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Mountains Great Smoky Mountains National Park SOCIAL STUDIES TEACHER’S GUIDE Great sMoky Mountains National Park NGL.Cengage.com 888-915-3276 910L Great Smoky A Wildlife Tour of Young Let’s Explore Mountains the Smokies Davy Crockett a Cave OC_SE_49022_5_U30.indd All Pages 9/20/13 4:21 PM 001-019_OTG_71281_G5.indd 1 1/31/14 6:44 PM Contents Great Smoky Mountains National Park Literacy Overview . 2 Social Studies Background . .. 4 Great Smoky Mountains National Park. 7 A Wildlife Tour of the Smokies . .9 Young Davy Crockett . 11. Let’s Explore a Cave . .13 . Discuss . .15 . SOCIAL STUDIES Research & Share . 17. Correlation . .19 . Glossary Great sMoky Mountains National Park 910L NGL.Cengage.com 888-915-3276 OC_SE_49022_5_U30.indd All Pages Great Smoky Mountains A Wildlife Tour of the Smokies Young Davy Crockett Let’s Explore a Cave 9/20/13 4:21 PM GREAT SMOKY MOUNTAINS NATIONAL PARK | CONTENTS © National Geographic Learning, Cengage Learning, Inc. 001-019_OTG_71281_G5.indd 1 1/31/14 6:44 PM Literacy Overview SOCIAL STUDIES Reading Selections • Great Smoky Mountains National Park (social studies article) • A Wildlife Tour of the Smokies (geography tour) Great sMoky • Young Davy Crockett (legend) Mountains National Park • Let’s Explore a Cave (reference article) TEXAS ESSENTIAL KNOWLEDGE AND SKILLS 110.16. English Language Arts and Reading, Grade 5. Reading/Comprehension Skills. Students use a flexible range NGL.Cengage.com 888-915-3276 of metacognitive reading skills in both910L assigned and independent reading to understand an author’s message. Students will continue Young Let’s Explore Great Smoky A Wildlife Tour of Davy Crockett a Cave to apply earlier standards with greater depth in increasingly Mountains the Smokies more complex texts as they become self-directed, critical 9/20/13 4:21 PM readers. The student is expected to: (A) establish purposes OC_SE_49022_5_U30.indd All Pages for reading selected texts based upon own or others’ desired CONTENT GOAL outcome to enhance comprehension; (B) ask literal, interpretive, evaluative, and universal questions of text; (C) monitor and adjust Students will read four selections in Great Smoky Mountains comprehension (e.g., using background knowledge, creating National Park. They will be introduced to the concept of human- sensory images, re-reading a portion aloud, generating questions); environment interaction as they learn about how and why the park (D) make inferences about text and use textual evidence to support understanding; (E) summarize and paraphrase texts in was created, take a wildlife tour, read about a folk hero who lived in ways that maintain meaning and logical order within a text and the area long ago, and explore a cave. across texts; (F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. COMPREHENSION GOAL (b) Knowledge and skills. Remind students that as thinking-intensive readers they must (7) Reading/Comprehension of Literary Text/Literary listen to their inner voice to monitor and repair comprehension as Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features they read. Find opportunities to model and teach active thinking of literary nonfiction and provide evidence from text to strategies to help students access content. You may want to focus support their understanding. Students are expected to identify on the following strategies for Great Smoky Mountains National Park. the literary language and devices used in biographies and autobiographies, including how authors present major events in a • Infer and Visualize: A writer doesn’t always tell everything. person’s life. Readers have to use their background knowledge and pay (11) Reading/Comprehension of Informational attention to the text and picture clues to make inferences and Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence visualize to construct meaning. from text to support their understanding. Students are expected to: (A) summarize the main ideas and supporting details in a text • Summarize and Synthesize: Readers synthesize and in ways that maintain meaning and logical order; (D) use multiple summarize information to see the bigger picture. They piece text features and graphics to gain an overview of the contents of together the parts to come up with the whole. They integrate text and to locate information; (E) synthesize and make logical connections between ideas within a text and across two or three new information with what they already know to get a more texts representing similar or different genres. complete understanding of the ideas in the text. Research Standards (page 17) GREAT SMOKY MOUNTAINS NATIONAL PARK LiteracY OVERVIEW 2 © National Geographic Learning, Cengage Learning, Inc. 001-019_OTG_71281_G5.indd 2 1/31/14 6:44 PM The NG Ladders on-level eBook for Great Smoky Mountains National Park is available in .pdf format. Project the eBook on your interactive whiteboard, or have students SOCIAL STUDIES listen to or read it on tablets or other mobile devices. Great sMoky Mountains National Park 910L NGL.Cengage.com 888-915-3276 Great Smoky A Wildlife Tour of Mountains the Smokies Young Let’s Explore OC_SE_49022_5_U30.indd All Pages Davy Crockett a Cave 9/20/13 4:21 PM What are some reasons Ask students to Turn and Talk about some of the things to visit national parks? that people do and see in national parks. Students can then Share what they think they know about the reasons people visit national parks by adding their ideas to the graphic organizer. You may want to return to the graphic organizer to add more information after students read each selection. BUILD SOCIAL STUDIES ACTIVATE & BUILD BACKGROUND BACKGROUND Pages 4–6 of this teacher’s guide address how certain Draw the graphic organizer shown above. Ask: What social studies concepts relate to each selection in Great are some reasons to visit national parks? Write students’ Smoky Mountains National Park. This information will responses in the graphic organizer. provide you with social studies background knowledge as you plan your teaching for this book. Model for students by thinking aloud. You might say something along these lines: As a child, I loved visiting my Help students access background knowledge related to the aunt and uncle. Their house overlooked a beautiful river valley. social studies concepts. Support the concepts of habitat and We would go for long walks through the forest and see deer, ecosystem in ways that are familiar to your students. foxes, and wild turkeys. Sometimes we would go canoeing on • habitat: Name or show pictures of three different the river. Then much of the land was sold to a developer. In a animals that might be familiar to students, such as a few years, the valley was filled with houses and streets. Much squirrel, a worm, and a bird. Ask students to describe of the forest was gone. I don’t know what happened to the the place where each of these animals lives. Tell animals. I wished that the valley had been protected. students they have described each animal’s habitat. Explain that national parks are designed to protect • ecosystem: Help students understand the concept of an wilderness areas that have special significance. You might ecosystem by asking them to name some living things say: The idea for national parks originated in the United they might see if they visited a forest. Then ask them to States. Yellowstone National Park in Wyoming became the name some of the nonliving things they might see. world’s first national park in 1872. Areas that become national parks usually offer something special: outstanding scenery, great recreational opportunities, large numbers of wildlife, strong historical importance, or exceptional scientific interest. GREAT SMOKY MOUNTAINS NATIONAL PARK LiteracY OVERVIEW 3 © National Geographic Learning, Cengage Learning, Inc. 001-019_OTG_71281_G5.indd 3 1/31/14 6:44 PM SOCIAL STUDIES Social Studies Background Great sMoky Social studies concepts are a critical part of each selection in Mountains Great Smoky Mountains National Park. These pages will help you National Park build content knowledge so that you may more effectively have discussions with students as they read each selection of the book. The following big idea social studies concepts apply to several selections in the book. • Habitat (student book, p. 4) is the natural environment in NGL.Cengage.com 888-915-3276 which a particular animal lives or a particular plant grows. In 910L its habitat, an animal finds the four basic things it needs to Young Let’s Explore Great Smoky A Wildlife Tour of Davy Crockett a Cave Mountains the Smokies survive: food, water, shelter from weather and predators, and 9/20/13 4:21 PM living space. There are countless different kinds of habitats. OC_SE_49022_5_U30.indd All Pages Some animals live in rain forests, for example, while others live in deserts where rain seldom falls. Some dwell in dark caves, TEXAS ESSENTIAL KNOWLEDGE AND SKILLS while others roam wide-open plains. Some live high up in trees 113.16. Social Studies, Grade 5. (b) Knowledge and skills. or on lofty mountains, while others spend their entire lives (7) Geography. The student understands the concept of underground. Some fish swim in fast-flowing rivers, while some regions in the United States. The student is expected to: swim in deep ocean waters. Within each of these environments (B) describe a variety of regions in the United States such as can be found many habitats. In the same forest, for example, landform, climate, and vegetation regions that result from physical characteristics such as the Great Plains, Rocky a salamander’s habitat may be the forest floor, while a bird’s Mountains, and Coastal Plains. habitat includes the trees. Anything that endangers an animal’s (9) Geography.
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