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Log in at Explorermag.Org TEACHER'S GUIDE NATGEO.ORG/EXPLORERMAG | VOL. 19 NO. 3 Pathfinder and Adventurer ’ C H O I C S S R E M E A H W C A A R E D Vol. 19 No. 3 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 ���������2 Language Arts Lesson and Think Sheet������������������3–7 Expedition Everest Science Lesson and BLM ����������������8–9 Escape on the Pearl Social Studies Lesson and BLM ��10–11 en times during ember– , 1145 17th er: River of Ice x 291875, Science Lesson and BLM ������������ 12-13 age paid at EVEREST2 es. The Pearl 8 Article Tests �������������������������������� 14-16 Glaciers 16 Answer Key ������������������������������������17w Educational consultant Stephanie Harvey has helped shape the instructional vision for this Teacher's Guide. Her goal is to ensure you have the tools you need to enhance student understanding and engagement with nonfiction text. AD NOVDEC 2019 draft 6.indd 1 9/12/19 3:53 PM Lexile® Framework Levels Standards Supported Pathfinder • Common Core State Standards (CCSS) Expedition Everest ............................................ 710 • Next Generation Science Standards (NGSS) Escape on the Pearl .......................................... 730 • C3 Framework for Social Studies State Standards (C3) River of Ice ........................................................ 690 See each lesson for the specific standard covered. Adventurer Expedition Everest ............................................ 920 Escape on the Pearl .......................................... 850 Looking for a fun way to test your student's River of Ice ........................................................ 800 recall? Each story in this issue of Explorer 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. 3 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 2 Vol. 19 No. 3 LANGUAGE ARTS Think, Write, and Talk About the Text Standards Supported What You'll Need Fourth Grade Standard Supported • “Escape on the Pearl” • CCSS Reading Informational Text: Determine the main idea of a text and (Explorer, pages 2–3 explain how it is supported by key details; summarize the text. (4-2) • “Islands Born of Fire” Fifth Grade Standard Supported (Explorer, pages 4–9) • CCSS Reading Informational Text: Determine two or more main ideas of a text • Think Sheet (Teacher’s and explain how they are supported by key details; summarize the text. (5-2) Guide, page 5) • Clipboards • Pencils CONNECT & ENGAGE (20 minutes) MODEL (10 minutes) Kids are in a group in front of you. Hold up pages Kids sit in a group, with you in front of them. 8–9 in the magazine. Say: When we read or listen to an article or a story, Say: “Escape on the Pearl” is a different type of we start thinking about what we are reading or article from the other two in the magazine. It is hearing. We think about connections we have to the written by Mary Kay Ricks and has illustrations information or to the pictures. We might be reminded instead of photos. The illustrations are by Adam of something we know or of a place we’ve been. Or Turner. Take a look at these first two pages of the we could start wondering or have questions about article. Before even starting to read an article, you something. can learn a lot from the headline and the illustrations. Say: Thinking is so important! Thinking is the key to That alone starts you thinking and wondering. understanding what you are seeing, listening to, or Say: But before we really dig into this article, I want to reading about. show you how we turn and talk throughout a lesson. Say: Let’s look at page 9. I’m going to show you how I It’s important to talk to one another about what we are think about things. On this page, the first thing I notice thinking. Sharing our thoughts helps us learn from is the illustrations. I know that often fiction stories one another, and it helps us understand what we are have illustrations, so I start to wonder if this is a viewing and reading in the text. made-up story or a true story. Then I notice the larger Say: Can I get two volunteers to help me? Wonderful! type above the author’s name, and I read it. It says, The two of you can sit down next to each other facing “Follow me as I uncover a story from the past.” Now I the class. When I ask you to turn and talk, turn and know this is a true story from the past. That’s good for look at each other. You don’t need to move your whole me to know before I read on. Next I’m going to read body, just turn slightly so you can look at each other aloud the rest of the text on the page, so follow along. and politely have a conversation. That’s it. Nice job, Read aloud the text on page 8. volunteers! Say: All right, now I know a lot about what the title Say: All right, now that we’ve seen a good model of means. These enslaved people are attempted to turning and talking from our volunteers, turn to the escape into freedom on a ship called the Pearl. I person next to you and talk about pages 8–9. Share also learned that this happened 13 years before the your thoughts about the headline and the illustrations. Civil War began and that their escape would also Kids turn and talk. include travel on the Underground Railroad. From the illustration, I’m thinking that these young women were two of the seventy-seven people onboard the ship. I’m guessing we will hear more about them. I’m going to write down my thinking on a Think Sheet square. It’s your turn. Turn and talk with a partner about what you are thinking about these pages. Kids turn and talk. National Geographic Explorer, Pathfinder/Adventurer Page 3 Vol. 19 No. 3 LANGUAGE ARTS Think, Write, and Talk About the Text GUIDE (10 minutes) article on page 15. Follow the same process—read, turn and talk, and then write about your thinking. Hand out the Think Sheets attached to clipboards. Kids remain grouped in front of you on the floor. Give kids time to read and talk about their thinking and get their thinking recorded on their Think Sheets. Say: Let’s move on to pages 10–11. Look at the map and illustrations as I read aloud. On your Think Sheets, write Say: Once again, I’m very curious about your thinking. what you are thinking. I will do the same, after I finish Were all your questions and wonderings about the reading aloud. Pearl and the Edmonsons answered? Do you have any thoughts about the author and the research and writing Say: When you finish writing, turn and talk about your she did to tell this story from the past? Who would like to thinking. share their thoughts with the class? Give kids time to turn and talk and share what they Give kids time to share out.
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