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. The student understands how people adapt habitat endangers the animal itself . to and modify their environment. The student is expected to: • The word ecosystem (student book, p . 4) is short for ecological (B) analyze the positive and negative consequences of human modification of the environment in the United States, past system . The word ecological comes from ecology, which refers to and present. the relationships between living things and their environment .

(24) Social studies skills. The student applies critical- An ecosystem is made up of all the living and nonliving things thinking skills to organize and use information acquired from that interact in a certain environment . The living things include a variety of valid sources, including electronic technology. animals of all kinds, such as mammals, reptiles, birds, fishes, The student is expected to: (B) analyze information by and insects . They also include trees and other plants as well sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, as bacteria, fungi, and other organisms . The nonliving things summarizing, making generalizations and predictions, and include rocks and other minerals, soil, water, and even air and drawing inferences and conclusions; (C) organize and interpret sunlight . information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; (D) identify An ecosystem can be as large as an ocean or as small as a puddle different points of view about an issue, topic, or current event. of water or a fallen log . Regardless of the size, a complex web of relationships exists within the system . Any change, such as the disappearance of a particular plant or the introduction of a new animal, can disrupt the system . Pages 5–6 in this teacher’s guide describe how the social studies concepts above relate to each selection . Additional social studies background information is given for each selection . GREAT SMOKY MOUNTAINS NATIONAL PARK

SOCIAL STUDIES Background 4 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 4 1/31/14 6:44 PM GREAT SMOKY MOUNTAINS A WILDLIFE TOUR OF THE NATIONAL PARK SMOKIES Student Book, pp . 2–7 Student Book, pp . 8–15 Teacher’s Guide, pp . 7–8 Teacher’s Guide, pp . 9–10 In this selection, students will learn about the park’s In this selection, students will learn about some of the ecosystem (student book, p . 4) that includes habitats habitats (student book, p . 4) found in Great Smoky (student book, p . 4) for many different kinds of animals . Mountains National Park and some of the animals that thrive in these habitats . The Great Smoky Mountains are part of the long system of highlands known as the Appalachian Mountains . From their The diversity of animal life in the park is astonishing . The southwestern end in Alabama, the Appalachians stretch all park is home to some 65 species of mammals . It is also the way to the Canadian province of Newfoundland and home to more than 200 species of birds and at least 67 Labrador—a span of nearly 2,000 miles . native species of fish, 43 species of amphibians, and 40 species of reptiles . Great Smoky Mountains National Park encompasses the highest part of the Smokies, including some peaks that Glaciers helped to create this biodiversity . During reach higher than 6,000 feet . With an area of over 800 the last ice age, ice sheets creeping southward across square miles, the park is roughly two-thirds as large as North America forced many animal species to migrate . the state of Rhode Island . The slopes of the northeast-to-southwest-trending Appalachians served as a migratory corridor . The glaciers If you were to fly over the park in an airplane, you stopped short of the Smokies, and when they melted would see that it is almost completely covered by trees . away around 10,000 years ago, many of the species that More than 100 native tree species grow in this vast had come to this sanctuary from farther north remained . ecosystem, including red spruce and Fraser fir trees at the highest elevations and hemlock, red maple, tulip trees, Another reason for the great biodiversity is the range in and chestnut oaks in lower areas . The forest provides elevation that occurs in the park, from 875 feet in the habitats for many other types of plants as well as for a lowest area to 6,643 feet at the summit of Clingmans tremendous variety of animals . Scientists have identified Dome . Because temperatures generally drop as height more than 17,000 species in the park, and they suspect increases, different life zones exist at different elevations . that an even larger number of species await discovery . The lower areas offer habitats for animals typically In Earth’s temperate climate zones, there is no area of found in the southern part of the United States, while comparable size that holds such great biodiversity . the higher elevations and summits support creatures associated with the northern part . In the early 20th century, the forest ecosystem came under severe threat as logging companies began to Climate also helps explain the Smokies’ biodiversity . quickly strip the mountains of their trees . From this The mountains receive a tremendous amount of rain—so threat, the movement to create a national park was born . much, in fact, that some areas are considered rain forest . By the time the park was established and the land was During the summer growing season, the air is very humid . protected, however, more than half of the forest had In these conditions, vegetation grows lushly, providing been destroyed . In the decades since then, it has slowly plenty of food and shelter for animals . The more than recovered, and today areas of old growth are increasingly 2,000 miles of streams that lace the ecosystem offer hard to distinguish from areas of second growth . plentiful drinking water for land animals and abundant habitats for aquatic and semi-aquatic creatures . GREAT SMOKY MOUNTAINS NATIONAL PARK

SOCIAL STUDIES background 5 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 5 1/31/14 6:44 PM YOUNG DAVY CROCKETT LET’S EXPLORE A CAVE Student Book, pp . 16–23 Student Book, pp . 24–31 Teacher’s Guide, pp . 11–12 Teacher’s Guide, pp . 13–14 In this selection, students will learn about Davy Crockett, In this selection, students will learn about caving, cave who grew up in the Great Smoky Mountains and became formations, and cave habitats (student book, p . 4) . a famous frontiersman, soldier, politician, and folk hero . Caves are common in the Smokies and other parts of A folk hero is someone whose exceptional actions or the Appalachian Mountains, but they are not evenly accomplishments—which might be real, exaggerated, distributed . They occur mostly in areas where the or even completely untrue—make the person famous bedrock—the rock beneath the soil—is limestone . This among the ordinary people of a particular country or type of rock dissolves relatively easily in the slightly acidic region . Folk heroes are often celebrated in popular songs, rainwater that seeps into the ground . stories, or poems . Cave formation begins slowly, but once an opening reaches Thanks to a song called “The Ballad of Davy Crockett” roughly the thickness of a pencil, the process speeds up . that was wildly popular in the 1950s, many people Still, a cave passage large enough for a human to pass mistakenly think that Crockett was “born on a through might take 10,000 to 100,000 years to form . mountaintop in Tennessee ”. He was actually born in a Caves can be fascinating places to explore, but it is broad valley that lies between ridges of the Appalachian formations such as stalactites, stalagmites, columns, Mountains in what is now Greene County in eastern flowstone, and draperies that make them beautiful . Tennessee . Today, his birthplace is a state park . These formations, which scientists call speleothems, are Davy Crockett’s parents, John and Rebecca, were among usually made of calcium carbonate and other minerals the first white settlers in the area, which had been home dissolved from the bedrock and deposited within the to Native Americans for thousands of years . The family’s cave by dripping or flowing water . Speleothems grow cabin was along the Nolichucky River near the place very slowly . A stalagmite, for example, might gain a where it meets Big Limestone Creek . Today, the cabin is half inch of length every 100 years . A tall, thick column part of the David Crockett Birthplace State Park . formed by the merging of a stalactite and a stalagmite might take tens of thousands of years to form . The small, isolated settlements that were springing up in the area dotted a vast forest ecosystem (student Caves have their own ecosystems (student book, p . 4), book, p . 4) that stretched unbroken along the just as areas above ground do . These ecosystems offer Appalachians . The ecosystem provided habitats habitats to a variety of creatures, including bats . Cave- (student book, p . 4) for many of the same animals found dwelling bats have been hit in recent years by a deadly today in Great Smoky Mountains National Park . disease called white-nose syndrome . The disease, which is linked to a white fungus that grows on the nose, toes, Roaming through this wilderness, hunting game, and wings of bats, was first discovered in 2006 in a cave fishing in the streams, and learning the ways of in New York . Since then, it has spread rapidly through the Native Americans, Davy Crockett gained the skills and Appalachian Mountains and across other parts of eastern knowledge that would serve him well as an adult and North America . Scientists have warned that one common would make him a legend after his death . species, the little brown bat, could soon become extinct .

GREAT SMOKY MOUNTAINS NATIONAL PARK

SOCIAL STUDIES background 6 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 6 1/31/14 6:44 PM GENRE Social Studies Article Read to find out how Great Smoky Mountains National Park came to exist. SmokyGreat Mountains National Park Great Smoky Mountains by Carol Dickinson

The misty ridges of the Great Smoky Mountains gave the range its name. National Park Social Studies Article

Formed between 200 and 300 million years ago, the Great Smoky People come from around the world to enjoy the natural beauty of Mountains are some of the oldest mountains in the world. Back then, Great Smoky Mountains National Park on the border of North Carolina they were 30,000 feet high or more. That’s as high as most airplanes and Tennessee. They come to see the towering ridges, the rushing fly. But over millions of years, the mountains eroded, or wore down. streams and rivers, and the plentiful wildlife. They camp beneath trees They’re still impressive mountains—at least 13 peaks are higher that are more than 100 years old. They hike the scenic Appalachian than 5,000 feet. Trail that passes through the park on its way from Georgia to Maine.

2 3

02-07_SE49022_5U30_S1_R.indd 2 8/20/13 12:32 PM 02-07_SE49022_5U30_S1_R.indd 3 8/20/13 12:32 PM Reading OBJECTIVES Summary “Great Smoky Mountains National Park” is a social studies • Quote accurately from the text when explaining article about the park’s history and its natural environment . The article or making inferences . describes some of the wildlife found in the park, key historical events, • Locate information from one or more sources . and some of the natural attributes that draw people to the park, such SOCIAL STUDIES OBJECTIVES as rushing streams, tumbling waterfalls, and stunning views . • Evaluate the impact of human actions on the environment . • Use graphics to locate information . BUILD BACKGROUND FOR THE GENRE Tell students that they will read a social studies article . Point out that

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS “Great Smoky Mountains National Park” is a social studies article with 110.16. English Language Arts and Reading, Grade 5. the following elements: Reading/Comprehension Skills. Students use a flexible • It provides information about the geography and history of Great range of metacognitive reading skills in both assigned and Smoky Mountains National Park . independent reading to understand an author’s message. Students will continue to apply earlier standards with • Details, examples, reasons, and evidence are used to convey greater depth in increasingly more complex texts as they information about the park’s creation and environment . become self-directed, critical readers. The student is • Facts and information are conveyed through photos, captions, expected to: (A) establish purposes for reading selected texts based upon own or others’ desired outcome to illustrations, and a time line . enhance comprehension; (B) ask literal, interpretive, evaluative, and universal questions of text; (C) monitor and adjust comprehension (e.g., using background BUILD VOCABULARY & Concepts knowledge, creating sensory images, re-reading a portion • eroded • habitat • ecosystem aloud, generating questions); (D) make inferences about text and use textual evidence to support understanding. Remind students that Using Context Clues is a strategy to infer the (b) Knowledge and skills. meaning of an unfamiliar word . They can “read around” the word, or (11) Reading/Comprehension of Informational Text/ read a few sentences before and after it, to make meaning from the Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide context . Remind them to look at the photographs, too . evidence from text to support their understanding. Another helpful strategy to try is Using Background Knowledge. Students are expected to: (D) use multiple text features and graphics to gain an overview of the contents of text Read aloud the last sentence in the third paragraph on page 4 . Point out and to locate information. the word ecosystem. Ask students what a system is (a group of parts that 113.16. Social Studies, Grade 5. (b) Knowledge and skills. are connected and work together) . Then ask what other word begins (7) Geography. The student understands the concept of with eco (ecology) and what they know about the word’s meaning (the regions in the United States. The student is expected to: study of living things and their environment) . Help students use this (B) describe a variety of regions in the United States such as landform, climate, and vegetation regions that result background knowledge to define ecosystem (all living and nonliving from physical characteristics such as the Great Plains, things in an environment; things that work together, or interact, to Rocky Mountains, and Coastal Plains. provide what the living things need) . Then have partners use background (9) Geography. The student understands how people knowledge to determine what each of the other two words means . adapt to and modify their environment. The student is expected to: (B) analyze the positive and negative Point out other important words in the selection, such as impressive, consequences of human modification of the environment plentiful, naturally, meadows, and bird’s-eye. Have pairs try to figure out in the United States, past and present. the meanings of these words or any unfamiliar or challenging words by using their background knowledge or context clues .

GREAT SMOKY MOUNTAINS NATIONAL PARK

GREAT SMOKY MOUNTAINS NATIONAL PARK 7 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 7 1/31/14 6:44 PM READ Make Inferences Remind students that an inference is an idea that is implied but not stated directly in the text . The content goal for Great Smoky Mountains National Say something similar to: When we infer, we combine text Park is to introduce students to the concept of human- clues with our background knowledge and thinking to make environment interaction in a geographic area . Share an inference. I’m thinking about why it was important to that “Great Smoky Mountains National Park” explains create the park. I can use text clues to make my inferences. why and when the park was created and presents a After reading page 3, I infer that people flock to the park brief description of the park environment . Point out the to enjoy its beauty. I can infer that creating the park is one Read to find out statement at the top of page 2 in the way to preserve the area’s beauty for everyone to enjoy. Have student book: Read to find out how Great Smoky Mountains partners re-read pages 4 and 5 and use their background National Park came to exist. knowledge and thinking to make inferences about why Help students achieve the comprehension goal of it was important for the area to be preserved . (Possible accessing the content by inferring and visualizing . Model response: People wanted to cut down trees to sell by reading the paragraph on page 2 aloud . Say: The lumber and open up land for farming . Creating the park text states that the Smoky Mountains once rose to heights prevented this ). Have partners share other inferences of 30,000 or more feet—which is as high as most airplanes they can make using the text or visuals . fly—and wore down over time. As I read this, I picture flying Locate Information Remind students that more in an airplane high in the sky. This helps me imagine what people visit Great Smoky Mountains National Park each the mountains looked like when they were at their highest. I year than any other national park in the United States . picture myself looking up at rugged, rocky peaks. Then I fast- Model: When I read to locate information, I look carefully forward through time and visualize the mountains steadily at the text and photos. I notice that the text on pages 3 and 6 shrinking and becoming smoother as erosion does its work. I discusses some of the sights and activities of the park. Photos can infer that erosion is still wearing away the mountains. show some of the scenery that visitors enjoy. Based on the text Before students begin reading, say: As you read, pay and photos, I can find out why so many people come to the attention to descriptive words and images in the text. Pause park. Ask partners to use the text and photos on pages to visualize the scene. Use the images to help you make 3 and 6 to turn and talk about what makes the park inferences from the text. You will get a richer understanding so interesting to so many people . (Possible responses: of the article when you visualize and make inferences. towering ridges, forested mountains, rushing streams and rivers, tumbling waterfalls, and wildlife, including deer, elk, wild turkeys, and salamanders) TURN & TALK Revisit the Read to find out statement . Have students WRITE & ASSESS turn and talk about Great Smoky Mountains National Park . To check understanding, have students turn and You may want to have students do a “quick write” to talk about the Check In question: Why was Great Smoky assess understanding . It’s always helpful to have students Mountains National Park established? (Possible responses: reflect on both the content and their thinking process . to protect the land and the animals from people who • What are some ways that people have impacted the Smoky wanted to cut down the trees and build towns; to allow Mountains? people to enjoy nature) • What questions do you still have after reading?

GREAT SMOKY MOUNTAINS NATIONAL PARK

GREAT SMOKY MOUNTAINS NATIONAL PARK 8 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 8 1/31/14 6:44 PM GENRE Geography Tour Read to find out about the wildlife in the Smokies. A Wildlife Cades Cove

and grass. See his velvet-covered Tour of the antlers? By late summer, they will be much bigger and the velvet will be gone.

White-tailed deer are not the only wildlife here. The mix of meadow Smokiesby Sue Miller Thanks for getting up so early for and forest in Cades Cove makes the Hello, animal lovers. Welcome to up to the park’s highest point, our tour around Cades Cove. There’s area an ideal habitat for both gray Great Smoky Mountains National Clingmans Dome. We’ll end our tour no better time to see the wildlife A Wildlife Tour of the and red foxes. They can hunt for Park! Our wildlife tour will begin in the Cataloochee Valley. Along the here than at sunrise or sunset food in the open meadows, and the in Cades Cove, a broad valley, or a way, we’ll see amazing wildlife in because that’s when the animals trees offer them a good hiding place low area surrounded by mountains. its natural environment, in habitats are most active. From there, we’ll take a quick hop preserved by the national park. from animals that hunt them. Our first stop is the meadow next over to the Tremont area to explore Don’t forget your binoculars. You River otters were once plentiful to John Oliver’s pioneer cabin. some waterfalls. Next, we’ll head don’t want to miss a thing. in the streams of Cades Cove. In A meadow is a grassy area that fact, the Cherokee name for this can occur naturally in forests, but area was “Otter Place.” Over the people also can clear trees to years, otters were hunted for make a meadow. Oliver built his their beautiful fur, causing them house in the early 1800s from trees Geography Tour to disappear from Cades Cove. In he cut down. the 1980s, the park brought some Smokies A buck stands at attention in a meadow Look at the white-tailed buck in the otters back, and today they splash in Cades Cove. meadow keeping an eye on us as and play here once more in nearby he enjoys his meal of wildflowers Abrams Creek.

8 9

08-15_SE49022_5U30_S2_R.indd 8 8/21/13 2:32 PM 08-15_SE49022_5U30_S2_R.indd 9 8/21/13 2:32 PM Reading OBJECTIVES Summary “A Wildlife Tour of the Smokies” is a geography tour • Determine the main idea of a text and explain that takes readers to some of the best spots in the park for viewing how details support the main idea . wildlife . It discusses animals such as deer, elk, black bears, and • Summarize a text . salamanders and the types of habitats in which they thrive . SOCIAL STUDIES OBJECTIVES • Evaluate the impact of human actions on the environment . BUILD BACKGROUND FOR THE GENRE • Describe the characteristics of a region . Tell students that they will read a geography tour . “A Wildlife Tour of the Smokies” is a geography tour with the following elements: TEXAS ESSENTIAL KNOWLEDGE AND SKILLS • It describes a typical tour of the national park . It focuses on the 110.16 English Language Arts and Reading, Grade 5. physical characteristics and wildlife visitors might see in each area . Reading/Comprehension Skills. Students use a flexible • It uses facts, details, and examples to convey information about the range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. geography of the park . Students will continue to apply earlier standards with • The text is organized using headings and has specialized vocabulary . greater depth in increasingly more complex texts as they • Facts and information are presented through photos and become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected corresponding captions . texts based upon own or others’ desired outcome to enhance comprehension; (B) ask literal, interpretive, evaluative, and universal questions of text; (C) monitor and BUILD VOCABULARY & Concepts adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, • summit • coniferous rain forest • hibernate generating questions); (E) summarize and paraphrase texts in ways that maintain meaning and logical order Remind students that Using Context Clues is a strategy to infer the within a text and across texts. meaning of an unfamiliar word . They can “read around” the word, or (b) Knowledge and skills. read a few sentences before and after it, to make meaning from the (11) Reading/Comprehension of Informational context . Remind them to look at the photographs, too . Text/Expository Text. Students analyze, make inferences and draw conclusions about expository Another strategy to try is Creating an Online Image Bank. For text and provide evidence from text to support their each of the three terms listed above, select several images from an understanding. Students are expected to: (A) summarize the main ideas and supporting details in a text in ways that Internet image site and project them as you present the term, giving maintain meaning and logical order. students a chance to anchor the meaning of the term with the images 113.16. Social Studies, Grade 5. (b) Knowledge and skills. you display . (7) Geography. The student understands the concept of regions in the United States. The student is expected to: You might also present images for other important words or terms in (B) describe a variety of regions in the United States such the selection, such as salamander, lowlands, observation tower, or any as landform, climate, and vegetation regions that result words or terms that students find challenging. from physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains. (9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (B) analyze the positive and negative consequences of human modification of the environment in the United States, past and present.

GREAT SMOKY MOUNTAINS NATIONAL PARK

A WILDLIFE TOUR OF THE SMOKIES 9 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 9 1/31/14 6:44 PM READ Determine Main Ideas Remind students that headings and subheadings can reveal or suggest the main idea . The content goal for Great Smoky Mountains National Draw students’ attention to the “Cades Cove” section Park is to introduce students to the concept of human- on page 9 and say something like: When we read different environment interaction in a geographic area . Remind sections of text, we try to think about what ideas are students that each selection in the book relates to this important to remember. Let’s re-read the section on Cades goal . Explain that “A Wildlife Tour of the Smokies” will Cove. From our reading, we learned about the best times to take students to four different habitats in the park and see wildlife in the area. The text also describes the different will discuss the animals that they might see in these animals that live in this habitat. The important idea is that areas . Point out the Read to find out statement at the Cades Cove offers a habitat for different animals. Have top of page 8 in the student book: Read to find out about partners work together to re-read the other sections in the wildlife in the Smokies. the article and discuss what the important ideas are in Help students achieve the comprehension goal of each section . Remind students to think about the details accessing content by summarizing and synthesizing that support the bigger ideas . as they read . Model by reading page 8 aloud . Say: Summarize Text Ask partners to work together to Summarizing is putting the main ideas of the text in my review each habitat in the article: Cades Cove, Tremont, own words. When I can do that, I understand the ideas and Clingmans Dome, and Cataloochee Valley . Have students can synthesize, or combine, them with what I already know. take notes on the characteristics of each habitat . Say For example, to summarize page 8, I might say that the tour something similar to: Think about which animals live in will visit four locations: the broad valley of Cades Cove, the each habitat and why. Use the details in each section to think waterfalls of Tremont, the park’s highest point at Clingmans about how each habitat suits the animals that live there. Dome, and Cataloochee Valley. I already know that different Encourage partners to summarize the characteristics animals live in different habitats. By summarizing, I know of each habitat in the geography tour and share their I’ll learn about different animals at each stop on the tour. summaries with the class . (Possible response: The Before students begin reading, say: As you read this selection, Tremont area has streams, which makes it a good home look for opportunities to combine new information with what for salamanders who hunt crayfish ). you already know. When you finish reading a paragraph or page, summarize the information in your own words. This will help WRITE & ASSESS you gain a more complete understanding of the text. You may want to have students do a “quick write” to assess understanding . It’s always helpful to have students TURN & TALK reflect on both the content of the selection and their Revisit the Read to find out statement . Have students thinking process . turn and talk about what they’ve learned about the • Name and describe at least four different kinds of habitats wildlife and various types of habitats found in the in the Smokies. park . To check understanding, have students turn and • What do you still wonder about what you just read? talk about the Check In question: What are some of the wildlife you will find in Great Smoky Mountains National Park? (white-tailed deer, gray and red foxes, river otters, salamanders, frogs, black bears, wild turkeys, and elk)

GREAT SMOKY MOUNTAINS NATIONAL PARK

A WILDLIFE TOUR OF THE SMOKIES 10 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 10 1/31/14 6:44 PM

GENRE Legend Read to find out about the life of Davy Crockett. What a strong Hold on, and independent Davy, that’s boy! I imagine he’ll do not a cat! great things when he grows up.

by Elizabeth Massie Illustrated by David Harrington Young Davy Crockett

Davy Crockett was born on August 17, 1786, the fifth of nine children. He was energetic and Even as a very young child, curious. The family lived in a log cabin, which Davy loved the outdoors. He Davy’s father built with his own hands, by a played in puddles, climbed river in the shadow of the Smokies. trees, chased skunks . . .

Not in the house! Legend

Davy Crockett was born and grew up on the Tennessee side of the Great Smoky Mountains. He became an American folk hero—his actions and words became a part of our culture through songs and stories. Sometimes the facts of his life were stretched to make them . . . waded in the creek, picked Davy’s family was poor. They lived so far back in the berries, and caught critters that woods that there was no school nearby. The children seem more exciting. But his life really was an adventure! belonged outside more than inside. learned to read, write, and do math at home.

16 17

16-23_SE49022_5U30_S3_R.indd 16 8/21/13 2:46 PM 16-23_SE49022_5U30_S3_R.indd 17 8/21/13 2:46 PM Reading OBJECTIVES Summary “Young Davy Crockett” is a legend about a famous • Quote accurately from the text when explaining American frontiersman who grew up in the Smokies . The legend or making inferences . focuses on the eventful boyhood that shaped Davy Crockett’s life . • Analyze how multimedia elements contribute to It also discusses the feats and accomplishments of his adult life that a text . helped him become a folk hero . SOCIAL STUDIES OBJECTIVES • Evaluate the impact of human actions on the environment . BUILD BACKGROUND FOR THE GENRE • Evaluate how changes to the environment affect Tell students they will be reading a legend . Explain that a legend is a people’s lives . story from the past that focuses on a particular person or place . Many people believe the story to be true, but no one can say for certain TEXAS ESSENTIAL KNOWLEDGE AND SKILLS whether it is or not . Let students know that the legend they will read, 110.16. English Language Arts and Reading, Grade 5. “Young Davy Crockett,” has the following elements: Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and • It is about an extraordinary person from the past . independent reading to understand an author’s message. • There is some historical truth to the story . Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they • Many of the individual’s deeds and accomplishments become self-directed, critical readers. The student is are exaggerated . expected to: (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; (B) ask literal, interpretive, BUILD VOCABULARY & Concepts evaluative, and universal questions of text; (C) monitor and adjust comprehension (e.g., using background Remind students that Using Context Clues is a strategy to infer the knowledge, creating sensory images, re-reading a portion aloud, generating questions); (D) make inferences about meaning of an unfamiliar word . They can “read around” the word, or text and use textual evidence to support understanding. read a few sentences before and after it, to make meaning from the (b) Knowledge and skills. context . Remind them to look at the pictures, too . (7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and Another strategy is Using Graphic Organizer Notes. Draw and draw conclusions about the varied structural patterns display a graphic organizer with four columns on the board . Label the and features of literary nonfiction and provide evidence from text to support their understanding. Students are columns Word, Inferred Meaning, Clue, and Sentence or Picture . Have expected to identify the literary language and devices students copy the graphic organizer . Then ask them to read the third used in biographies and autobiographies, including how authors present major events in a person’s life. panel on page 17 . Have partners turn and talk about what they infer 113.16. Social Studies, Grade 5. (b) Knowledge and skills. critters means . Have them write critters in the first column and the (7) Geography. The student understands the concept of meaning in the second column . Tell students to write the clue that regions in the United States. The student is expected to: helped them determine the meaning in the third column . Finally, in (B) describe a variety of regions in the United States such the fourth column, have them write a sentence or draw a picture that as landform, climate, and vegetation regions that result from physical characteristics such as the Great Plains, shows the meaning of the word . Rocky Mountains, and Coastal Plains. Point out other important words, such as independent, permission, (9) Geography. The student understands how people adapt to and modify their environment. The student respect, remedies, and survive, and have partners use graphic organizer is expected to: (B) analyze the positive and negative notes to determine their meaning . consequences of human modification of the environment in the United States, past and present.

GREAT SMOKY MOUNTAINS NATIONAL PARK

YOUNG DAVY CROCKETT 11 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 11 1/31/14 6:44 PM READ Make Inferences Model making an inference about the illustration and text in the last panel on page 17 . You The content goal for Great Smoky Mountains National might say: Remember when we infer we combine the text Park is to introduce students to the concept of human- clues, or illustrations and words, with our thinking to make environment interaction in a geographic area . Remind an inference. The text says that Davy’s family lived so far students that each selection in Great Smoky Mountains back in the woods that there was no school nearby, so Davy National Park relates to this goal . Explain that “Young and the other children learned to read, write, and do math Davy Crockett” tells about an American folk hero who at home. From the illustration, I can infer that the children grew up in the Smokies . Point out the Read to find out were taught by their mother. Ask students to look at the statement at the top of page 16 in the student book: Read illustration and turn and talk with a partner about what to find out about the life of Davy Crockett. else they can infer about Davy’s education . (Possible Help students achieve the comprehension goal of responses: The children are writing on small chalkboards, accessing the content by inferring and visualizing as they so I can infer that they didn’t have paper or pencils . I don’t read . Draw their attention to page 16 and say something see any books in the illustration, so I can infer that they like: Illustrations can enrich a story, but our imaginations didn’t have any books ). Have partners turn and talk about can really bring the story to life. When I look at this other inferences they can make about Davy Crockett and illustration, I imagine what might have led up to the scene. his family based on the text and illustrations . I picture Davy Crockett leaving his family’s little wooden Analyze Multimedia Elements Remind students cabin with his puppy happily trotting at his side. They walk that a graphic novel uses images, narrative text, speech along the riverbank, pausing to look at a deer at the edge of bubbles, and different-sized panels to tell the story . the forest. I can hear the rushing waters. Then Davy decides Focus on the images . Say: The illustrations on pages 16 to do something daring: He hops across a waterfall from and 17 do more than just show people, settings, and actions. one slippery stone to another, using a stick for balance. His They also help set a certain tone or mood. When I look at the faithful puppy follows him. They stop on a big rock, and Davy illustrations, Davy usually has a big grin on his face. Davy’s pats the puppy on the head and plots his next adventure. mother is smiling kindly. Even Davy’s puppy and the skunk Before students begin reading, say: As you read this legend, look happy. These illustrations tell me that this part of the pay close attention to the illustrations. Try to visualize the story tells about happy events. Ask groups to work together scene unfolding. Imagine what you could see, hear, smell, and to identify how the illustrations in the rest of the story touch if you were tagging along with Davy Crockett. This will set the tone even without the text . (Possible response: help you better understand what his life was like. On page 20, the illustrations set a sad tone . Davy is not smiling, and the snow makes the scene cold ). TURN & TALK Revisit the Read to find out statement . Have students WRITE & ASSESS turn and talk about Davy Crockett and some of the You may want to have students do a “quick write” to exciting, daring, and dangerous things he did as a boy . To assess understanding . It’s always helpful to have students check understanding, have students turn and talk about reflect on both the content of the selection and their the Check In question: What qualities did Davy have as thinking process . a boy that helped him become a folk hero when he grew up? • How do you think the environment of the Smokies affected (strong, independent, energetic, curious, hardworking, Davy’s life? How did people change the environment? brave, self-sufficient, skilled at hunting) • What did this story remind you of?

GREAT SMOKY MOUNTAINS NATIONAL PARK

YOUNG DAVY CROCKETT 12 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 12 1/31/14 6:44 PM GENRE Reference Article Read to find out about the caves that lie under the Smoky Mountains. let’s explore Deep inside a cave there is no light at all, so cavers always carry three sources of light. If one source fails, they have two more. A a caver’s main source of light is the headlamp RULES FOR on his or her helmet. The helmet also protects the caver’s head. SAFE CAVING Never go caving alone. Explore by Catherine Kensington cave with at least three other cavers. Did you know there is a world Always let someone know where Let’s Explore a Cave of wonders underneath the you are going and when you will Great Smoky Mountains? Over return. millions of years, water has Always carry three sources of carved mazes of underground light. If all your light sources fail, passageways beneath the sit down and stay where you are mountains of the southeastern until help comes. United States. The people who Reference Article Warm clothes, helmet with explore caves are called cavers. headlamp, sturdy shoes, gloves, Caving can be quite an and kneepads are a must. adventure, but it can be dangerous, too. Cavers Bring food, water, and a first- must make sure they aid kit. have the equipment, Everything you bring into the knowledge, and skill cave, you must bring out. to explore safely. Do not break any part of the cave or write on the cave walls.

Know your limits. Don’t get too tired to make the return trip out This caver is exploring Indianapolis Cave, a wild To find a new cave, cavers examine rock of the cave. cave in rural Tennessee. There are caves in Great openings and search for sinkholes, areas Smoky Mountains National Park, too, and cavers where the rocks above a cave have collapsed could once explore them. Today, bats that live in into the cave itself. If they can find an entrance these caves are dying from a bat disease called through a sinkhole, they may have to lower White-Nose Syndrome. The park has closed all of themselves into the cave through a deep pit, its caves until the disease stops harming bats. using ropes. This is called vertical caving.

24 25

24-31_SE49022_5U30_S4_R.indd 24 8/21/13 3:00 PM 24-31_SE49022_5U30_S4_R.indd 25 8/21/13 3:00 PM Reading OBJECTIVES Summary “Let’s Explore a Cave” is a reference article that focuses on • Determine the meaning of domain-specific words caves . It discusses the exploration of caves, how caves form, features such as stalactite, stalagmite, flowstone, and columns . of caves, and cave habitats . • Compare and contrast text structures in two or more texts .

SOCIAL STUDIES OBJECTIVES BUILD BACKGROUND FOR THE GENRE • Evaluate the impact of human actions on the Tell students that they will read a reference article . Explain that environment . “Let’s Explore a Cave” is a reference article that includes the • Describe the characteristics of a region . following elements: • It provides concise, easy-to-scan information . TEXAS ESSENTIAL KNOWLEDGE AND SKILLS • It defines and explains subject-area vocabulary . Reading/Comprehension Skills. Students use a flexible • The text is organized using headings . range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. • Facts and information are presented through photos, captions, Students will continue to apply earlier standards with and illustrations . greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected BUILD VOCABULARY & Concepts texts based upon own or others’ desired outcome to • sinkhole • stalactite enhance comprehension; (B) ask literal, interpretive, • formations • stalagmite evaluative, and universal questions of text; (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion Remind students that Using Context Clues is a strategy to infer the aloud, generating questions). meaning of an unfamiliar word . They can “read around” the word, or (b) Knowledge and skills. read a few sentences before and after it, to make meaning from the (11) Reading/Comprehension of Informational context . Remind them to look at the photographs, too . Text/Expository Text. Students analyze, make inferences and draw conclusions about expository Another useful vocabulary strategy is Using Visual Vocabulary. text and provide evidence from text to support their Discuss the meaning of sinkhole. Then have students study the understanding. Students are expected to: (E) synthesize and make logical connections between ideas within a text photograph on pages 24 and 25 . Invite students to talk about how the and across two or three texts representing similar or photo helps them understand the meaning of the word . Then invite different genres. students to search the selection for the other three words and find 113.16. Social Studies, Grade 5. (b) Knowledge and skills. photos that help them visualize each word’s meaning . (7) Geography. The student understands the concept of regions in the United States. The student is expected to: Point out other important words in the selection, such as disease, (B) describe a variety of regions in the United States such vertical, and antennae . Have students follow the same steps to try as landform, climate, and vegetation regions that result to figure out the meaning of each word . from physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains.

GREAT SMOKY MOUNTAINS NATIONAL PARK

LET’S EXPLORE A CAVE 13 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 13 1/31/14 6:44 PM READ Determine Word Meaning Share that “Let’s Explore a Cave” includes the following science words that relate to The content goal for Great Smoky Mountains National caves: stalactite, stalagmite, flowstone, and columns. Model Park is to introduce students to the concept of human- how to use context clues to determine the meaning of environment interaction in a geographic area . Share that stalactite. Say: I can use the photo and text to determine “Let’s Explore a Cave” tells about caves, caving, and cave the meaning of stalactite . The text says that stalactites are habitats . Point out the Read to find out statement at the formations that hang from a cave’s roof. I can see this in the top of page 24 in the student book: Read to find out about the photo. The text also says that dripping water leaves minerals caves that lie under the Smoky Mountains. on the roof that build up over thousands of years to form Help students with the comprehension goal of stalactites. These context clues help me define stalactite as summarizing and synthesizing . Model by reading aloud a cave formation made of minerals that grows from a cave’s the first box on page 25 . Say: The text says that there is no roof. Invite partners to use context clues to determine light deep in a cave, so cavers always carry three lights. If one the meaning of each of the other three words . Then fails, they have two more. That made me think about the have students explain how the science words help them times I’ve gone camping. When my flashlight went out, it was understand how caves form . pitch-black. So I understand why a caver needs more than Analyze Text Structure Explain to students that one light. The text also says that the main light is the one on writers plan their writing and part of that plan involves the caver’s helmet. That makes sense to me. It can be tricky deciding how to organize the text . Model an example trying to climb while holding a flashlight. I can combine this of chronological structure: I’m looking at “Young Davy knowledge with what the text says and summarize this way: Crockett” and I notice that the selection is organized Cavers should always have a helmet with a light on it and two chronologically. It tells about his life from childhood to other sources of light because there is no light deep in a cave. adulthood. Let’s look at the next selection, “Let’s Explore a Before students begin reading, say: As you read, connect Cave.” We can figure out how it’s an example of cause/effect the ideas to what you already know. Pull all of the important structure. Guide students in identifying cause/effect in ideas together to help you summarize sections of text. That the text . Some examples: Water has created caves and will help you understand and remember what you’ve read. cave formations; animals have adapted to life in dark caves by becoming sightless and colorless . Then have partners turn and talk about the cause/effect structure . TURN & TALK Revisit the Read to find out statement . Have students WRITE & ASSESS turn and talk about what they’ve learned about caves . To check understanding, have students turn and talk about You may want to have students do a “quick write” to the Check In question: How did caves form in and around assess understanding . It’s always helpful to have students the Great Smoky Mountains? (Possible response: They reflect on both the content and their thinking process . formed very slowly as rainwater seeped into the ground, • Imagine that you are a drop of rain that falls on the becoming a mild acid that entered cracks in rocks and Smokies. Describe the journey you might make if you dissolved rock . As the cracks got wider, underground seeped into the ground and entered a cave. rivers began to flow through them, which eroded the • What more would you like to learn about this topic? rock more . This process created tunnels and chambers ).

GREAT SMOKY MOUNTAINS NATIONAL PARK

LET’S EXPLORE A CAVE 14 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 14 1/31/14 6:44 PM Read to find out howcame Great to exist. Smoky Mountains National Park Smoky Mountains.

GENRE Social Studies Article GENRE Geography Tour Read to find out about the wildlife in the Smokies.GENRE Legend Read to find out about the life of Davy Crockett. GENRE Reference Article Read to find out about the caves that lie under the

Great A Wildlife by Elizabeth Massie Tour of the Illustrated bylet’s David Harrington explore Smoky by Sue Miller a by Catherine Kensington up to the park’s highest point, by Carol Dickinson Clingmans Dome. We’ll end our tour cave National ParkSmokiesin the Cataloochee Valley. Along the MountainsHello, animal lovers. Welcome to way, we’ll see amazing wildlife in Great Smoky Mountains National its natural environment, in habitats Did you know there is a world Park! Our wildlife tour will begin preserved by the national park. of wonders underneath the in Cades Cove, a broad valley, or a Don’t forget your binoculars. You Great Smoky Mountains? Over low area surrounded by mountains. millions of years, water has Discuss don’t want to miss a thing. From there, we’ll take a quick hop carved mazes of underground over to the Tremont area to explore passageways beneath the some waterfalls. Next, we’ll head mountains of the southeastern United States. The people who explore caves are called cavers. Caving can be quite an A buck stands at attention in a meadow adventure, but it can be in Cades Cove. dangerous, too. Cavers must make sure they have the equipment, knowledge, and skill to explore safely.

This caver is exploring Indianapolis Cave, a wild cave in rural Tennessee. There are caves in Great Formed between 200 and 300 million years ago, the Great, or wore Smoky down. Smoky Mountains National Park, too, and cavers could once explore them. Today, bats that live in Mountains are some of the oldest mountains in the world. Back then, Davy Crockett was born and grew up on the Tennessee side of the these caves are dying from a bat disease called they were 30,000 feet high or more.— That’sat least as 13 high peaks as most are higher airplanes White-Nose Syndrome. The park has closed all of Great Smoky Mountains. He became an American folk hero—his its caves until the disease stops harming bats. fly. But over millions of years, the mountains eroded actions and words became a part of our culture through songs and They’re still impressive mountains stories. Sometimes the facts of his life were stretched to make them than 5,000 feet. 8/20/13 12:32 PM seem more exciting.8/21/13 But 2:32 PM his life really was an adventure! 8/21/13 2:46 PM 8/21/13 3:00 PM

2 8 16 24

02-07_SE49022_5U30_S1_R.indd 2 08-15_SE49022_5U30_S2_R.indd 8 16-23_SE49022_5U30_S3_R.indd 16 24-31_SE49022_5U30_S4_R.indd 24 Reading OBJECTIVES Content & Comprehension Goals • Analyze multiple accounts of the same topic . • Integrate information from several texts on the Foster a discussion about the selections in Great Smoky Mountains same topic . National Park . Ask: What are some examples of human-environment SOCIAL STUDIES OBJECTIVES interaction in the Smokies? Provide at least one example from each of the • Evaluate the impact of human actions on the four selections in the book. (Possible responses are given in the concept environment . map . Students may have more or different information ). • Describe the characteristics of a region .

People overhunted elk TEXAS ESSENTIAL KNOWLEDGE AND SKILLS In the early 20th in the Cataloochee Valley. century, loggers cut down A park program begun in 110.16. English Language Arts and Reading, Grade 5. many mountain forests. 2001 brought back elk to Reading/Comprehension Skills. Students use a flexible the valley. range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (F) make connections (e.g., thematic links, What are some examples author analysis) between and across multiple texts of of human-environment various genres and provide textual evidence. (b) Knowledge and skills. interaction in the Smokies? (11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their As a boy, Davy understanding. Students are expected to: (E) synthesize Officials have closed Crockett waded in creeks, and make logical connections between ideas within a text the park’s caves until chased animals, and and across two or three texts representing similar or a bat disease stops different genres. hunted in the Smokies. harming bats. 113.16. Social Studies, Grade 5. (b) Knowledge and skills. (7) Geography. The student understands the concept of regions in the United States. The student is expected to: The four selections in Great Smoky Mountains National Park are a social (B) describe a variety of regions in the United States such studies article, a geography tour, a legend, and a reference article . While as landform, climate, and vegetation regions that result social studies concepts are embedded in these pieces, what makes them from physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains. especially engaging is the interdisciplinary context—real-life stories and events that include history, geography, and Earth science . Have students turn and talk about the interdisciplinary nature of the selections . After you have described what interdisciplinary means, you might ask: How is reading Great Smoky Mountains National Park different from reading a textbook about interactions between humans and their environment? Also ask them to consider differences in the ways the selections were written (such as genre, text structure, and point of view) and how the writing style helps the social studies concepts come alive .

GREAT SMOKY MOUNTAINS NATIONAL PARK

Discuss 15 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 15 1/31/14 6:44 PM DISCUSS

Have students collaboratively answer the questions on Discuss

page 32 as you move about the room and listen in to 1. What ideas do you think connect the four selections you read in support and scaffold student conversations and clarify this book? Explain. 2. Which stop on the Smoky Mountain wildlife tour would you most like misconceptions . to visit in person? Why? 3. How does an American hero such as Davy Crockett compare to 1. What ideas do you think connect the four selections you superheroes in movies? How are they similar and different? 4. How are the caves underneath the Smoky Mountains different from read in this book? Explain . (Each selection is about the land above them? How are they similar? 5. What do you still wonder about Great Smoky Mountains National the Great Smoky Mountains’ natural environment . Park? How can you learn more? “Great Smoky Mountains National Park” describes the geography and history of the park . “A Wildlife 32 Tour of the Smokies” describes animals of the 32_SE49022_5U30_D_R2.indd 32 Smokies and their habitats . “Young Davy Crockett” tells about a real person whose life in the Smokies 9/24/13 11:55 AM was so amazing it became a legend . “Let’s Explore a 5. What do you still wonder about Great Smoky Cave” describes the environment underground and Mountains National Park? How can you learn more? animals that live there ). (Answers will vary, but students should describe a 2. Which stop on the Smoky Mountains wildlife tour variety of references, such as books and magazine would you most like to visit in person? Why? (Answers articles, reliable Internet sites, documentaries, and will vary, but students should explain their talking with experts ). responses using details from the text ). 3. How does an American hero such as Davy Crockett compare to superheroes in movies? How are they similar and different? (Possible response: Davy Crockett was a real person who did amazing things . Some people exaggerated Davy’s life, turning it into legend . Superheroes in movies are not real people, but they are typically normal people with amazing abilities who help people . Davy also helped people and the land he loved ). 4. How are the caves underneath the Smoky Mountains different from the land above them? How are they similar? (The Smoky Mountains and caves have a lot of variety in their scenery . Both have flowing water, and both are home to different animals . Caves are darker than the land above . Animals that live in caves don’t need to rely on sight . Cave animals have adapted to the darkness ).

GREAT SMOKY MOUNTAINS NATIONAL PARK

Discuss 16 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 16 1/31/14 6:44 PM SOCIAL STUDIES

Great sMoky Research & Share Mountains National Park

NGL.Cengage.com 888-915-3276 910L

Young Let’s Explore Great Smoky A Wildlife Tour of Davy Crockett a Cave Mountains the Smokies

9/20/13 4:21 PM

OC_SE_49022_5_U30.indd All Pages OBJECTIVES In small groups or individually, offer students the chance to explore • Ask questions based on reading Great Smoky questions they have or ideas they still wonder about, based on their Mountains National Park. reading in Great Smoky Mountains National Park. Use question 5 on • Research, document, and share information . the Discuss page of the student book as a springboard for student questions and ideas for further research . TEXAS ESSENTIAL KNOWLEDGE AND SKILLS 110.16 English Language Arts and Reading, Grade 5. (b) Knowledge and skills. EXPLORE (23) Research/Research Plan. Students ask open-ended Encourage students to express their curiosity in their own way . The research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult questions students have matter . You might have students talk with with others, decide upon a topic, and formulate open- peers, write about what they wonder, or create drawings based on ended questions to address the major research topic; (B) generate a research plan for gathering relevant what they learned from reading the different selections in Great information about the major research question. Smoky Mountains National Park. Guide them to immerse themselves (24) Research/Gathering Sources. Students determine, in resources related to what they are most interested in learning locate, and explore the full range of relevant sources addressing a research question and systematically record more about . They might ask questions or make statements about the information they gather. Students are expected to: their interests, for example: (A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, • How do visitors to the Smokies affect the ecosystem there? periodicals, web pages, online sources) and data from • How would the ecosystem of the Smokies be impacted if the experts; (B) differentiate between primary and secondary sources; (C) record data, utilizing available technology disease known as white-nose syndrome wiped out all of the bats? (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., • What other kinds of animals live in caves? charts, diagrams, timelines) into written notes; (D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources GATHER INFORMATION according to a standard format; (E) differentiate between paraphrasing and plagiarism and identify the importance After students explore, they should arrive at a question that will of citing valid and reliable sources. drive their research . Students may want to read, listen to, and view (25) Research/Synthesizing Information. Students information with their question in mind . Guide students to use clarify research questions and evaluate and synthesize collected information. Students are expected to: resources, such as reliable sites on the Internet, social studies texts (A) refine the major research question, if necessary, and articles, library books, and magazines, that address the question guided by the answers to a secondary set of questions; (B) evaluate the relevance, validity, and reliability of they posed . Collecting information may lead students to revise or sources for the research. narrow their question . (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and You may want students to follow a specific note taking system to information according to the purpose of the research and keep track of their thinking and findings as they gather information . their audience. Students are expected to synthesize the research into a written or an oral presentation that: In addition to taking notes, ask students to make a list of their (A) compiles important information from multiple sources . You may want to model how to take notes by interacting sources; (B) develops a topic sentence, summarizes with text, jotting down your thoughts in the margins or on sticky findings, and uses evidence to support conclusions; (C) presents the findings in a consistent format; notes, and demonstrating how to summarize the most important (D) uses quotations to support ideas and an appropriate information . Remind students that their question will drive their form of documentation to acknowledge sources (e.g., bibliography, works cited). research and note taking .

GREAT SMOKY MOUNTAINS NATIONAL PARK

research & share 17 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 17 1/31/14 6:44 PM ANALYZE & SYNTHESIZE SHARE Guide students to carefully and thoughtfully review their When students share their research, they become notes to determine the big ideas related to their question . teachers, consider how their ideas were shaped by the As students prepare to use the information they’ve investigation, and pose new questions . Students may gathered to formulate an answer to their question, express their knowledge by writing, speaking, creating a support them as they analyze and synthesize their visual piece, or taking action in the community . The best research . Be sure they do the following: culminating projects are ones with authentic purposes . For example, the student who is concerned about the • Revise any misconceptions . effect of white-nose syndrome on the bats of the Great • Notice incongruities in their information . Smokies may want to do a presentation on the disease • Evaluate all the various pieces of information . and its rapid spread across the eastern United States . • Pull together the most pertinent information that The student can explain that bats play an important role addresses their question . in ecosystems and are beneficial to humans because While analyzing and synthesizing their research, students they eat lots of mosquitoes and other pests . He or she may realize that the more they learn, the more they can discuss how the Great Smokies ecosystem and wonder . To help focus their thinking, students may want visitors to the national park would be impacted if the bat to talk with classmates or write in a research notebook . population declines sharply . Remind them that just as in real-world social studies When students are given the time to gather information research, there may not be a final answer to the question about a topic that interests them, they will find unique they posed . and individual ways to share what they learned . Some options you can suggest might include the following: • A poster session where students walk around and view each other’s work, asking questions about the research • A park map showing some of the most popular hiking trails, with call-out text discussing scenery and spots of interest along the trails • A brochure discussing the importance of bats in an ecosystem, how they help humans by controlling mosquitoes and other pests, and the danger posed to them by white-nose syndrome • A time line about the establishment of Great Smoky Mountains National Park and how the ecosystem has healed since the land became protected

GREAT SMOKY MOUNTAINS NATIONAL PARK

RESEARCH & SHARE 18 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 18 1/31/14 6:44 PM Correlation

Grade 5 Texas Essential Knowledge and Skills English Language Arts and Reading and Texas Essential Knowledge and Skills Social Studies correlated to National Geographic Ladders Social Studies

Texas Essential Knowledge and Skills Great Smoky Mountains 110.16. English Language Arts and Reading, Grade 5. National Park Teacher’s Guide Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others’ desired outcome to Pages 7–14 enhance comprehension; (B) ask literal, interpretive, evaluative, and universal questions of text; Pages 7–14 (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, Pages 7–14 re-reading a portion aloud, generating questions); (D) use multiple text features and graphics to gain an overview of the contents of text and to locate Pages 7–8, 11–12 information; (E) summarize and paraphrase texts in ways that maintain meaning and logical order within a text Pages 9–10 and across texts; (F) make connections (e.g., thematic links, author analysis) between and across multiple texts of Pages 15–16 various genres and provide textual evidence. (b) Knowledge and skills. (7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make Pages 11–12 inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person’s life. (11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main ideas and supporting details in a text in ways that maintain meaning and Pages 9–10 logical order; (D) use multiple text features and graphics to gain an overview of the contents of text and to locate Pages 7–8 information; (E) synthesize and make logical connections between ideas within a text and across two or three Pages 13–16 texts representing similar or different genres. (23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to Pages 17–18 address the major research topic; (B) generate a research plan for gathering relevant information about the major research question. Pages 17–18

(cont. on p. 20)

GREAT SMOKY MOUNTAINS NATIONAL PARK

correlation 19 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 19 1/31/14 6:44 PM Notes

(24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to collect data from a range of print and electronic resources (e.g., Pages 17–18 reference texts, periodicals, web pages, online sources) and data from experts; (B) differentiate between primary and secondary sources; Pages 17–18 (C) record data, utilizing available technology (e.g., word processors) in order to see the Pages 17–18 relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes; (D) identify the source of notes (e.g., author, title, page number) and record bibliographic Pages 17–18 information concerning those sources according to a standard format; (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid Pages 17–18 and reliable sources. (25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) refine the major research question, if necessary, guided by the answers to a secondary set of Pages 17–18 questions; (B) evaluate the relevance, validity, and reliability of sources for the research. Pages 17–18 (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) compiles important information from multiple sources; Pages 17–18 (B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions; Pages 17–18 (C) presents the findings in a consistent format; Pages 17–18 (D) uses quotations to support ideas and an appropriate form of documentation to acknowledge Pages 17–18 sources (e.g., bibliography, works cited).

Texas Essential Knowledge and Skills Great Smoky Mountains 113.16. Social Studies, Grade 5. National Park Teacher’s Guide (b) Knowledge and skills. (7) Geography. The student understands the concept of regions in the United States. The student is expected to: (B) describe a variety of regions in the United States such as landform, climate, and vegetation Pages 7–16 regions that result from physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains. (9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (B) analyze the positive and negative consequences of human modification of the environment in Pages 7–12 the United States, past and present.

GREAT SMOKY MOUNTAINS NATIONAL PARK

correlation 20 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 20 1/31/14 6:44 PM Glossary

coniferous rain forest (noun) a cold and very rainy forest ACKNOWLEDGMENTS with trees, such as pines, that have cones and needle-like leaves Grateful acknowledgment is given to the authors, artists, photographers, museums, publishers, and agents for permission to reprint copyrighted material. Every effort ecosystem (noun) all the plants, animals, and nonliving things has been made to secure the appropriate permission. If any omissions have been made or if corrections are required, please contact the Publisher. in an environment Credits erode (verb) to wear down, often by wind, water, or ice 1, 2, 3, 4, 17 bg) ©Tim Fitzharris/Minden Pictures. (bl) ©David Allen/Dave Allen Photography. (bcl) ©Brian Shults. (bcr) David Harrington. (br) ©Stephen Alvarez/ formation (noun) the result of minerals that are deposited National Geographic Stock. 7 (bg) ©David Allen/Dave Allen Photography. 9 (bg) within a cave and build up over time ©Brian Shults. (tl) ©W. Cody/Corbis. 11 David Harrington. 13 (bg) ©Stephen Alvarez/National Geographic Stock. (tr) ©RelaXimages/Corbis. 16 (bg) ©David habitat (noun) a place where plants and animals live naturally Allen/Dave Allen Photography. (tl) ©Brian Shults. (tc) ©Stephen Alvarez/National Geographic Stock. (tr) David Harrington.

hibernate (verb) to go into a deep sleep; some animals in cold Copyright © 2015 National Geographic Learning, Cengage Learning

climates pass the winter this way ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, sinkhole (noun) a hole or low place in the ground where electronic, or mechanical, including but not limited to photocopying, recording, the roof of a cave has collapsed and where water can flow scanning, digitizing, taping, web distribution, information networks, or information into the cave from the surface storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of stalactite (noun) a cave formation that grows from the publisher. a cave’s ceiling National Geographic and the Yellow Border are registered trademarks of the National Geographic Society.

stalagmite (noun) a cave formation that grows from For permission to use material from this text or product, submit all requests a cave’s floor online at cengage.com/permissions summit (noun) the highest point or top Further permissions questions can be emailed to [email protected] Visit National Geographic Learning online at NGL.Cengage.com Visit our corporate website at cengage.com

ISBN: 978-12857-7171-7 Content Consultant 11111 Andrew J. Milson, Social Studies Consultant

Social Studies

National Parks Yellowstone • Smoky Mountains Grand Canyon • Big Bend • Everglades • Yosemite Pre-Columbian Americans The Inca • The Aztec The Pueblo • The Maya Famous Documents Declaration of Independence The U .S . Constitution • The Bill of Rights © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71281_G5.indd 22 1/31/14 6:44 PM