to understand that penguins live
2. A
ssign each student a partner. Direct each pair to
in many different regions of the world. Like all
organisms, different species of penguins have adapted
to survive in particular environments.
create a table like the one below:
3. D
isplay the “Penguin Palooza!” poster. Have students
match photos of the penguins on the map to the bigger
photos. Ask volunteers to read aloud each description.
Add notes identifying where each penguin lives and
adaptations that allow it to survive.
Penguin Power!
Activity Master
Name:
Penguin Species
Height
Weight
Population size
Life span
Geographic location
Region
2. E
ncourage students to conduct
research to complete the Activity
Master. Suggest that they begin with
these National Geographic sites:
Small Feet
3. G
ive each pair a coin. Instruct them to flip the coin
4. H
ave students repeat this exercise for two more
Penguins by the Numbers
Record information about one penguin species. Use this information and
the information other groups collect to create graphs, charts, and tables
about penguins.
© 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students.
Activity Master and assign each
student a partner. Instruct each
pair to select one penguin species
from the article or the “Penguin
Palooza!” poster.
Penguin 1
Penguin 2
Penguin 3
Large Feet
10 times. How many times did they get heads? Tails?
Calculate the probability of each. Assign the larger
number to penguins with larger feet.
Penguins by the Numbers
1. G
ive each student a copy of the
projectable edition. Highlight the last paragraph.
Discuss reasons why it takes luck for an emperor
penguin to survive. Then ask: Would it be an
advantage if the father penguin had large feet? Why?
Status
National Geographic Explorer, Pathfinder
PageT6
January–February2014
Activity Master,
page T6
Recognizing Patterns
board. Challenge students to identify patterns in the
appearance of their penguins.
palooza/
▶http://channel.nationalgeographic.com/wild/penguin
2. A
sk students if the illustrations accurately depict
palooza/galleries/penguins-by-the-numbers/at/penguinchick-44378/
all penguins. Have students view a National
Geographic penguin photo gallery (http://
3. R
ejoin as a class and have pairs share their findings.
animals.nationalgeographic.com/animals/photos/eweb
penguins/) or play the Photo Safari game onedition
the
Extreme Explorer website (ngexplorer.cengage.com).
Create a master chart on the board to record
information about all penguin species.
3. Instruct students to note the patterns they see in each
4. H
ave students rejoin their partners. Direct them to
create a table, bar graph, pictograph, or pie chart that
shows a relationship in each data set.
how groups chose to represent the information. Which
method worked best for each category?
National Geographic Extreme Explorer
Extend Science
1. P
ost the drawings students made of penguins on the
▶http://channel.nationalgeographic.com/wild/penguin
5. P
ost finished graphs in the room. As a class, analyze
penguins. Add the results for large feet. Add the
results for small feet. Then multiply each total first by
100 and then by 1,000 to reflect the idea of second and
third generations of penguins. Discuss the probability
of a trait being passed on to future generations.
type of penguin. Challenge them to find patterns in
the appearance of all penguins, regardless of species,
as well. Which characteristics would need to be
present for a bird to be classified as a penguin?
Page T5
January–February 2014
web
Penguin Power
Name:
Activity Master
Penguins by the Numbers
Record information about one penguin species. Use this information and
the information that other groups collect to create graphs, charts, and
tables about penguins.
Penguin species
Height
Weight
© 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students.
Population size
Life span
Geographic location
Region
Conservation status
National Geographic Extreme Explorer
Page T6
January–February 2014
Penguin Power
Assessment
Name:
1. Why are there no penguins in the northern hemisphere?
A It’s too hot.
B It’s too crowded.
C It’s too dangerous.
2. What do all penguins have in common?
A They are the same size.
B They huddle to keep warm.
C They live near the sea.
3. If you wanted to visualize how a penguin moves, which medium would be the most helpful?
A a printed text
B a slideshow
C a video
4. Which statement is true?
A A behavioral adaptation is a trait.
B A physical adaptation is an action.
C A trait is a physical adaptation.
5. Select one penguin species from the article. Describe two ways this penguin is adapted to survive in its environment.
National Geographic Extreme Explorer
Page T7
January–February 2014
© 2014 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.
Penguin Power
Name:
Activity Master
Answer Key
Penguins by the Numbers
Record information about one penguin species. Use this information and
the information that other groups collect to create graphs, charts, and
tables about penguins.
Penguin species
All answers will vary depending upon
which species is selected.
Height
Weight
© 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students.
Population size
Life span
Geographic location
Region
Conservation Status
National Geographic Extreme Explorer
Page T6A
January–February 2014
Penguin Power
Name:
Assessment
Answer Key
1. Why are there no penguins in the northern hemisphere?
A It’s too hot.
B It’s too crowded.
C It’s too dangerous.
2. What do all penguins have in common?
A They are the same size.
B They huddle to keep warm.
C They live near the sea.
3. If you wanted to visualize how a penguin moves, which medium would be the most helpful?
A a printed text
B a slideshow
C a video
4. Which statement is true?
A A behavioral adaptation is a trait.
B A physical adaptation is an action.
C A trait is a physical adaptation.
5. Select one penguin species from the article. Describe two ways this penguin is adapted to survive in its environment.
Possible responses: Emperor penguins have a thick layer of blubber and huddle together to
keep warm; Rockhoppers team up against birds of prey and hop to move among rocky boulders;
Yellow-eyed penguins find shade in the forest and pant to cool down; African penguins dig
burrows and have bare patches on their faces where heat can escape.
National Geographic Extreme Explorer
Page T7A
January–February 2014
© 2014 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.
Mission to Mars: Overview
Summary
• Mars is the fourth planet from the sun. Scientists are
exploring ways people could travel to and live on Mars.
• The journey to Mars presents many challenges:
distance, suitable transportation, supplies, and
surviving the planet’s harsh environment.
• Engineers are designing and testing new rockets and
spaceships. They’re also exploring medicines, supplies,
and ways to create meals that could someday make the
trip to the Red Planet a reality for humans.
Next Generation Science Standards
• C ore Idea: Interdependence of Science, Engineering,
and Technology—Engineering advances have led
to important discoveries in virtually every field of
science, and scientific discoveries have led to the
development of entire industries and engineered
systems. Science and technology drive each other
forward.
• S cience and Engineering Practice: Developing and
Using Models
Curriculum in This Article
• Crosscutting Concept: Structure and Function
• Analyze how a particular sentence, paragraph, chapter,
or section fits into the overall structure of a text and
contributes to the development of the ideas. (RI.6-5)
• Standards: Define the criteria and constraints of a
simple design problem...evaluate competing design
solutions...analyze data from tests...and develop a
model. (MS-ETS1-1, 2, 3, 4)
Common Core State Standards
• Analyze the structure an author uses to organize a
text, including how the major sections contribute
to the whole and to the development of the ideas.
(RI.7-5)
Materials Needed
• “Exploring Mars” poster
• Analyze in detail the structure of a specific paragraph
in a text, including the role of particular sentences in
developing and refining a key concept. (RI.8-5)
• Use a variety of transition words, phrases, and
clauses to convey sequence and signal shifts from
one time frame or setting to another. (W.6/7-3.c)
• Use punctuation (commas, parentheses, dashes) to set
off nonrestrictive/parenthetical elements. (L.6-2.a)
• Use a comma to separate coordinate adjectives. (7-2.a)
• Use punctuation (commas, ellipses, dashes) to
indicate a pause or break. (8-2.a)
To explore more about Mars, go to
ngexplorer.cengage.com to access the
free interactive whiteboard lesson for
this article.
National Geographic Extreme Explorer
e-
• drawing supplies
• a variety of craft materials to build prototypes
• a collection of useful items from around the classroom
or students’ homes
• Use a variety of transition words, phrases, and clauses
to convey sequence, signal shifts from one time frame
or setting to another, and show the relationships
among experiences and events. (W.8-3.c)
edition
• plain
white paper
Additional Resources
•L
earn more about Mars:
▶http://science.nationalgeographic.com/science/space/
solar-system/mars-article/
▶http://solarsystem.nasa.gov/planets/profile.
cfm?Object=Mars
•L
earn more about exploring Mars:
▶http://mars.jpl.nasa.gov
web
▶http://www.nasa.gov/mission_pages/mars/main/index.
html#.Uou3EpHK688
Page T8
January–February 2014
Mission to Mars: Background
F ast
• Mars, the fourth planet from the sun, is a solid, rocky
planet. Its surface boasts the tallest volcano in our solar
system along with the deepest canyon.
• The soil on Mars contains iron minerals that oxidize, or
rust. This makes the soil look red. Because of this, we
call Mars “the Red Planet.”
• Mariner 4, launched in 1965, was the first successful
mission from Earth to Mars. Since then, people have
sent more than 40 unmanned spacecraft to Mars. These
missions include flybys, orbiters, rovers, and landers.
Facts
•W
ith current technology, it takes about eight months to
get from Earth to Mars.
• The extreme cold temperatures and thin atmosphere
on Mars make it impossible for liquid water to exist
on the planet’s surface.
•B
ecause of the patterns in which Earth and Mars orbit
the sun, the distance between the two planets varies
from about 56 million km to 400 million km.
• Although people are exploring the possibility of
a manned mission to Mars, the Red Planet isn’t
compatible with life as we know it:
▶The average temperature on Mars is -62.7° C. The
average temperature on Earth is 13.8° C.
▶The atmosphere on Mars, which is only 1% as
thick as Earth’s, contains 95.32% carbon dioxide,
2.7% nitrogen, 1.6% argon, and 0.8% carbon
monoxide. Earth’s atmosphere is 78.09% nitrogen,
20.95% oxygen, 0.93% argon, and 0.039% carbon
dioxide. Both atmospheres also contain trace
amounts of other gases.
▶The normal atmospheric pressure on Earth is
101,325 Pascals. On Mars, it’s only 600 Pascals.
The human body cannot withstand pressure
below 6,300 Pascals.
National Geographic Extreme Explorer
Page T9
January–February 2014
Mission to Mars: Prepare to Read
Vocabulary
Activate Prior Knowledge
Putting Technology Words into Context
Analyzing Knowledge of Mars
1. Display pages 10-11 of the projectable edition,
eedition
covering the article’s headline and deck. Invite
students to describe what they see. How many
students think this is a photo of an astronaut on the
moon?
1. Display the Wordwise words on page 16 of the
web
e-
edition
web
projectable edition. Review each word and its
definition with students. Make sure all students have a
thorough understanding of the terms.
2. Instruct students to review the photos and illustrations
2. Remove the cover and ask a student to read aloud the
headline and deck. Based on this new information,
could this be a real photograph of an astronaut on
Mars? (No) Why? (No humans have ever been to
Mars.)
in the article, attempting to find one example that
reflects the meaning of each vocabulary word. For
example, students may say that the astronaut in one of
the illustrations is an engineer.
3. Once students have identified their examples, combine
3. Write the words “If I were...” on the board. Challenge
each student to complete the sentence based on what
they see in the photo or already know about Mars. For
instance: “If I were on Mars, the ground I walked on
would look red.” “If I were the astronaut in the photo,
I would need a special suit to protect me.” Encourage
students to be creative but realistic in their responses.
them into small 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 the term?
4. When students have finished comparing their results,
rejoin as a class. Discuss with students how finding
examples allowed them to put the words in a context
that gave them a better understanding of each term.
ELL Connection
Connecting Vocabulary Words
1. Invite students to share what they know about each
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 an engineer
invents and uses technology. Many objects that orbit
in space are examples of man-made technology.
Some naturally occurring objects in space have
an atmosphere; others don’t. If an object has an
atmosphere, that atmosphere travels with the object as
it orbits in space.
National Geographic Extreme Explorer
Page T10
January–February 2014
Mission to Mars: Language Arts
Explore Reading
Describing Overall Structure
1. Write the word structure on the board and ask
students what it means. (how something is built,
arranged, or organized) Tell students that in an article,
sentences, paragraphs, chapters, and sections each
have a structure. Together, they contribute to the
development of ideas throughout the text.
2. Remind students that when people write, they
organize, or structure, their texts in a way that
makes sense. In informational texts, like the articles
in this magazine, writers typically use one of four
organizational frameworks: chronology; comparison;
cause and effect; or problem and solution. Challenge
students to describe and give examples of each.
3. Assign each student a partner. Have pairs read the
article. As they do, challenge them to analyze various
parts of the text to determine how they contribute to
the development of ideas. Regroup as a class and give
pairs an opportunity to share their ideas.
Common Core Grade-Level Differentiation
Grade 6:
▶I nstruct pairs to analyze any one sentence,
paragraph, chapter, or section of their choice.
Grade 7:
▶Ask pairs to analyze the overall structure of the
text, including how the major sections contribute
to the whole and to the development of ideas.
Grade 8:
▶Tell pairs to pick one paragraph and analyze it in
detail, including the role of particular sentences
in developing and refining a key concept.
Explore Writing
Writing a Seamless Narrative
1. Ask students what a transition is. (moving from one
place or stage in life to another) Invite them to give
examples of transitions they have made.
2. Explain that writers also make transitions. They must
move readers from one idea to the next. But writers
can’t just lump ideas together. Their transitions must
make sense or readers will get lost in the text.
National Geographic Extreme Explorer
3. Challenge students to identify multiple transition
words, phrases, and clauses. List them on the board.
Discuss how these words provide smooth transitions
in a text.
4. Tell students write a short narrative based on the
introduction. Instruct them to include a variety of
transition words, phrases, and clauses to help them
convey sequence and shifts from one time frame or
setting to another. Eighth graders should also show the
relationships among experiences and events.
Explore Language
Using Punctuation Correctly
1. Introduce the appropriate grade-level exercise below
to your class.
Common Core Grade-Level Differentiation
Grade 6:
▶Review how to use punctuation to set off
nonrestrictive/parenthetical elements. Display
page 16 of the projectable edition. Rewrite the
first caption as: “A scientist, who is wearing a
special suit, practices being a Mars astronaut in
a desert on Earth.” Discuss the change. Invite
students to rewrite other sentences from the
article in the same way.
Grade 7:
▶Discuss how to properly use commas to separate
coordinate adjectives. Use the “Search” function
to find examples from the text. (page 14: “new,
more powerful rocket fuel;” page 16: “A private
space company.”) Why does one have commas
while the other does not? Invite students create
sentences of their own.
Grade 8:
▶Display page 13 of the projectable edition. Zoom
in on the numbers at the top of the page. Discuss
how the ellipses help readers interpret a pause
in the text. Invite students to create sentences of
their own, using a comma, an ellipsis, or a dash
to indicate a pause or break in the content.
Page T11
January–February 2014
Mission to Mars: Science
Explore Science
Extend Science
Learning About Mars
Relating Structure to Function
1. Display the “Exploring Mars” poster. Explain to
1. Gather a collection of useful items from the classroom
students that this poster tells about our attempts to
explore Mars over the past 50 years.
or have students bring items from home. In small
groups, have students inspect the items to determine
whether or not they would be useful on a trip to Mars.
2. Divide the class into nine groups. Assign each group
one spacecraft. Instruct students to conduct additional
research to learn more about their spacecraft.
2. Tell each group to select the one item it thinks would
be the most useful. Instruct students to closely
examine that object to understand how and why it
works.
3. Once they have compiled as much scientific
information as possible, have students create a short
newscast featuring their spacecraft, its mission, and
how it has contributed to what we know about Mars.
3. Then, knowing that space and supplies would be
limited on an extended trip to Mars, ask students
to brainstorm multiple ways the item could be
used. Encourage students to brainstorm simple
structural modifications that would increase the item’s
functionality.
4. Beginning with Mariner 4 and proceeding in
sequential order, have groups share their newscasts
with the class. When all groups are finished, instruct
students to create a time line showcasing the
highlights of Mars exploration. Discuss with students
how improved technology over the years has helped
us learn more about the Red Planet.
4. Invite groups to share their ideas with the class.
Designing Useful Solutions
1. Based on what they have learned, prompt students to
identify the biggest challenges facing people who want
to visit Mars. List those challenges on the board.
2. Review the potential solutions identified in the article.
Discuss the process engineers follow as they develop
solutions: ideas, inventions, testing, prototypes, etc.
Name:
Activity Master
the Activity Master. Then, as
a class, select one problem to
address.
Mission to Mars
Designing Useful Solutions
Brainstorm ideas about how to solve a problem related to exploring Mars. Use this graphic
organizer to identify, describe, and design your solution.
Identify the problem.
Describe your idea.
List your materials.
Explain why it would work.
© 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students.
3. Give each student a copy of
Draw a picture.
4. Divide the class into small
groups. Challenge each group
Activity Master,
to devise its own solution.
page T13
Instruct them to identify,
describe, and draw a model of their solution on their
Activity Masters. Provide a variety of craft materials so
students can create prototypes of their solutions.
National Geographic Explorer, Pathfinder
Page T13
January–February 2014
5. Give groups an opportunity to test and compare
their solutions. Instruct each group to identify one
improvement it could make. Give students time to
make and evaluate the change.
National Geographic Extreme Explorer
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January–February 2014
Mission to Mars
Activity Master
Name:
Designing Useful Solutions
List your materials.
Page T13
Explain why it would work.
January–February 2014
Brainstorm ideas about how to solve a problem related to exploring Mars. Use this graphic
organizer to identify, describe, and design your solution.
Identify the problem.
Describe your idea.
Draw a picture.
National Geographic Extreme Explorer © 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students.
Mission to Mars
Name:
Assessment
1. Why haven’t people gone to Mars yet?
A Nobody wants to go to Mars.
B We don’t have the right technology.
C It’s too hot to survive on Mars.
2. What did we learn after the first flyby around Mars?
A There are no landforms on Mars.
B There is no water on the surface of Mars.
C There are no signs of life on Mars.
3. What is one reason that writers use transitions in their text?
A to describe places they are writing about
B to signal shifts from one time frame to another
C to move readers emotionally
4. Why do astronauts’ bones weaken in space?
A There is no atmosphere.
B There is no gravity.
C There is too much radiation.
5.
Identify and describe one invention engineers are developing to help people travel to Mars.
National Geographic Extreme Explorer Page T14
January–February 2014
© 2014 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.
Mission to Mars
Activity Master
MODEL
Name:
Answer Key
Designing Useful Solutions
January–February 2014
Brainstorm ideas about how to solve a problem related to exploring Mars. Use this graphic
organizer to identify, describe, and design your solution.
Explain why it would work.
Identify the problem.
The class will agree upon a problem before groups complete the Activity Master. Possible
problems include: suitable fuel and transportation; lack of food, water, and air; medical issues;
increased radiation; lack of gravity and atmosphere; and compatible crew members.
List your materials.
Page T13A
All answers for the remainder of the Activity Master will vary depending upon the problem
identified. However, students should describe their ideas fully and their models should depict
realistic solutions to the problem.
Describe your idea.
Draw a picture.
National Geographic Extreme Explorer © 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students.
Mission to Mars
Answer Key
Name:
Assessment
1. Why haven’t people gone to Mars yet?
A Nobody wants to go to Mars.
B We don’t have the right technology.
C It’s too hot to survive on Mars.
2. What did we learn after the first flyby around Mars?
A There are no landforms on Mars.
B There is no water on the surface of Mars.
C There are no signs of life on Mars.
3. What is one reason that writers use transitions in their text?
A to describe places they are writing about
B to signal shifts from one time frame to another
C to move readers emotionally
4. Why do astronauts’ bones weaken in space?
A There is no atmosphere.
B There is no gravity.
C There is too much radiation.
5.
Identify and describe one invention engineers are developing to help people travel to Mars.
Students may identify and describe rockets, other spacecraft, spacesuits,
exercise machines, ways to extract water or oxygen, or 3-D printers for
meals.
National Geographic Extreme Explorer Page T14A
January–February 2014
© 2014 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.
A Lot to Like: Overview
Summary
•A
lthough they may look like plants, lichens are
living things that are part fungus and part alga.
Next Generation Science Standards
•A
s a lichen, the fungus and alga work together in a
mutualistic relationship to help each other survive.
•L
ichens are common in most environments, but
they also can survive in the most extreme places.
Some lichens have even survived being launched
into space.
• C ore Idea: Interdependent Relationships in
Ecosystems—Organisms and populations are
dependent on their environmental interactions both
with other living things and with nonliving factors,
any of which can limit their growth. Competitive,
predatory, and mutually beneficial interactions vary
across ecosystems but the patterns are shared.
• S cience and Engineering Practice: Constructing
Explanations and Designing Solutions
Curriculum in This Article
Common Core State Standards
• Crosscutting Concept: Patterns
•D
etermine an author’s point of view or purpose in
a text and explain how it is conveyed in the text.
(RI.6-6)
• D etermine an author’s point of view or purpose in a
text and analyze how the author distinguishes his or
her position from that of others. (RI.7-6)
• D etermine an author’s point of view or purpose in
a text and analyze how the author acknowledges
and responds to conflicting evidence or viewpoints.
(RI.8-6)
• Gather relevant information from multiple print and
digital sources; assess the credibility of each source;
and quote or paraphrase the data and conclusions
of others while avoiding plagiarism and providing
basic bibliographic information for sources. (W.6-8)
• Gather relevant information from multiple print
and digital sources, using search terms effectively;
assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions
of others while avoiding plagiarism and following a
standard format for citation. (W.7/8-8)
• Standard: Construct an explanation that predicts
patterns of interactions among organisms across
multiple ecosystems. (MS-LS2-2)
Materials Needed
• sentence strips
• index cards
• a ccess to the “Learn That” site (or something similar) at:
http://www.learnthat.org/pages/view/roots.html
• art
supplies
Additional Resource
•L
earn more about lichens:
http://nhc.asu.edu/lherbarium/lichen_info/
• Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a word.
(L.6/7/8-4.b)
National Geographic Extreme Explorer Page T15
January–February 2014
A Lot to Like: Background
Fast Facts
•Lichens are highly sensitive to air pollution. They are
one of the bioindicator species, or predictor species,
that scientists use as an early warning system.
•Frank Bungartz, who has a PhD in plant biology,
works for the Charles Darwin Research Station for the
Galápagos Islands. This National Geographic Society
grantee and his group are discovering new species to
add to their inventory of lichen species on the islands.
•Lichens grow everywhere from rocks and sand to
cactus spines and tree bark.
•Lichens, once considered to be “the poor peasants of
the plant kingdom,” are in fact not plants. A lichen is a
combination of two living things: a fungus and an alga
living together in a symbiotic relationship.
•Some lichens live in environmental conditions that
would kill most other forms of life.
•The fungus, the bigger partner, determines the structure
and appearance of a lichen. The alga make the food.
Each part needs the other for the lichen to survive.
•Lichen come in three main shapes: Shrubby, crusty,
and leafy.
•Lichens can survive the harshest environments. In deserts, for example, they dry out completely and remain dormant until it rains. Then they become active
again.
National Geographic Extreme Explorer
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January–February 2014
A Lot to Like: Prepare to Read
Activate Prior Knowledge
Vocabulary
1. Prior to conducting this activity, write the following
1. Display the Wordwise words on page 23. Review eedition
Exploring Knowledge of Lichens
Putting Lichen in Its Place
statements on sentence strips:
each word and its definition with students.
2. Create a diagram like the following on the board,
▶Lichens
are plants.
▶Lichens
are nonliving things.
▶Lichens
are big.
▶Lichens
only live in cold environments.
▶Lichens
only live on rocks.
writing the word lichen in the center space:
2. Give each student two index cards. Instruct students to
write “Agree” on one card and “Disagree” on the other.
3. Inform students that you are going to read five
statements about lichens. After each statement, they
must raise the appropriate card to show whether they
agree or disagree with what it says.
4. Post the sentence strips on the board one at a time,
reading them aloud as you go. Pause after each
to tabulate students’ responses. Write “Agree” or
“Disagree” after each sentence strip to indicate the
majority opinion.
5. Give students an opportunity to discuss the majority
vote. Do they want to leave these results, or can
they convince classmates to change their ideas? Tell
students you will revisit the results after reading the
article.
web
lichen 3. Tell students that this set of vocabulary words is sort
of like a chain. The diagram is a way to illustrate those
connections.
4. Assign each student a partner. Tell students to think
about what lichen is and how it might fit into two
separate chains. Challenge them to place the four
remaining words in the diagram in a way that makes
sense. Have pairs share results in small groups.
(Two answers are possible: genus, species, lichen,
mutualism, symbiosis; or symbiosis, mutualism,
lichen, species, genus.)
ELL Connection
Word Association in Definitions
1. Display the Wordwise words on page 23. Zoom
e-
edition
in on the word mutualism and its definition. Discuss
what this word means. Ask students which word in
the definition helps them identify what this word is.
(relationship) Highlight that word.
2. Repeat this procedure for each of the other vocabulary
words. What other word defines a relationship?
(symbiosis) How are the two words related?
(Mutualism is a type of symbiosis.)What do the
words genus and species have in common? (They
are groupings.) How are they related? (A genus is a
grouping of species.) How is lichen associated with
each of these categories? (Lichen is a living thing that
relies on mutualism to survive. It is also classified into
genus and species groups.)
National Geographic Extreme Explorer
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January–February 2014
web
A Lot to Like: Language Arts
Explore Reading
Determining an Author’s Point of View
e-
1. Display pages 18-19 of the projectable edition.
web
2. A
ssign each student a partner. Instruct each pair to
edition
choose an environment and conduct research on the
lichens found there. Remind them that lichens can live
in extreme environments. Suggest that they explore
different options before picking a final location.
Invite a volunteer to read aloud the headline and
deck. Ask: So, how do you think this author feels about
lichens? (Students likely will say that the author loves
lichens and thinks they are surprising.)
2. If this is what students conclude, tell them that they
3. G
ive students time to conduct research via both
3. Have students read the article on their own. As
4. I nstruct pairs to use their compiled research to create
are correct. The author, Frank Bungartz, is a biologist
who studies lichens for a living. In particular, he
studies lichens on the Galápagos Islands, where he and
his team have discovered new species of lichens.
print and digital sources. Remind them to only use
credible sources. Emphasize the need to paraphrase
information rather than copying directly from
someone else’s work.
an informational brochure about lichens found in the
location they selected.
they do, tell them to record statements that convey
Bungartz’s opinion about lichens. Direct them to also
note how he supports those opinions in the text.
Common Core Grade-Level Differentiation
4. When they are finished, have students share their
findings in small groups. Has Bungartz convinced
them that lichens are wonderful and surprising or not?
Common Core Grade-Level Differentiation
Grade 6:
▶Require students to provide basic bibliographic
information for all sources.
Grades 7 and 8:
▶Encourage pairs to use search terms effectively
as they conduct their research. Require them to
follow a standard format for citation.
Grade 6:
▶Have
students explain how Bungartz conveys his
point of view in the text.
Grade 7:
▶Have
students analyze how Bungartz
distinguishes his position from that of others.
Encourage them to conduct additional research
on lichens to become familiar with other
opinions on the topic if necessary.
Explore Language
Be a Word Detective
1. C
reate a chart like this on the board:
Word
Grade 8:
▶Have students analyze how Bungartz acknowledges
and responds to conflicting evidence or viewpoints.
Root
Meanings
Origin
Definition
Others
2. P
oint out to students that if they understand a word’s
origins, they can often understand its meaning as well
as other words that have the same origins.
Explore Writing
Teaching Others About Lichen
1. D
isplay page 20 of the projectable edition,
e-
edition
zooming in on the last paragraph of the first column.
Remind students that, according to the writer, most
people pay no attention to lichens as they walk past
or on them. Tell students that they are going to show
people what they’re missing.
National Geographic Extreme Explorer
web
3. D
isplay the projectable edition. Ask a volunteer
e-
edition
web
to use the search function to find the word benefit on
page 21. Go to a site such as “Learn That” at http://
www.learnthat.org/pages/view/roots.html. Direct
students to record information about benefit and other
words with the root bene– in the chart. Challenge
them to find, investigate, and record information
about other unknown grade-level words in the article.
Page T18
January–February 2014
A Lot to Like: Science
Explore Science
Investigating Patterns in Mutualism
4. W
hen students are finished, divide the class into small
1. A
sk students to untie their shoes. If any students are
groups. Have students compare their research. Are the
shapes categorized correctly? What other patterns do
students see in the data?
wearing shoes that do not have laces, assign them a
partner with shoes that can be untied.
2. T
ell students they will have one minute to tie their or
their partner’s shoes, using only their non-dominant
hand. Ask students to predict what will happen. Do
they think anyone will succeed? Will they be able to tie
the shoes tightly and neatly?
Revisiting Preconceptions about Lichen
1. D
raw students’ attention to the sentence strips they
examined prior to reading the article. Do they still
agree or disagree with the same statements?
3. C
ompare the results to students’ predictions. Then
review the definition of mutualism on page 23. Ask
students if this is a true example of mutualism. (No)
Why not? (The hands aren’t benefitting from the
relationship. Plus, one hand can survive without the
other.) But in what way does this exercise illustrate
mutualism? (It shows the benefit of working together.)
e-
4. D
isplay page 22 of the projectable edition and
2. R
eview each answer with students. If they would
like to change any answers, require them to specify
in detail why they think their previous answer was
inaccurate.
Extend Science
web
edition
Examining Other Mutualistic Relationships
invite a volunteer to read aloud the section entitled
“A Discovery.” Ask: If the writer studied the new species
further, what else could he learn about the alga and the
fungus in this lichen? (The alga makes the food, and
the fungus provides the structure.) Guide students
to understand that this is how alga and fungus work
together in all lichens, regardless of the type of lichen
or the ecosystem where it is found.
Using Patterns to Classify Lichens
1. T
ell students that mutualism is one kind of symbiotic
relationship. In mutualism, both organisms benefit
from their arrangement. Explain that scientists
often consider lichens to be the perfect example of
mutualism. But many other organisms benefit from
this same type of relationship.
2. G
ive students time to research and identify other
e-
1. D
isplay the sidebar on page 23 of the projectable
web
edition
edition. Discuss the three main shapes of lichens.
3. A
sk students to share their findings with the class.
2. R
eview the photos of lichens in the article. Encourage
What patterns do they see? As a class, construct an
explanation that predicts patterns in mutualistic
relationships among organisms in different
ecosystems.
students to identify the shape of each lichen shown.
What characteristics helped them categorize each?
Activity Master. Instruct students to
conduct research to find an example
that illustrates each shape of lichen.
Direct them to record the lichens’
names, where they are found, and two
or three interesting facts about each
lichen. They must also draw a picture
to show what each lichen looks like.
A Lot to Like
Activity Master
Name:
Using Patterns to Classify Lichens
Find examples of shrubby, crusty, and leafy lichen. Record information about
and draw a picture of each.
Shrubby
Crusty
Leafy
Species Name
Location/Ecosystem
© 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students.
3. G
ive each student a copy of the
examples of mutualism. Which organisms are
involved? What does each organism contribute to the
relationship? Is one organism more important than
the other?
Interesting Facts
Illustration
National Geographic Extreme Explorer
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January–February 2014
Activity Master,
page T20
National Geographic Extreme Explorer
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January–February 2014
A Lot to Like
Activity Master
Name:
Using Patterns to Classify Lichens
Find examples of shrubby, crusty, and leafy lichens. Record information about
and draw a picture of each.
Shrubby
Crusty
Leafy
Species name
© 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students.
Location/ecosystem
Interesting facts
Illustration
National Geographic Extreme Explorer
Page T20
January–February 2014
A Lot to Like
Name:
Assessment
Read each question. Fill in the circle next to the correct answer.
Why is fungus an important part of a lichen?
A It supplies the energy.
B It makes the food.
C It provides the structure.
2. How does an alga benefit when it is part of a lichen?
A It can eat anything.
B It can live almost anywhere.
C It can make food.
3. The word “symbiosis” contains the Greek root “sym.“ Based on the definition of “symbiosis,” what does “sym” mean?
A many
B with
C apart
4. Which statement is true?
A Only one organism benefits in a mutualistic relationship.
B Organisms in a mutualistic relationship share similar characteristics.
C Mutualistic relationships last over a period of time.
5. Which of these is the largest?
A organism
B genus
C species
National Geographic Extreme Explorer
Page T21
© 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students.
1. January–February 2014
A Lot to Like
Activity Master
Answer Key
Name:
Using Patterns to Classify Lichens
Find examples of shrubby, crusty, and leafy lichens. Record information about
and draw a picture of each.
Shrubby
Species name
Crusty
Leafy
Answers will vary depending upon the species selected. However,
students must include examples of each lichen shape. Facts should
be accurate, and illustrations should be detailed and colorful.
© 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students.
Location/ecosystem
Interesting facts
Illustration
National Geographic Extreme Explorer
Page T20A
January–February 2014
A Lot to Like
Name:
Answer Key
Assessment
Read each question. Fill in the circle next to the correct answer.
Why is fungus an important part of a lichen?
A It supplies the energy.
B It makes the food.
C It provides the structure.
2. How does an alga benefit when it is part of a lichen?
A It can eat anything.
B It can live almost anywhere.
C It can make food.
3. The word “symbiosis” contains the Greek root “sym.“ Based on the definition of “symbiosis,” what does “sym” mean?
A many
B with
C apart
4. Which statement is true?
A Only one organism benefits in a mutualistic relationship.
B Organisms in a mutualistic relationship share similar characteristics.
C Mutualistic relationships last over a period of time.
5. Which of these is the largest?
A organism
B genus
C species
National Geographic Extreme Explorer
Page T21A
© 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students.
1. January–February 2014