NGEXPLORER.CENGAGE.COM JANUARY–FEBRUARY 2014 PASSWORD: EXPLORER pathfinder edition To print this Teacher’s Guide, select the print icon above or go to File >Print. Be sure the page size is set to 8.5 x 11 (letter) portrait. This Teacher’s Guide may be printed in either black & white or color. TEACHER’S GUIDE—PATHFINDER Penguin Power: Overview Summary Materials Needed • Penguins are birds. They cannot fly, but they are outstanding swimmers. • i ndex cards • 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 the conditions where they live. • t ape •p lain white paper • a rt supplies • “ Penguin Palooza!” poster • National Geographic video “Penguin Chick Rescue” at: http://channel.nationalgeographic.com/wild/penguinpalooza/videos/penguin-chick-rescue/ Curriculum in This Article •N ational Geographic “Penguin Palooza” site at: • Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. (RI.4-7) •N ational Geographic’s “Penguins by the Number” slideshow at: http://channel.nationalgeographic.com/wild/penguinpalooza/ Common Core State Standards • Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (RI.5-7) 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/ • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (W.4/5-5) Additional Resources • C orrectly use frequently confused words. (L.4-1.g) • Learn more about penguins: • Use correlative conjunctions. (L.5-1.e) • Learn more about emperor penguins: Next Generation Science Standards • C ore Idea: LS4.C: Adaptation—Particular organisms can only survive in particular environments. • Crosscutting Concept: Patterns • Standard: Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1) http://kids.nationalgeographic.com/kids/animals/ creaturefeature/emperor-penguin/ • See how emperor penguins swim: http://ngm. nationalgeographic.com/2012/11/emperor-penguins/ hodges-text • S cience and Engineering Practice: Analyzing and Interpreting Data National Geographic Explorer, Pathfinder http://www.seaworld.org/animal-info/info-books/penguin/ index.htm • Play National Geographic’s “March of the Penguins: Save the Egg” game: http://www.nationalgeographic.com/marchofthepenguins/ game/ 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. • Th e deepest recorded dive for a penguin is 565 m (about 1,853 feet). The longest recorded dive is 22 minutes. Emperor penguins set both records. • 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. •W hile molting, penguins live on shore. Without their feathers, penguins aren’t fully waterproof. • 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. • Most penguins molt, or lose and regrow worn-out feathers, once a year. Galapagos penguins usually molt twice a year. • 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. ▶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 also expose their feet, the only body part not covered with thick feathers, to cool off quickly. National Geographic Explorer, Pathfinder 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. Tell students that good readers use a variety of 2. I nvite a volunteer to tape his or her cards to the board 2. Have students turn to the Wordwise vocabulary Visualizing Penguins and Where They Live Making Connections Between Words penguins. Then give each student five index cards. Ask students to write one word on each card that describes penguins or where they live. 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 3. Invite volunteers to make connections between two or after reading the article to see if they can make more meaningful connections between the words, specifically how each one relates to penguins. Page T3 e- edition 4. Tell students that you will revisit the vocabulary 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. National Geographic Explorer, Pathfinder on page 9 of the article. Have volunteers read aloud each vocabulary term and its definition. more vocabulary words. Record students’ ideas. 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 strategies to help them understand a text. One strategy is to make connections between words to see how they work together. January–February 2014 web Explore Reading Penguin Power: Language Arts Answering Questions Quickly and Efficiently 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. 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. 4. A fter reading, combine pairs that answered bew 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. Invite groups to share their final articles with the class. -e noitide one another’s questions so they can share their findings. Then regroup as a class. Discuss the article, and have students highlight each answer on the projectable edition. Ask: Which text features helped you find information quickest and the most efficiently? Explore Language Use Frequently Confused Words Correctly 1. W rite the following sentence on the board: I went to the zoo two times, too! 2. U nderline the words to, two, and too. Ask a volunteer Common Core Grade-Level Differentiation to read the words aloud. Explain to students that while these words sound the same, they are different parts of speech and have different meanings. (to: preposition or infinitive; too: synonym for “also” or adjective/ adverb indicating excessiveness; two: a number) Grade 4: ▶Review the diagram on pages 4-5 with students. Have students identify questions the diagram answered. Discuss how this text feature contributes to an understanding of the text. Grade 5: ▶Encourage pairs to write at least one question that cannot be answered with the text. Instruct students to draw on information from additional print or digital resources to answer the questions. Then invite students to share tips with one another about how to answer questions quickly and efficiently using a variety of resources. 3. D isplay page 4 of the projectable edition, andbew -e noitide zoom in on the introduction. Which version of to/ too/two is used? (to) What other frequently confused words are in the introduction? (it’s, here, sea, their) Discuss each with students. Then encourage students brainstorm creative examples using each word correctly. Can they find other examples in the article? Using Correlative Conjunctions 1. T ell students that a conjunction is a word that links Explore Writing Developing and Strengthening Writing 1. W rite the following on the board: Penguins are unique 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 National Geographic Explorer, Pathfinder words, phrases, and clauses. Explain that a correlative conjunction is a pair of conjunctions that work together. Solicit examples from students. (both...and; either...or; neither...nor; not...but; not only...but also) 2. D isplay page 7 of the projectable edition. bew -e noitide Zoom in on the second paragraph of the “Eggs on Ice” section. Can students spot the correlative conjunctions? Repeat with the last paragraph on page 8. Then ask students to create their own sentences about penguins using correlative conjunctions. Page T4 January–February 2014 Penguin Power: Science Explore Science Penguins and their Environments e1. D isplay page 9 of the projectable edition to revisit 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 in many different regions of the world. Like all organisms, different species of penguins have adapted to survive in particular environments. 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. Then add notes identifying the region where each penguin lives and the adaptations that allow each penguin to survive there. NGSS Grade-Level Differentiation Grade 4: ▶Challenge students to identify the various internal and external structures that help penguins survive in the different environments. http://channel.nationalgeographic.com/wild/penguinpalooza/. They may specifically want to investigate “Penguins by the Numbers” at: http://channel. nationalgeographic.com/wild/penguin-palooza/galleries/ penguins-by-the-numbers/at/penguin-chick-44378/. 3. W hen all are finished, rejoin as a class and have each group share its findings. Create a master chart on the board. Have students fill in the blanks related to their penguin as they make their presentations. 4. Th en have students return to their groups. Challenge each group to create a table, bar graph, pictograph, or pie chart that reveals a pattern in each category identified on the Activity Master. and contrast how groups chose to represent the information. Which method worked best for each category? Does viewing the information in different formats reveal more about the relationships between the various penguin species? If so, how? Extend Science Recognizing Patterns 4. A sk: What would happen if a penguin’s environment 1. R etrieve students’ drawings of penguins that they changed? Show students the National Geographic video “Penguin Palooza: Penguin Chick Rescue” at: created before reading the article. Post the drawings on the board. Challenge students to identify patterns in the appearance of their penguins. http://channel.nationalgeographic.com/wild/penguinpalooza/videos/penguin-chick-rescue/. Discuss what happened to the chick and how it survived. 2. A sk students if they think these illustrations accurately depict all penguins. Then have students view National Geographic’s photo gallery on penguins at: http:// Penguins by the Numbers animals.nationalgeographic.com/animals/photos/ penguins/. Penguin Power! Activity Master Name: 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. Penguin Species 3. View the images one at a time. Instruct students to Height Weight Population size © 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. of the Activity Master and divide the class into small groups. Instruct each group to select a different penguin species from the article or the “Penguin Palooza!” poster. groups to conduct research online to complete the Activity Master. Suggest that they begin with National Geographic’s “Penguin Palooza” site at: 5. P ost finished graphs in the room. As a class, compare Grade 5: ▶Review Grade 4 concepts. Challenge students to not only identify structures that help penguins survive, but to explain how the various structures provide advantages in the different environments. 1. G ive each student a copy 2. webEncourage Life span Geographic location Region Status National Geographic Explorer, Pathfinder PageT6 January–February2014 Activity Master, page T6 National Geographic Explorer, Pathfinder note patterns they see in each type of penguin, such as the thin black strip on the Chinstrap 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 Penguin Power! Activity Master Name: 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. 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 Status National Geographic Explorer, Pathfinder 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. Which text element in this article would quickly tell you how feathers help a penguin survive? A the headline B the diagram C the Wordwise words 4. Which penguin species would survive best in a subtropical region? A African penguin B emperor penguin C rockhopper penguin 5. Select one penguin species from the article. Describe two ways this penguin is adapted to survive in its environment. National Geographic Explorer, Pathfinder 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! Activity Master Name: Answer Key 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. 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 Status National Geographic Explorer, Pathfinder Page T6 January–February 2014 Penguin Power! 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. Which text element in this article would quickly tell you how feathers help a penguin survive? A the headline B the diagram C the Wordwise words 4. Which penguin species would survive best in a subtropical region? A African penguin B emperor penguin C rockhopper penguin 5. Select one penguin species from the article. Describe two ways this penguin is adapted to survive in its environment. Possible responses: Emperorer penguins have a layer of blubber and huddle together to keep warm; Rockhoppers team up against birds 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 Explorer, Pathfinder Page T7A January–February 2014 © 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Name: Assessment Read each question. Fill in the circle next to the correct answer or write your response on the lines. Mission to Mars: Overview Summary Materials Needed • Mars is the fourth planet from the sun. Scientists are exploring ways people could travel to and live on Mars. • sentence strips • The journey to Mars presents many challenges: distance; suitable transportation; supplies; and surviving the planet’s harsh environment. • “Exploring Mars” poster • plain white paper • drawing supplies • Engineers are designing and testing new rockets and spacecraft. They are also exploring medicines, supplies, and ways to create meals that could someday make the trip to the Red Planet a reality for humans. • materials to build prototypes (optional) Curriculum in This Article Additional Resources Common Core State Standards • a collection of useful items from around the classroom or students’ homes •L earn more about Mars: ▶ h ttp://science.nationalgeographic.com/science/space/ • D escribe the overall structure of events, ideas, concepts, or information in a text or part of a text. (RI.4-5) solar-system/mars-article/ ▶ h ttp://solarsystem.nasa.gov/planets/profile. cfm?Object=Mars • C ompare and contrast the overall structure of events, ideas, concepts, or information in two or more texts. (RI.5-5) •L earn more about exploring Mars: ▶ http://mars.jpl.nasa.gov • Use a variety of transitional words and phrases to manage the sequence of events. In fifth grade, also use clauses. (W.4/5-3.c) ▶ h ttp://www.nasa.gov/mission_pages/mars/main/index. html#.Uou3EpHK688 • Use correct capitalization. (L.4-2.a) • Use a comma to set off the words yes and no, to set off a question from the rest of the sentence, and to indicate direct address. (L.5-2.c) Next Generation Science Standards • C ore Idea: Interdependence of Science, Engineering, and Technology—Science and technology support each other. Tools and instruments are used to answer scientific questions, while scientific discoveries lead to the development of new technologies. • S cience and Engineering Practice: Developing and Using Models • Crosscutting Concept: Structure and Function • Standard: Define a simple design problem...generate and compare possible solutions...and plan and carry out fair tests...to identify aspects of a model or prototype that can be improved. (3-5-ETS1-1, 2, 3) National Geographic Explorer, Pathfinder Page T8 January–February 2014 Mission to Mars: Background • 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. F ast 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 (about 35 million miles) to 400 million km (249 million miles). • 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 (-81° F). The average temperature on Earth is 13.8° C (57° F). ▶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. ▶E arth’s normal atmospheric pressure is 101,325 Pascals. On Mars it’s only 600 Pascals. The human body cannot withstand pressure below 6,300 Pascals. National Geographic Explorer, Pathfinder 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, e- edition 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 projectable edition. Review each word and its definition with students. Make sure all students have a thorough understanding of the terms. 2. Divide the class into small groups. Instruct students 2. Remove the cover and ask a student to read aloud the to review the photos and illustrations 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. Write the words “If I were...” on the board. Challenge 3. Once groups have identified their examples, pair up 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.) 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. two groups so they can share their ideas. Are any of their examples alike? Which ideas are different? For those examples that are different, do both ideas manage to successfully convey an accurate definition of the term? 4. When groups 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 the 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 uses technology to invent. An engineer also invents new technology. Many objects that orbit in space are examples of manmade 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 Explorer, Pathfinder Page T10 January–February 2014 e- edition web Mission to Mars: Language Arts Explore Reading Explore Writing 1. Write the word structure on the board and ask 1. Write the following phrases on sentence strips: After Describing Overall Structure Writing a Seamless Narrative students what it means. Guide them to understand that structure is how something is built, arranged, or organized. In an article, that may relate to specific events, ideas, concepts, information, or the overall structure of the text. I woke up; When I finished; and An hour later. Also create strips for these sentences; I brushed my teeth; I played basketball; and I ate breakfast. 2. Display the strips containing sentences in the order shown above. Ask students if this sequence makes sense. Why not? Have a volunteer rearrange the strips and then insert the phrases between the sentences. 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. Display pages 12-13 of the projectable edition. Ask students which elements jump out at them to provide clues about the overall text structure on these pages. If students do not mention the items in bold—2035 and Today—zoom in on those words. Discuss how these dates hint at chronology, but in this case it is chronology in reverse. Explore reasons why that structure makes sense for the introduction of this article. (The article is about something that could happen in the future.) 4. Divide the class into small groups. Have groups read the article. As they do, challenge them to identify the overall text structure as well as examples where the writer used different strategies in specific locations. Regroup as a class and give groups an opportunity to share their ideas. Common Core Grade-Level Differentiation Grade 4: ▶Divide the class into nine groups. Assign each group a section on pages 14-17. Direct them to identify the structure used in their assigned section and explain whether it applies to events, ideas, concepts, or pieces of information. of events. Explain that each phrase provides a smooth transition from one event to the next. 4. Challenge students to identify multiple transitional e- words and phrases. (For fifth grade, also have students web identify transitional clauses.) Write each on a separate index card. Then assign partners and give each pair three cards. Have students use the cards to expand the introduction, telling more about what happened before, during, or after what is already revealed. edition Explore Language Using Correct Capitalization 1. Display the first paragraph of page 13. Zoom in on the words Earth and Mars. Ask students why these words are capitalized. Which other words are capitalized? Are they capitalized for the same reason? e- edition 2. Remind students that the first word of a sentence is always capitalized, as are proper nouns. Have students scan the article for more examples, explaining why each is capitalized. Using Commas Correctly 1. Write the following on the board: “Mars is beautiful, Grade 5: ▶Provide additional resources on Mars exploration. Challenge students to compare and contrast the overall structure of this article with two or more additional texts. National Geographic Explorer, Pathfinder 3. Identify the information on the board as a sequence isn’t it?” “Yes, it is.” “Can you see it, Commander?” Point out the commas in each. Explain that commas are used to separate the words yes, and no in sentences, to set off tag questions, and to indicate direct address. 2. Have students write a conversation between the commander in the introduction and his crew. Instruct them to include examples of each scenario, using commas appropriately. Page T11 January–February 2014 web Mission to Mars: Science tests to evaluate and improve their creations. Explore Science Learning About Mars Extend Science Relating Structure to Function 1. Display the “Exploring Mars” poster. Explain to students that this poster tells about our attempts to explore Mars over the past 50 years. 1. Gather a collection of useful items from the classroom 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 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 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. the Activity Master. Then, as a class, select one problem to address. Mission to Mars Identify the problem. Describe your idea. List your materials. Explain why it would work. 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. If time and materials allow, challenge students to create prototypes of their solutions. National Geographic Explorer, Pathfinder Page T13 © 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. 3. Give each student a copy of January–February 2014 5. Give groups an opportunity to compare their solutions. Which ideas will work? Which won’t? Why? Brainstorm with students ways they could conduct fair National Geographic Explorer, Pathfinder Page T12 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 Explorer, Pathfinder © 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Mission to Mars Name: Assessment 1. In which way is Mars similar to Earth? A diameter B length of day C length of year 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. The article explains how engineers use technology to address challenges. What type of text structure is this? A cause and effect B problem and solution C chronology 4. Why do astronauts’ bones weaken in space? AThere 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 Explorer, Pathfinder 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 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. List your materials. 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. All answers for the remainder of the Activity Master will vary depending upon the solution 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 Explorer, Pathfinder © 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Mission to Mars Name: Assessment Read each question. Fill in the circle next to the correct answer or write your response on the lines. 1. In which way is Mars similar to Earth? A diameter B length of day C length of year 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. The article explains how engineers use technology to address challenges. What type of A cause and effect B problem and solution C chronology 4. Why do astronauts bones’ to weaken in space? AThere 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 Explorer, Pathfinder Page T14A January–February 2014 © 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. text structure is this? A Sense of Plants: Overview Summary Materials Needed • Although they do not have the same sensory body parts as animals, plants can sense what is going on around them. • drinking straws • Scientists have conducted experiments to prove that plants can see and respond to light. They can also feel and smell. It is still unknown if plants can hear. • masking tape Curriculum in This Article • slips of paper Common Core State Standards • a paper bag • E xplain how an author uses reasons and evidence to support particular points in a text. (RI.4-8) • bean seeds • string • 2 chocolate bars or something similar • a sticky note • 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) • Recall relevant information from experiences or gather relevant information from print and digital sources. Take notes and categorize (fourth grade) or summarize or paraphrase (fifth grade) the information. Provide a list of sources. (W.4/5-8) • potting soil • egg cartons • water • scissors • clear plastic wrap • dark tape • clear tape • BBC video “Hair Trigger” at: http://www.bbc.co.uk/ • D emonstrate understanding of words by relating them to their opposites and to words with similar but not identical meanings. (L.4-5.c) nature/life/Venus_Flytrap#p004p9np • paper clips • Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (L.5-5.c) Additional Resources •L earn more about author Daniel Chamovitz: http://www.danielchamovitz.com Next Generation Science Standards • C ore Idea: Information Processing—Different sense receptors are specialized for particular kinds of information. • S cience and Engineering Practice: Planning and Carrying Out Investigations •R ead about an experiment on a plant’s sense of smell: http://www.npr.org/blogs/ krulwich/2012/05/24/153583873/do-plants-smell-otherplants-this-one-does-then-strangles-what-it-smells • Crosscutting Concept: Cause and Effect— Mechanism and Prediction • Standard: Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS3-2, 5-PS1-4) National Geographic Explorer, Pathfinder Page T15 January–February 2014 A Sense of Plants: Background •Daniel Chamovitz, who has a Ph.D. in genetics, is the Director of the Manna Center for Plant Biosciences at Tel Aviv University. He explores the world of plants and their senses in his book, “What a Plant Knows: A Field Guide to the Senses.” •Plants can see light. When they see light, plants react in different ways. Phototropism is a plant’s movement in response to light. This results in plants leaning toward light as they grow. Photoperiodism is a plant’s reaction toward darkness. In different plants this can promote or inhibit germination, stem elongation, dormancy, or the ability to bloom. Fast Facts •Plants have specific genes that regulate their response to light. These same genes are also part of human DNA. •When a Venus flytrap snaps shut, it doesn’t close completely for a few seconds. This allows tiny insects that won’t provide much food for the plant to escape. •Plants use their senses to determine up from down. •A plant’s sense of touch can affect how it grows. Some plants grow toward objects they encounter. Vines that coil around other objects exhibit this phenomenon. Contact with objects causes other plants or plant parts grow in the opposite direction. Many roots “feel” their way through the ground in this manner. •The Venus flytrap is a plant well known for its sense of touch. This plant’s leaves are lined with short stiff hairs. When an insect lands on a leaf, the hairs are triggered and the two sides move toward each other, creating a trap. •Through their sense of smell, plants can detect things such as when their fruit is ripe and when neighboring plants have become injured. Some plants, like the dodder vine, even use smell to find suitable victims to latch onto. The dodder vine is a parasite that finds, wraps around, and kills tomato plants. National Geographic Explorer, Pathfinder Page T16 January–February 2014 A Sense of Plants: Prepare to Read Activate Prior Knowledge Vocabulary 1. Prior to conducting this activity, gather drinking 1. Display the Wordwise words on page 23. Review eedition Asking Questions About Plants Outlining the Scientific Method straws, string, and masking tape. Cut the string into pieces that are about 60 centimeters (two feet) long. You will need one straw and one piece of string for each student. each word and its definition with students. 2. Ask students if they have ever seen this combination of words before. Point out that these are all parts of the scientific method. Explain that the scientific method has several key steps: identify a problem or question; make observations; conduct research; form an opinion; conduct an experiment; interpret the results; and come to a logical conclusion based on those results. 2. Give each student a straw, a piece of string, and four small pieces of tape. Tell students to hold the straw upright and tape it to their desks. Then instruct them to tape one end of the string to the desk, approximately 15 centimeters (six inches) from the straw. 3. Divide the class into small groups. Challenge them 3. Explain to students that the string represents a vine and the straw represents another plant. Ask: If that vine were real, what would it look like as it grew up the other plant? Give students a few minutes to test their ideas. 4. Evaulate students’ responses. How many students leaned their strings toward the straw and wound the string around the straw? Guide students to understand that this is likely how a vine would grow around another plant in real life. 5. Ask students how the vine knew which direction to lean. Brainstorm answers with the class. 6. Display pages 18-19 of the projectable edition. Zoom in on the headline and deck. Encourage students to ask additional questions such as: Can the vine see the plant? Can the vine smell the plant? Can the plant feel the vine as it wraps its way around? National Geographic Explorer, Pathfinder web to determine where in the scientific process each vocabulary word belongs. (Note: Observe can be used in multiple steps.) ELL Connection Word Association in Definitions 1. Display the Wordwise words on page 23. Zoom in on the word conclusion and its definition. Discuss what this word means. Ask students which word in the defintion tells them exactly what this word is. (opinion) Highlight that word. 2. Repeat this procedure for each of the other vocabulary e- words. web When you get to the word observe, ask students edition how this word is different from the others. Point out that observe is an action, making it a verb. All of the other words are nouns. Challenge students to identify how they could change this word to turn it into a noun. (observation) Page T17 January–February 2014 e- edition web A Sense of Plants: Language Arts Explore Reading Explore Writing 1. T o complete this activity, you will need two chocolate 1. D isplay page 22 of the projectable edition. Invite 2. D raw students’ attention to the chocolate bar in the 2. E ncourage students to think about their own 3. G ive students a few moments to investigate. When 3. I nstruct students to write a brief description of their Analyzing Reasons and Evidence Noting Personal Experiences with Plants bars or something similar. Place one on a desk in the front of the room. Remove the other from its wrapper. Crumble the wrapper and put it on your desk. Then write “I love chocolate” on a sticky note. Put the note on your shirt. front of the room. Tell them that you originally had two bars of chocolate. You need their help finding out what happened to the other one. they point out the sign on your shirt, emphasize that the sign might be a reason for them to suspect you took the chocolate bar, but it is not proof. Make them find the evidence. (the wrapper on your desk) 4. E xplain to students that writers go through this same process when they write. They may have reasons for what they think, but to be effective in their craft they must give readers evidence that proves their point. 5. T ell students that in this article the writer states that plants can see, feel, and smell. Divide the class into small groups. Have them read the article to identify reasons the writer thinks this and evidence he uses to prove his point. After reading, rejoin as a class to have groups share their thoughts. Do they agree or disagree with the writer’s thoughts? Grade 4: ▶Examine the role scientific investigations played in this article. Help students understand how reasons prompted scientists to conduct each investigation and how the evidence gleaned from each investigation supported specific points. National Geographic Explorer, Pathfinder a volunteer to read aloud the section “A Sense of Smell.” Point out to students that in the second paragraph, the writer is recalling a past experience. In the third paragraph, he is using facts gathered through investigation to explain his experience. experiences with plants. Have they ever witnessed something that might indicate that plants can see, feel, or smell? experience. Then give them time to conduct research to explain why the plant reacted as it did. Tell students to take detailed notes and document their sources. Common Core Grade-Level Differentiation Grade 4: ▶When all are finished, categorize students experiences as “See,” “Feel,” or “Smell.” Grade 5: ▶Have students summarize or paraphrase their research into one paragraph, telling whether the plant in their experience could see, feel, or smell. Explore Language Understanding Figurative Language 1. R eview with students the concepts of synonyms and Common Core Grade-Level Differentiation Grade 5: ▶The writer states scientists disagree on whether plants can hear. What reasons and evidence support either side of this argument? e- antonyms. (For fifth grade, cover homographs as well.) 2. D isplay page 20 of the projectable edition. Zoom eedition in on the first paragraph of the section, “The Experiment.” Invite a volunteer to read it aloud. web 3. H ighlight the sentences relating to the dark and glass caps. Ask students if dark and glass are opposites. (No) But are they used as opposites in this case? (Yes) How? (Glass is a synonym for clear.) 4. D ivide the class into small groups. Encourage them to find additional examples where synonyms or antonyms aid in their understanding of the text. (For fifth grade, challenge them find homographs, too.) Invite groups to share their results with one another. Page T18 January–February 2014 edition web A Sense of Plants: Science Explore Science Extend Science 1. P rior to conducting this investigation, write see, smell, 1. R eview with students which plants in their experiment How Plants Sense Using Cause and Effect to Predict or feel on slips of paper. Make multiple copies. Put slips of paper in a paper bag. grew toward the light and which didn’t. Guide them to understand that plants that could sense light grew toward the light. For that to happen, the tip of the plant must be able to see the light. 2. R emind students of the string and straw that they experimented with prior to reading the article. Based on what they have learned, how does a vine make its way to another plant? (It uses its senses.) 2. E ncourage students to identify other materials that could be used in the experiment. For example, what would happen if you covered a tip with transparent tape or a cotton ball? How would a long period of cloudy days affect the plant? What if you put up a shield to block sunlight, such as sunglasses? 3. D ivide the class into small groups. Have each group pick a paper from the bag. Instruct them to conduct research to learn more about how a plant sees, smells, or feels. Have them write a short explanation and find a video or draw an example of a plant using the sense. 3. H ave students predict how each change would effect the growth of the plant. If you have time, allow them to continue their experiment, testing each variable. 4. D irect groups that studied the same sense to compare results. Then mix the groups so students can teach others what they learned about their assigned sense. React Like a Venus Flytrap 1. S how students the BBC video “Hair Trigger” at: http:// Using the Scientific Method www.bbc.co.uk/nature/life/Venus_Flytrap#p004p9np. 1. F or this investigation, you will need bean seeds, Discuss how a Venus flytrap operates. potting soil, egg cartons, water, scissors, clear plastic wrap, dark tape, and clear tape. Experiment” with students. Tell students they will repeat Darwin’s experiment to see if they get the same results. Give each student a copy of the Activity Master to record their results. Activity Master Using the Scientific Method Duplicate Charles Darwin’s experiment outlined in the section “The Experiment.” Use the Activity Master to record your results. Problem/Question Observations/Research Hypothesis Method/Experiment Results Conclusions My hypothesis was correct because: National Geographic Explorer, Pathfinder 3. D ivide the class into small groups. 2. D ivide the class into pairs. Give each pair a paper Name: © 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. 2. R eview the section “The A Sense of Plants My hypothesis was incorrect because: PageT20 January–February2014 Activity Master, page T20 Have each group plant several seeds. Give them a few days to grow. (You may want to plant the seeds several days in advance so students can proceed directly with the investigation.) 4. W hen the shoots are several centimeters tall, have students replicate Darwin’s actions. Leave one shoot alone. It is the control. Cut off one tip, cover one with dark tape, cover one with clear plastic wrap, and cover the middle of one with dark tape. clip and a piece of string that is about 20 centimeters (about seven inches) long. Ask them to tie one end of the string to the paper clip. Explain that they will use the string to see if they can react to touch just like a Venus flytrap does. 3. T ell pairs that one of them will be the Venus flytrap and the other will be the fly. Instruct the “Venus flytraps” to put their hands together with the base of their palms touching, forming a “V.” Ask them to close their hands so their fingers interlock, practicing the movement a few times. Then direct them to mak the “V” again and close their eyes. 4. H ave the “flies” dangle the string above the “Venus flytraps.” Tell the “Venus flytraps” to snap shut after they feel the “fly” hit their hands two times. Can they catch the fly? Give partners a chance to play each part. 5. I nstruct groups to put all shoots in front of an open window or bright light. After several days, examine the shoots. Did students’ plants respond as Darwin’s did? National Geographic Explorer, Pathfinder Page T19 January–February 2014 A Sense of Plants Activity Master Name: Using the Scientific Method Duplicate Charles Darwin’s experiment outlined in the section “The Experiment.” Use the Activity Master to record your results. Problem/Question Observations/Research Hypothesis Results Conclusions My hypothesis was correct because: National Geographic Explorer, Pathfinder My hypothesis was incorrect because: Page T20 January–February 2014 © 2014 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students. Method/Experiment A Sense of Plants Name: Assessment 1. Charles Darwin had a _________ that plants could see light. Then he did an experiment. A conclusion B method C hypothesis 2. How is the Venus flytrap different from many other plants? A It can hear. B It eats bugs. C It can see light. 3. Scientists don’t know if plants can hear. What evidence does the writer use to support this point? A Some plants like classical music. B Two studies had different results. C Only two plants have been tested. 4. Which sense causes avocados to soften when placed with a ripe banana in a brown paper bag? A sight B touch C smell 5. Which statement is true? A Plants react to everything they feel. B Plants can feel wind and rain. C Plants can feel pain. National Geographic Explorer, Pathfinder Page T21 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. A Sense of Plants Activity Master Name: Answer Key Using the Scientific Method Duplicate Charles Darwin’s experiment outlined in the section “The Experiment.” Use the Activity Master to record your results. Problem/Question Possible response: What part does a plant use to sense light? Observations/Research Students may note plants they have seen growing toward light. Their research should explain how and why plants do this. Hypothesis Method/Experiment Possible response: We grew five bean seeds. We left one alone. It was the control. We cut off the tip of one. We covered the tip of one with clear plastic wrap and the tip of another with dark tape. We covered the middle of another with dark tape. Then we set all of the plants in front of a bright light. Results Possible response: The control plant, the one covered with clear plastic wrap, and the one with tape in the middle grew toward the light. The other two plants didn’t. Conclusions My hypothesis was correct because: My hypothesis was incorrect because: Possible response: All plants that could sense light through their tips grew toward the light. National Geographic Explorer, Pathfinder Page T20A January–February 2014 2014National NationalGeographic GeographicLearning. Learning.All Allrights rightsreserved. reserved.Teachers Teachersmay maycopy copythis thispage pagetotodistribute distributetototheir theirstudents. students. ©©2014 Possible response: A plant uses its tip to sense light. If its tip is intact, the plant will grow toward light. A Sense of Plants Name: Assessment 1. Charles Darwin had a _________ that plants could see light. Then he did an experiment. A conclusion B method Chypothesis 2. How is the Venus flytrap different from many other plants? A It can hear. B It eats bugs. C It can see light. 3. Scientists don’t know if plants can hear. What evidence does the writer use to support this point? A Some plants like classical music. BTwo studies had different results. C Only two plants have been tested. 4. Which sense causes avocados to soften when placed with a ripe banana in a brown paper bag? A sight B touch Csmell 5. Which statement is true? A Plants react to everything they feel. B Plants can feel wind and rain. C Plants can feel pain. National Geographic Explorer, Pathfinder Page T21A 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.