TEACHER'S GUIDE NATGEO.ORG/EXPLORERMAG | VOL. 19 NO. 7 Pathfinder and Adventurer ’ C H O I C S S R E M E A Vol. 19 No. 7 H W C A A R E D T FOR THE CLASSROOM L E 2019 E A I N R Z N I A N G ® M A G IN THIS GUIDE: About the Learning Framework ���������3 Language Arts Lesson and Think Sheet������������������4–9 Introduction/What You Need to Know Science Lesson and BLM ������������10–11 Balance for the Bogs en times during Science Lesson and BLM ������������12–13 ember– , 1145 17th er: Flying Flowers of Rwanda/Protecting x 291875, age paid at es. the Marsh/Managing Mangroves Science Lesson and BLM ������������ 14-15 Special Issue: Article Tests �������������������������������� 16-18 Wetlands Answer Key ���������������������������������������19 Boglands 6 All About Carbon 12 Educational consultant Stephanie Harvey helped shape the instructional vision for Rwanda’s Dragonflies 14 this Teacher's Guide. Her goal is to ensure you have the tools you need to enhance Protecting the Marsh 18 student understanding and engagement Managing Mangroves 22 with nonfiction text. Standards Supported AD 0520 draft 8.indd 1 1/17/20 2:44 PM • Common Core State Standards (CCSS) Lexile® Framework Levels • Next Generation Science Standards (NGSS) Pathfinder Introduction/What You Need to Know ............................... 610/710 • C3 Framework for Social Studies State Balance for the Bogs ................................................................. 700 Standards (C3) Flying Flowers of Rwanda/Protecting the Marsh/ Managing Mangroves ...................................................710/720/700 See each lesson for standards covered. Adventurer Introduction/What You Need to Know ................................840/880 Looking for a fun way to test Balance for the Bogs ................................................................. 920 your student's recall? Each Flying Flowers of Rwanda/Protecting the Marsh/ story in this issue of Explorer Managing Mangroves ...................................................840/860/840 has an accompanying Kahoot! quiz. Log in at ExplorerMag.org • Interactive Digital Magazine with videos and activities to access additional resources including: • Projectable PDF for one-to-one instruction National Geographic Explorer, Pathfinder/Adventurer Page 1 Vol. 19 No. 7 RENEW FOR THE 2020-2021 SCHOOL YEAR! Same great resource, now with exciting new bilingual digital features • Now in Spanish! Students can access articles in English and Spanish in each edition of the digital version! • New subscription option to get the digital-only version for your whole classroom for one low price! School discounts available. Go to READY TO ExplorerMag.org RENEW? to learn more and renew today! EMAIL CALL [email protected] 844.601.5020 FAX MAIL 937.890.0221 Explorer Magazine PO BOX 291875 Kettering, OH 45429 National Geographic Explorer, Pathfinder/Adventurer Page 2 Vol. 19 No. 7 National Geographic Learning Framework INTRODUCTION BACKGROUND Since 1888, the National MINDSET OF AN EXPLORER: KEY FOCUS AREAS Geographic Society has funded Attitudes scientists and explorers and A shared their findings with the CURIOSITY An explorer remains curious about how the world world. To support educators works throughout his or her life. An explorer is adventurous, seeking who use our resources, we have out new and challenging experiences. created a Learning Framework, RESPONSIBILITY An explorer has concern for the welfare of other which lays out what we believe people, cultural resources, and the natural world. An explorer is students should learn from their respectful, considers multiple perspectives, and honors others experiences with the Society. regardless of differences. PURPOSE EMPOWERMENT An explorer acts on curiosity, respect, responsibility, The Learning Framework was and adventurousness and persists in the face of challenges. designed to convey the Society's core beliefs and values. It is built Skills around a set of attitudes, skills, S and knowledge that embody the OBSERVATION An explorer notices and documents the world explorer mindset. around her or him and is able to make sense of those observations. To determine the learning COMMUNICATION An explorer is a storyteller, communicating experiences outcomes within the Learning and ideas effectively through language and media. An explorer has literacy Framework, we dug deep skills, interpreting and creating new understanding from spoken language, into national standards in key writing, and a wide variety of visual and audio media. subject areas. We also sought COLLABORATION An explorer works effectively with others to achieve goals. advice from subject matter and child development experts, PROBLEM SOLVING An explorer is able to generate, evaluate, and along with the combined implement solutions to problems. An explorer is a capable decision expertise of NG instructional maker—able to identify alternatives and weigh trade-offs to make a designers, researchers, and well-reasoned decision. content developers. To learn more, go to: https://www. Knowledge nationalgeographic.org/ K education/learningframework/. THE HUMAN JOURNEY An explorer understands where we came from, how we live today, and where we may find ourselves tomorrow. IMPLEMENTATION OUR CHANGING PLANET An explorer understands the amazing, Each article in this magazine has intricate, and interconnected systems of the changing planet we live on. a knowledge-based link to the Learning Framework. WILDLIFE AND WILD PLACES An explorer reveals, celebrates, and helps to protect the amazing and diverse creatures we share our world with. National Geographic Explorer, Pathfinder/Adventurer Page 3 Vol. 19 No. 7 LANGUAGE ARTS Synthesizing Information for the Big Ideas Fourth Grade Standard Supported What You'll Need • CCSS Reading Informational Text: Determine the main idea of a text and explain • Explorer Special Issue: how it is supported by key details; summarize the text. (4–2) Wetlands Fifth Grade Standard Supported • Think Sheet (Teacher’s • CCSS Reading Informational Text: Determine two or more main ideas of a text and Guide, page 6) explain how they are supported by key details; summarize the text. (5–2) • Clipboards • Pencils CONNECT & ENGAGE (5–10 minutes) Say: Nonfiction articles like the ones we are reading Kids are in a group in front of you. Hold up the cover are packed with information. When we encounter lots of the magazine. of information in our reading, we need to slow down, read closely, and pay attention to the details. These Say: This is a special issue of Explorer magazine. are the bits and pieces that can help us synthesize and Every article in this issue is about wetlands. I’m going discover the big idea. to read aloud page 3. It was written by the magazine’s managing editor, Brenna Maloney. Reading this may Say: Titles can often tell us what an article is about. give us a sense of what big ideas will be covered in If a title doesn’t tell us exactly, it can at least give this issue. us clues. We can use other information like photos and illustrations to help, too. Let’s look at this title— Read page 3 to students. “Flying Flowers of Rwanda.” Let’s also look at the photo and the text on page 14. Under the title on page Say: This message from the managing editor starts to 14, the text says “Can dragonflies help save Rugezi give us some ideas about the importance of wetlands, Marsh? I’m already getting lots of clues from the title but we will find out more as we continue reading. and also the photo. I’m intrigued by the title. From However, we’ve already started to learn a few details the question under the title, I am going to guess that about wetlands, which will help us determine the big the dragonflies are what the author is calling “flying ideas in this issue. flowers.” That’s pretty cool, and that small illustration Say: It’s our job as readers to think about and of the dragonfly does look a little like a flower. I have synthesize the variety of facts and details to arrive at a question though. I wonder how dragonflies can save the big ideas. Turn and talk about some of the details the marsh. you learned about wetlands from the managing Say: I’m going to keep reading now to look for details editor’s message on page 3. that might help me understand how dragonflies can Kids turn and talk. help save the marsh. I’ll read aloud page 15, and then I’ll go back to the text and write down the details that At this point, you may also want to spend some I learned. time reading through and discussing with students “What You Need to Know” on pages 4–5 to build Read the text on page 15 and write the details on more background about wetlands before reading sticky notes or on the board. Be sure to “think the other articles in the magazine. aloud” so students can understand how you are sorting through and processing the information. The details are a little different in Pathfinder and MODEL (10 minutes) Adventurer. You can write down the details exactly Kids sit in a group with you in front of them. You as they are written in the article or paraphrase will be modeling using pages 14–15 of the article them a bit, as shown below. “Flying Flowers of Rwanda.” • Rwanda is in Africa. The author, Erasme Uyizeye, grew up there. National Geographic Explorer, Pathfinder/Adventurer Page 4 Vol. 19 No. 7 LANGUAGE ARTS Synthesizing Information for the Big Ideas • Erasme’s village was close to a wetland that was Pathfinder Details rich in rivers and streams. • Years ago, Rwanda suffered an energy crisis. • Erasme and his friends swam and played in those • Power produced by the power station dropped. rivers. • Water levels in Lake Burera dropped, too, because people had not taken care of the marshland. • Erasme remembers trying to catch dragonflies as • There was too much human activity and too little rainfall they flew by.