SOCIAL STUDIES

Teacher’s Guide

NGL.Cengage.com 888-915-3276 830L

The Fresh The Lake Alien Chicago’s Air The Mighty Coast Effect Invasion and Water Show Fitz

OC_SE_48261_4_U11.indd All Pages 12/17/13 4:03 PM 001-022_OTG_71533_G4.indd 1 2/21/14 10:44 AM Contents

Great Lakes Literacy Overview ...... 2 Social Studies Background ...... 4 . The Fresh Coast ...... 7. . The Lake Effect ...... 9. . Alien Invasion ...... 11 . . Chicago’s Air and Water Show ...... 13 The Wreck of the Mighty Fitz ...... 15. . SOCIAL STUDIES Discuss ...... 17 . . . Research & Share ...... 19. . . Correlations ...... 21. . . Glossary

830L NGL.Cengage.com 888-915-3276

OC_SE_48261_4_U11.indd All Pages The Fresh The Lake Coast Effect Alien Invasion Chicago’s Air and Water Show The Mighty

Fitz

12/17/13 4:03 PM

Great Lakes | Contents © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 1 2/21/14 10:45 AM Literacy Overview SOCIAL STUDIES Reading Selections • The Fresh Coast (social studies article) • The Lake Effect (science article) • Alien Invasion (problem/solution article) • Chicago’s Air and Water Show (economics article) • The Wreck of the Mighty Fitz (history article)

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS

CC.4.RInfo.1 Refer to details and examples in a text whenNGL.Cengage.com 888-915-3276 explaining what the text says 830Lexplicitly and when drawing

Alien Chicago’s Air The Mighty The Fresh The Lake inferences from the text. and Water Show Fitz Coast Effect Invasion

CC.4.RInfo.2 Determine the main idea of a text and 12/17/13 4:03 PM

explain how it is supportedOC_SE_48261_4_U11.indd by key All Pagesdetails; summarize the text. CONTENT GOAL

CC.4.RInfo.3 Explain events, procedures, ideas, or Students will read five selections in Great Lakes . They will concepts in a historical, scientific, or technical text, learn about aspects of the environment, geography, weather, including what happened and why, based on specific economics, and history of the Great Lakes and the land around information in the text. them .

CC.4.RInfo.4 Determine the meaning of general academic and domain-specific words or phrases in a text COMPREHENSION GOAL relevant to a grade 4 topic or subject area. Remind students that as thinking-intensive readers they must CC.4.RInfo.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/ listen to their inner voice to monitor and repair comprehension as solution) of events, ideas, concepts, or information in a they read . Find opportunities to model and teach active thinking text or part of a text. strategies to help students access content . You may want to focus on the following strategies for Great Lakes . CC.4.RInfo.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, • Activate and Connect to Background Knowledge: time lines, animations, or interactive elements on Web Readers use what they know or have experienced to help them pages) and explain how the information contributes to an understand new information . However, they must be prepared understanding of the text in which it appears. to reverse any misconceptions in light of new learning or new CC.4.RInfo.8 Explain how an author uses reasons and evidence . evidence to support particular points in a text. • Ask Questions: Readers expand understanding when they CC.4.RInfo.9 Integrate information from two texts on the ask themselves questions as they read and when they ask same topic in order to write or speak about the subject others questions as they discuss the content . Self-questioning knowledgeably. propels readers to discover answers, ask more questions, and do further research . Writing Standards (page 19)

GREAT LAKES | Literacy Overview 2 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 2 2/21/14 10:45 AM The NG Ladders on-level eBook for Great Lakes is available in .pdf format. Project the eBook on your interactive whiteboard, or have students listen to or read it on SOCIAL STUDIES tablets or other mobile devices.

830L NGL.Cengage.com 888-915-3276

The Fresh The Lake Coast Alien Chicago’s Air Effect The Mighty OC_SE_48261_4_U11.indd All Pages Invasion and Water Show Fitz

12/17/13 4:03 PM

What is special about Students can then Share what they think they know or the Great Lakes? have learned about the Great Lakes . You may want to return to the graphic organizer to add more information after students read each selection .

BUILD SOCIAL STUDIES BACKGROUND Pages 4–6 of this teacher’s guide address how certain social studies concepts relate to each selection in Great Lakes . This ACTIVATE & BUILD information will provide you with social studies background BACKGROUND knowledge as you plan your teaching for this book . Draw the graphic organizer shown above . Ask: What is Help students access background knowledge related to special about the Great Lakes? Write students’ responses in the social studies concepts . Support the concepts of basin, the graphic organizer . tributaries, and canal in ways that are familiar to your students . Model for students by thinking aloud . You might say something like: When I look at a map of North America, I see • basin: Display a shallow bowl and have students five very large bodies of water connected to each other in the describe its shape (low in the middle and rising along northern part of the United States. I know they’re the Great the sides) . Water poured down the sides drains into the Lakes, and I think they are probably called that because of their bottom . Explain that a basin is a large bowl-shaped area size. They’re obviously the largest lakes in the United States. of land where water drains to one central place . That’s one thing that makes them special . • tributaries: Display different physical maps . Have students trace smaller rivers that flow into larger rivers . Explain that the Great Lakes can also be considered Point out that a smaller river that flows into a larger one a region of the country, with its own geography, is a tributary of the larger one . environment, and history . You might say: The lakes affect • canal: On the board, draw a map view of two parallel the land around them and the people that live in the region, rivers, leaving plenty of space between them . Ask: How and the land and people affect the lakes. Together, the lakes, could people connect these rivers with another waterway? land, and people make up the Great Lakes region . (Dig a ditch ). Explain that such a ditch is a canal . Show Ask students to Turn and Talk about what they think photos of different canals that are used for irrigation they know about the Great Lakes and what makes the and canals used for shipping . Emphasize that canals are lakes and the region special . not natural features; they are made by people .

GREAT LAKES | Literacy Overview 3 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 3 2/21/14 10:45 AM SOCIAL STUDIES Social Studies Background

Social studies concepts are a critical part of each selection in Great Lakes . These pages will help you 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 . • The Great Lakes basin (student book, p . 2) spans more than NGL.Cengage.com 888-915-3276 94,000 square miles and overlaps the border of the United States 830L and Canada . It is used for many things, including recreation, Alien Chicago’s Air The Mighty The Fresh The Lake and Water Show Fitz Coast Effect Invasion power generation, and transportation for people and goods . The

12/17/13 4:03 PM Great Lakes basin contains approximately 90 percent of the total

OC_SE_48261_4_U11.indd All Pages fresh water for the United States and provides drinking water to 40 million people . Its shoreline length is more than 10,000 miles, C3 FRAMEWORK FOR SOCIAL STUDIES and its ecosystems include sand dunes, wetlands, grasslands, STATE STANDARDS and forests . D2.Geo.5.3-5. Explain how the cultural and environmental • Tributaries (student book, p . 2) are freshwater rivers or characteristics of places change over time. streams that flow into and join larger rivers . A confluence is the location where a tributary meets a larger river . All rivers NATIONAL CURRICULUM STANDARDS begin at a source, such as a lake, which is usually found at higher FOR SOCIAL STUDIES elevation . Tributaries drain the land and transport the water 3. People, Places, and Environments How are regions into the main river . The larger river grows in size and empties defined by various characteristics? Ask and find answers into a lake, sea, or ocean . Rivers and their tributaries constantly to geographic questions related to regions, nations, and replenish the Great Lakes freshwater supply . the world in the past and present. • A canal (student book, p . 18) is a long and narrow artificial 3. People, Places, and Environments How do human actions change the environment, and how does the waterway . Some canals are constructed to transport water to environment influence the lives of people? Evaluate the irrigate crops . Other canals are built to connect natural bodies consequences of human actions in environmental terms. of water, allowing the passage of ships to transport people and goods . Navigation canals, including the St . Lawrence Seaway in North America, connect the Great Lakes to the Atlantic Ocean and make it possible for cargo vessels to ship goods from the Great Lakes region throughout the world . 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 LAKES | SOCIAL STUDIES BACKGROUND 4 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 4 2/21/14 10:45 AM THE FRESH COAST lake, the more extreme the snows can be . Meteorologists analyze several factors when determining the location Student Book, pp . 2–5 and severity of lake-effect snow (LES) . They evaluate the Teacher’s Guide, pp . 7–8 difference between the air and lake temperatures . They In this selection, students will learn about the Great also analyze relative humidity, wind speeds, the depth Lakes basin (student book, p . 2) and the five lakes that of the cold air, and the geography of the land and water, make up this region: Lake Superior, Lake Michigan, Lake including elevation and the shape of the shoreline . Ontario, Lake Huron, and Lake Erie . It is difficult to pinpoint where the heaviest snowfall will Lake Superior’s name is derived from the French occur because wind direction can suddenly shift . When Lac Supérieur and means “upper lake ”. With a length of the wind shifts even slightly, there can be significant 350 miles and a width of 160 miles, Lake Superior is the variations in the amount of snowfall in a particular area . largest of the Great Lakes . More than 200 rivers flow into A variety of warnings and advisories are issued when it, along with numerous tributaries (student book, p . 2) . heavy lake-effect snow is forecast, including LES watches, Lake Michigan is 307 miles long and 118 miles wide . A LES warnings, and LES advisories . series of canals, as well as the Illinois and Chicago Rivers, connect Lake Michigan to the Mississippi River . ALIEN INVASION Lake Ontario is the smallest of the Great Lakes . It is Student Book, pp . 12–19 193 miles long and 53 miles wide . It forms part of the Teacher’s Guide, pp . 11–12 boundary between Canada and the United States . The Niagara River connects Lake Ontario with Lake Erie . In this selection, students will learn about invasive species in the Great Lakes and the solutions government In 1615 Lake Huron was the first of the Great Lakes to be officials and fishing agencies are trying before more discovered by Europeans . French explorers Étienne Brûlé harm is done to ecosystems and the fishing industry . and Samuel de Champlain discovered it, and the body of water was named after the Huron Indians . There are many reasons the Great Lakes environment has changed over time, including overfishing, altering or Lake Erie is 241 miles long . It is the stormiest and polluting tributaries, and introducing nonnative plants and shallowest of all the Great Lakes, and many ships have animals to help solve problems . Since the 1800s, more than been damaged or lost on it . The lake got its name from two dozen nonnative fish species have been brought to the region’s Erie Indians . the Great Lakes basin, which compete with native fish for habitat and food sources . They include the Eurasian ruffe, THE LAKE EFFECT alewife, round goby, Asian carp, and sea lamprey . Zebra mussels, which have caused problems at water supply Student Book, pp . 6–11 centers and power plants, were accidentally introduced Teacher’s Guide, pp . 9–10 into Lake St . Clair . They quickly spread to canals (student In this selection, students will learn about a unique book, p . 18), rivers, and throughout the Great Lakes . weather pattern called the lake effect . Nonnative plant species that have been introduced Severe snowstorms occur in the Great Lakes region when into Great Lakes ecosystems include purple loosestrife, there are large differences in temperature between water curly pondweed, reed canary grass, frogbit, and some and land . This happens most often from mid-November cattails . Some of these plants displace native plants and to mid-January . The colder the air and the warmer the bird habitats, and they hinder boating and swimming .

GREAT LAKES | SOCIAL STUDIES BACKGROUND 5 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 5 2/21/14 10:45 AM CHICAGO’S AIR THE WRECK OF THE MIGHTY FITZ AND WATER SHOW Student Book, pp . 26–31 Teacher’s Guide, pp . 15–16 Student Book, pp . 20–25 Teacher’s Guide, pp . 13–14 In this selection, students will learn about the famous Great Lakes shipwreck of the S .S . Edmund Fitzgerald . In this selection, students will learn about Chicago’s Air This carrier ship had embarked on what would become and Water Show and how this Lake Michigan event has its final voyage, when on November 10, 1975, a massive benefited local communities in the area for over 50 years . storm hit the area . The Mighty Fitz disappeared beneath Each year, more than two million Chicagoans and tourists the waves of Lake Superior, leaving no survivors . come to Chicago’s spectacular lakefront to witness the Since the sinking of the ship, many expeditions have been daredevil thrills being executed on the water and in the carried out to investigate what actually happened on air . Fan favorites include the precision flying of the U .S . that fateful day . The first one was conducted by the U .S . Air Force Thunderbirds, the spectacular jumps of the Coast Guard in May 1976, when it collected data from U .S . Army parachute team the Golden Knights, and the the sunken carrier ship . After analyzing the data, the U .S . fantastic whirls and twirls of several aerobatic teams . Jets Coast Guard concluded that the ship had faulty hatch piloted by members of the U .S . Navy, Air Force, and Army covers, which led to its sinking . But many people weren’t take off and land at Gary International Airport in nearby convinced that this was how the ship sank . Gary, Indiana . In 1980 Jean Michel Cousteau, the son of sea explorer The U .S . Coast Guard and the Chicago Fire Department Jacques Cousteau, led an expedition to the wreck site . The perform air and sea rescue demonstrations . Other water- actual purpose of the trip was to shoot a documentary oriented performances include expert water skiing, jet film about the St . Lawrence River . The film also contained skiing, and boat jumping . some footage of the Mighty Fitz . The expedition resulted in For the past 20 years, the Air and Water Show has been another idea about the ship’s demise—that it broke in two managed by the City of Chicago . Corporations provide sections on the water’s surface and then sank . donations to support this annual event, which costs In 1989 experts from different organizations explored the about $600,000 . It is one of the largest air and water shipwreck using an ROV, or remotely operated vehicle . shows in the United States . Many people bring their own The organizations included the National Geographic chairs, blankets, and coolers and set these items down at Society, the National Oceanographic and Atmospheric North Avenue Beach, and from Fullerton to Oak Street, Administration, the U .S . Army Corps, the Great Lakes to enjoy the day’s festivities . Shipwreck Historical Society, and the Michigan The Federal Aviation Administration works closely Department of Natural Resources . The team concluded with Air and Water Show officials to ensure that safety that the damage on the bow of the ship was too extreme precautions are taken throughout the weekend, including to be caused by the storm . They also discovered the hiring an air traffic controller, monitoring weather pilothouse door ajar, indicating that a crew member conditions, and making sure flight safety precautions are might have tried to escape the shipwreck . followed . Another expedition in 1994 discovered more damage to the Edmund Fitzgerald than was found on other expeditions . The team disputed the theory that the ship broke into two pieces before it sank .

GREAT LAKES | SOCIAL STUDIES BACKGROUND 6 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 6 2/21/14 10:45 AM GENRE Social Studies Article Read to find out about the geography of the Great Lakes.

by Chris Siegel

So, where are the Great Lakes, and what makes them The Fresh Coast so great? The five Great Lakes are Lake Superior, Lake Michigan, Lake Huron, Lake Erie, and Lake Ontario. These lakes are huge! If you stand on one side of any of them, you will not be able to see across to the opposite shore. The Great Lakes are located in the United States and Canada, in the center of North America. This area is called the Great Social Studies Article Lakes basin. A basin is like a shallow bowl. The sides are sloped so all the water drains toward the center. The lakes have many tributaries, or connecting rivers and streams. Together, the lakes and their tributaries contain the largest supply of fresh water on the planet. That’s pretty great!

People have lived along the lakes for thousands of years. They’ve used the lake water for drinking, fishing, and moving from place to place. In fact, the Great Lakes even help move goods around the world. Even though they are located in the center of North America, rivers and canals connect these lakes to the ocean. A cargo ship from Europe can reach Chicago, Illinois.

Miners Castle on Michigan’s Upper Peninsula is part of Lake Superior’s more than 2,700 miles of shoreline.

2 3

02-05_SE48261_4U11_S1_R.indd 2 11/21/13 8:56 AM 02-05_SE48261_4U11_S1_R.indd 3 11/21/13 8:56 AM Reading OBJECTIVES Summary “The Fresh Coast” is a social studies article that describes • Refer to details and examples when explaining a the geography and physical characteristics of the Great Lakes . text or when making inferences . • Interpret visual information in a text .

SOCIAL STUDIES OBJECTIVES BUILD BACKGROUND FOR THE GENRE • Evaluate and describe changes to the Tell students that they will read a social studies article . Point out environment . that “The Fresh Coast” is a social studies article with the following • Describe places and their environmental elements: characteristics . • It uses facts, details, and data to provide information about a social studies topic, the Great Lakes . COMMON CORE STATE STANDARDS • The text is organized using headings and has specialized vocabulary . FOR ENGLISH LANGUAGE ARTS • Facts and information are conveyed through photos, captions, a CC.4.RInfo.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing satellite image, and inset text boxes . inferences from the text. CC.4.RInfo.7 Interpret information presented visually, BUILD VOCABULARY & Concepts orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web • basin • tributaries pages) and explain how the information contributes to an understanding of the text in which it appears. Remind students that Using Context Clues is a strategy to infer the meaning of an unfamiliar word . They can “read around” the word, or C3 Framework for Social Studies State Standards read a few sentences before and after it, to make meaning from the context . Remind them to look at the photographs, too . D2.Geo.5.3-5. Explain how the cultural and environmental characteristics of places change over time. Another strategy is Sketching Words. Present the word basin in

NATIONAL CURRICULUM STANDARDS context and have students sketch their idea of its meaning on a FOR SOCIAL STUDIES sticky note . After a minute or so, have students turn and share their 3. People, Places, and Environments How are regions sketches with a partner, explaining, comparing, and contrasting their defined by various characteristics? Ask and find answers sketches . Encourage students to repeat these steps for the word to geographic questions related to regions, nations, and tributaries. the world in the past and present. You may want to point out other important words in the selection, such as cargo and satellite . Have students sketch these words or use context clues to determine their meaning . Some words lend themselves to sketching; others may not . Decide which of these strategies is most appropriate for each word .

GREAT LAKES | THE FRESH COAST 7 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 7 2/21/14 10:45 AM READ Explain Text Model how to explain information in the text . You might say something like: On page 2, the text says The content goal for Great Lakes is for students to learn the Great Lakes area is a basin, and the writer describes a about the environment, geography, weather, economics, basin as a shallow bowl with sloped sides, so the water drains and history of the lakes and the land around them . Explain toward the center. That helps me understand that the land that “The Fresh Coast” discusses the geography of the surrounding the Great Lakes area is higher than the lakes Great Lakes, how they formed, and how people have used themselves, so water—like rivers, rainwater, and melting them for thousands of years . Point out the Read to find snow—flows down the sloping land and collects in the lakes. out statement at the top of page 2 in the student book: Ask students to turn and talk about what the text means Read to find out about the geography of the Great Lakes . when it refers to drops of water staying in a lake and the Help students achieve the comprehension goal of time it takes for a lake to refill . Encourage them to discuss accessing content by activating and connecting to other features of the lakes and their geography . background knowledge . Using the introduction on Interpret Visual Information Ask students to look page 2, model the strategy by saying something like: The at the satellite photograph of the Great Lakes on pages title of the selection, “The Fresh Coast,” gives me a hint to what 4 and 5 . Model interpreting visual information by saying this social studies article is about. When I think of the word something like the following: Analyzing a satellite photo is coast, I think about the Pacific and Atlantic Oceans and their a great way to discover more about the geography and physical coasts. I know that the Great Lakes have coastlines, too, but characteristics of a region. I can see how the lakes vary in size a lake is much smaller than an ocean. The Great Lakes also and shape, as the text says. The photo gives me more detail contain fresh water, not salt water like the oceans. Thinking about this fact. I can see that parts of their coastlines appear about what I already know about lakes and connecting that fairly smooth and regular, especially Lakes Ontario and Erie. knowledge to the selection’s title helps me understand the But other coastlines are more irregular; land juts into the lake geography of the Great Lakes. to form bays and inlets. Point out that the text boxes offer Before students begin reading, say something like: As you more information about the lakes in the photo . Invite read, see how the information connects to what you already partners to describe other features of the lakes to each know. If you read information that contradicts what you other, using the satellite photo and the text boxes . thought you knew, be prepared to change your thinking. WRITE & ASSESS TURN & TALK You may want to have students do a “quick write” to Revisit the Read to find out statement . Have assess understanding . It’s always helpful to have students students turn and talk about the location, formation, reflect on both the content of the selection and their and characteristics of the Great Lakes . To check thinking process . understanding, have students turn and talk about the • What are the similarities among the Great Lakes? What are Check In question: How were the Great Lakes formed? some differences between the lakes? (Between 1 6. million and 10,000 years ago, slow-moving • What did this text make you think about? glaciers carved out valleys and made deep, hollowed-out areas on Earth . When the region got warmer, the glacier melted, and water filled the hollow areas and formed lakes of different shapes and sizes ).

GREAT LAKES | THE FRESH COAST 8 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 8 2/21/14 10:45 AM GENRE Science Article Read to find out how the Great Lakes influence the weather.

Who hasn’t been excited to wake up in the morning, look outside, and see deep snowdrifts on the ground? School has been cancelled. A “lake-effect” storm has brought 18 inches of snow!

Many people living near the Great Lakes have to deal with the lake effect. This is the way that a large lake affects weather in places nearby. The most extreme lake effect is snow— and lots of it.

When winter comes, the air around the lakes cools faster than the water in the lakes. Cold air blows over the surface of the The Lake Effect lakes, pulling warmth and moisture from the water. Clouds form. Once the warmed air hits land, it cools again. Then moisture in the clouds falls as snow.

The winds that cross the Great Lakes come from the northwest and Canada. So the southern and eastern shores of the lakes get the most snow. These regions of heavy snowfall form a snowbelt. Science Article

As Earth gradually becomes warmer, the amount of lake-effect snow will increase. That’s because it will take longer for ice to form on the Great Lakes during the winter. Less ice means warmer water, and that brings more snow. Syracuse, New York, a city in the snowbelt, is getting 50 percent more snow per year

by David Holford than it did 100 years ago.

Ice collects along the Lake Superior shoreline in Ontario, Canada.

A winter storm is brewing over Lake Superior’s Upper Peninsula. This area of the country gets lots of lake-effect snow.

6 7

06-11_SE48261_4U11_S2_R.indd 6 11/21/13 9:02 AM 06-11_SE48261_4U11_S2_R.indd 7 11/21/13 9:02 AM Reading OBJECTIVES Summary “The Lake Effect” is a science article that describes how • Refer to details and examples when explaining a the Great Lakes influence the weather in nearby regions, leading text or when making inferences . to bigger snowfalls in the winter and cooler temperatures in the • Explain events and ideas based on information in summer for areas near shore . the text .

SOCIAL STUDIES OBJECTIVES • Evaluate how changes to the environment affect BUILD BACKGROUND FOR THE GENRE people’s lives . Tell students that they will read a science article . Explain that this • Describe places and their environmental science article, “The Lake Effect,” is related to social studies because characteristics . weather impacts people’s lives, the economy, and the environment . Point out that this science article has the following elements: COMMON CORE STATE STANDARDS • It uses facts, details, data, and examples to present information FOR ENGLISH LANGUAGE ARTS about a science topic, the weather in the Great Lakes region . CC.4.RInfo.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing • Ideas and concepts are explained by pointing out a cause/effect inferences from the text. relationship . CC.4.RInfo.3 Explain events, procedures, ideas, or • The text is organized using headings and has specialized vocabulary . concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. BUILD VOCABULARY & Concepts • lake effect • snowbelt C3 Framework for Social Studies State Standards Remind students that Using Context Clues is a strategy to infer the D2.Geo.5.3-5. Explain how the cultural and environmental characteristics of places change over time. meaning of an unfamiliar word . They can “read around” the word, or read a few sentences before and after it, to make meaning from the NATIONAL CURRICULUM STANDARDS context . Remind them to look at the photographs, too . FOR SOCIAL STUDIES Another strategy is Using Graphic Organizer Notes. Draw and 3. People, Places, and Environments How are regions defined by various characteristics? Ask and find answers display a graphic organizer with four columns on the board . Label the to geographic questions related to regions, nations, and columns Word, Inferred Meaning, Clue, and Sentence or Picture . Have the world in the past and present. students copy the graphic organizer . Then ask them to turn to page 7 of the student book and read the first two paragraphs . Have partners turn and talk about what they infer lake effect means . Have them write lake effect in the first column and the meaning in the second column . Tell students to write the clue that helped them in the third column . Finally, they should write a sentence or draw a picture that shows the meaning of the word in the fourth column . Have them continue the activity with the vocabulary word snowbelt on the same page . Invite student pairs to search the selection for other important words, such as extreme, moisture, and severe, and follow the same steps to determine meaning .

GREAT LAKES | THE LAKE EFFECT 9 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 9 2/21/14 10:45 AM READ Make Inferences Explain to students that when readers infer, they use information in the text and their The content goal for Great Lakes is for students to own background knowledge to figure out an idea that is learn about the environment, geography, weather, not directly stated in the text . Model this skill by reading economics, and history of the lakes and the land around the caption on page 9 as students look at the photo . them . Explain that in “The Lake Effect,” students will Say something like: Almost 15 feet is a lot of snow! I know learn about how the Great Lakes influence the weather cities need to plow the snow from streets so people can drive and how this has an impact on people’s lives . Point out to work, stores, and school. I can infer that having to plow the Read to find out statement at the top of page 6 streets so often must cost the city a great deal of time and in the student book: Read to find out how the Great Lakes money. Ask students to turn and talk about other ways influence the weather. the snow impacted people’s lives, such as their ability to Help students achieve the comprehension goal of work, buy food, or go to school . For example, how might accessing content by activating and connecting to stores be affected when the roads are snowy? Encourage background knowledge . Model the strategy by telling students to make inferences using their background a personal experience with a snowstorm, a cool ocean knowledge . breeze, or some other weather effect produced by a Explain Information Invite students to turn and talk nearby body of water . For example: When I look at the photo to a partner about the processes at work in lake-effect of the family shoveling snow on page 8, I am reminded of the weather . You might model the beginning of the sequence time I went to Chicago to visit my grandparents. Chicago is of events in producing lake-effect snowfall, saying: The located by Lake Michigan, and the lake affects the weather. water in the lakes is warmer than the land. Cold air blows I know this because almost two feet of snow fell on the city over the surface of the lakes, pulling warmth and moisture during my visit. We couldn’t use our car because it was buried from the water. Clouds form. Let’s sketch a diagram to help us in snow! We had to trek through deep snow to go to the grocery understand the information. We can draw a lake with lines store to buy food. Thinking about what I already know helps to show cold air blowing on warm water. We can draw more me understand how a big body of water like one of the Great lines showing the cold air pulling warm air and moisture from Lakes can affect weather. the water. Have partners sketch diagrams of lake-effect Before students begin reading, say: As you read, see how the snowfall and talk about the process . (Once warmed air information connects to what you already know. Sometimes hits land, the air cools . Then moisture in the clouds falls your background knowledge can help you understand a topic. as snow ). Then have them explain lake-effect cooling in summer to each other . TURN & TALK WRITE & ASSESS Revisit the Read to find out statement . Have students turn and talk about how the Great Lakes influence the You may want to have students do a “quick write” to weather . To check understanding, have students turn and assess understanding . It’s always helpful to have students talk about the Check In question: How do the Great Lakes reflect on both the content of the selection and their affect the weather in nearby regions? (Possible responses: thinking process . They can cause snowstorms . The lakes can also cause • How will a warming Earth affect the amount of snowfall cooler temperatures in summer ). in the Great lakes region? Why? • What more would you like to learn about this topic?

GREAT LAKES | THE LAKE EFFECT 10 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 10 2/21/14 10:45 AM GENRE Problem/Solution Article Read to find out how invasive species affect the Great Lakes. Asian carp are known for their large size. They also have an incredible leaping ability. Alien Invasion Problem/Solution Article

by Brett Gover

n Florida’s Everglades, huge snakes What do the pythons, parakeets, and eat them. Their populations grow to help get rid of a pest or solve another called Burmese pythons slither across woody weeds have in common? They are quickly. Soon they begin crowding out problem. watery landscapes, gobbling up native invasive species. These species are not the native species. The result has been an explosion of animals. In London, noisy ring-necked native to the ecosystem in which they Some species have been carried from invasive species. In the United States, one parakeets eat from fruit trees and are found. They can cause harm to the their native ecosystems to new ones. of the most feared invaders is the Asian backyard bird feeders, leaving little food local environment. Sometimes this happens by accident. carp. This large fish has spread through for other birds. In Cuba, a woody weed Invasive animals compete with native For example, a seed is transported from the Mississippi River system, and now called marabu can grow ten feet high. species for food, space, and other one continent to another on a ship. Other threatens to enter the Great Lakes. How It turns huge areas of farmland into resources. They usually have no natural times, this happens on purpose. People did this happen? What might happen next? thorny jungles. predators, or animals that hunt and bring species from one place to another Let’s find out.

12 13

12-19_SE48261_4U11_S3_R.indd 12 11/21/13 9:07 AM 12-19_SE48261_4U11_S3_R.indd 13 11/21/13 9:07 AM Reading OBJECTIVES Summary “Alien Invasion” is a problem/solution article that • Determine the meaning of academic words such discusses how invasive plant and animal species came to the United as compete, system, and barriers . States, how they negatively affect the Great Lakes, and what is being • Describe the structure of a text . done to solve the problem . 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 read a problem/solution article . Share that the people’s lives . problem/solution article “Alien Invasion” has the following elements: • It presents a problem: invasive species in the Great Lakes . COMMON CORE STATE STANDARDS • It discusses possible solutions to the problem . FOR ENGLISH LANGUAGE ARTS • Photographs illustrate the problem with invasive species as well as CC.4.RInfo.4 Determine the meaning of general academic and domain-specific words or phrases in a text the solutions offered . relevant to a grade 4 topic or subject area. CC.4.RInfo.5 Describe the overall structure BUILD VOCABULARY & Concepts (e.g., chronology, comparison, cause/effect, problem/ solution) of events, ideas, concepts, or information in a • invasive species • predators text or part of a text. • ecosystem • canals

C3 Framework for Social Studies Remind students that Using Context Clues is a strategy to infer the State Standards meaning of an unfamiliar word . They can “read around” the word, or D2.Geo.5.3-5. Explain how the cultural and environmental read a few sentences before and after it, to make meaning from the characteristics of places change over time. context . Remind them to look at the photographs, too . NATIONAL CURRICULUM STANDARDS Another strategy to try is Creating a Content Word Wall. Have FOR SOCIAL STUDIES partners turn and talk to discuss the meaning of invasive species as it is 3. People, Places, and Environments How do human used on page 12 . Ask students to write the term and its definition or actions change the environment, and how does the environment influence the lives of people? Evaluate the draw a picture illustrating its meaning on a card . Display the cards on a consequences of human actions in environmental terms. designated Content Word Wall in the classroom . Follow the same steps with the remaining words: predators, ecosystem, and canals . You may want to point out other important words in the selection, such as native, environment, resources, and barriers . Invite students to add these and any unfamiliar or challenging words to the Word Wall .

GREAT LAKES | ALIEN INVASION 11 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 11 2/21/14 10:45 AM READ fishing industry to collapse . Carp could also harm the Great Lakes ecosystems by reducing the number of The content goal for Great Lakes is for students to different fish found there ). learn about the environment, geography, weather, economics, and history of the lakes and the land around Determine Word Meaning Model how to determine them . Explain that “Alien Invasion” describes how human the meaning of an academic word in context by reading actions have negatively impacted the environment of the the sentence with compete on page 12 . Say something Great Lakes and how people are now trying to solve these like: I know all animals need food. If there’s only a certain problems . Point out the Read to find out statement at amount of food in an area, then some of the animals may not the top of page 12 in the student book: Read to find out get enough to eat. I can infer that when the text says invasive how invasive species affect the Great Lakes . animals compete with native animals for food, it means that some species do not get enough to eat. That’s what compete Help students achieve the comprehension goal means: to work against another for something that each of accessing content by asking questions . Read the wants or needs. Ask student pairs to make a list of general paragraph that includes the boldfaced term invasive words from the selection and try to figure out their species on page 12 and model asking questions by saying meaning through context . Suggest students talk about something like: This text talks about invasive species, which the meanings of system (p . 17) and barriers (p . 18) . are plants or animals that are not native to the place where they are found. The word invasive has the base word invade. Determine Text Structure Explain that writers try Something invades when it comes from somewhere else and to organize information in the way that best relates the takes over a place from those who live there. But now I have ideas for the reader . Say: One way to organize information a question. How did the invasive species get to these places? is by using a problem/solution structure, like in this article. I don’t see that information on page 12, but on page 13, I Model identifying one problem/solution relationship find my answer: Sometimes this happens by accident. For using page 14 . You might say something like: This text example, a seed travels from one continent to the next by ship. talks about how fish farmers and government agencies Or people knowingly bring a plant or animal to a particular wanted to keep the water in their ponds and lagoons clean. place to solve another problem, like getting rid of a pest. That was their problem. Their solution was to bring in Asian carp to eat the plants and animals that make the water look Before students begin reading, say something like: As dirty. Now we keep reading and we notice that the Asian you read, ask yourself questions to determine what you carp can cause other problems. Invite pairs to turn and understand and what is unclear. Re-read the text when you talk about the problem that resulted from this action, do not understand something. Look at the pictures to see if its effects on other species and people, and possible they provide clues. If you still do not understand, read on to solutions . Ask them to pick the solution they think best see if your questions are answered. and to support their choice with details from the text .

TURN & TALK WRITE & ASSESS Revisit the Read to find out statement . Have students You may want to have students do a “quick write” to turn and talk about how invasive species affect the Great assess understanding . It’s always helpful to have students Lakes . To check understanding, have students turn and reflect on both the content and their thinking process . talk about the Check In question: What could happen if Asian carp get into the Great Lakes? (Possible response: • Why is the Asian carp a problem in the Great Lakes? They could wipe out many native species, causing the • What do you still wonder about what you just read?

GREAT LAKES | ALIEN INVASION 12 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 12 2/21/14 10:45 AM GENRE Economics Article Read to find out how Great Lakes tourism can benefit local communities. stores are filled with shoppers. The tourism the Air and Water Show brings to the city provides jobs and dollars to Chicago. This boosts the city’s economy, or the money and goods that come into and go out of a community.

by Bryon Cahill Chicago’s Air Chicago’s Lake Michigan shore is the perfect setting for the oldest free air and water show in the United States. The lake waters stretch east, so planes have a large, safe flying area. And Chicago’s beaches, parks, and harbors extend far and Water Show enough to the north and south so that every viewer can find a place to watch. Some people even board cruise ships to see the show from the water. VROOM! A thundering roar fills the air above your head. High above Lake Michigan, six mighty jets swoop down. White Chicago’s Air and smoke trails behind. The jets turn sharply and shoot back up. They twist and turn through the air.

The jets remain in a diamond-shape formation. They fly close together, sometimes with only 18 inches separating them. It’s a thrilling sight!

Chicago’s Air and Water Show attracts more than 1.5 million people to the area each year. It encourages tourism, which is good for Chicago businesses. Crowds of people spend their money in restaurants and hotels. Chicago’s Water Show Economics Article

Pilots practice their stunts before the show in the air above Chicago’s lakefront.

20 21

20-25_SE48261_4U11_S4_R.indd 20 11/21/13 9:16 AM 20-25_SE48261_4U11_S4_R.indd 21 11/21/13 9:16 AM Reading OBJECTIVES Summary “Chicago’s Air and Water Show” is an economics article • Determine the main idea of a text and explain that describes an event important to Great Lakes tourism and how how details support the main idea . it benefits the local community . The article ties the event to the • Interpret visual information in a text . culture’s interest in speed and the latest technology and provides SOCIAL STUDIES OBJECTIVES an example of how the Great Lakes environment is used for • Describe places and their environmental entertainment . characteristics . • Evaluate how culture affects people’s environments . BUILD BACKGROUND FOR THE GENRE Tell students they will be reading an economics article . Share that the COMMON CORE STATE STANDARDS economics article they will read, “Chicago’s Air and Water Show,” has FOR ENGLISH LANGUAGE ARTS the following elements: CC.4.RInfo.2 Determine the main idea of a text and explain how it is supported by key details; summarize • It tells about one economic aspect of an area, focusing on the the text. benefits of tourism to the Great Lakes region . CC.4.RInfo.7 Interpret information presented visually, • It offers facts, details, data, and examples to present information . orally, or quantitatively (e.g., in charts, graphs, diagrams, • Facts and information are presented through photos and captions time lines, animations, or interactive elements on Web as well as text . pages) and explain how the information contributes to an understanding of the text in which it appears. BUILD VOCABULARY & Concepts C3 FRAMEWORK FOR SOCIAL STUDIES STATE STANDARDS • tourism • economy D2.Geo.5.3-5. Explain how the cultural and Remind students that Using Context Clues is a strategy to infer the environmental characteristics of places change over time. meaning of an unfamiliar word . They can “read around” the word, or NATIONAL CURRICULUM STANDARDS read a few sentences before and after it, to make meaning from the FOR SOCIAL STUDIES context . Remind them to look at the photographs, too . 3. People, Places, and Environments How are regions Another strategy to try is Using Background Knowledge. Point defined by various characteristics? Ask and find answers to geographic questions related to regions, nations, and out the word tourism on page 20 . Ask students if they have ever heard the world in the past and present. this word before and if they know what it means, referring to the text and what they already know . Invite students to turn and talk about the word’s meaning . Have a class discussion and collaboratively construct a clear understanding . Then ask partners to turn and talk about what economy (p . 21) means . Point out other important words in the selection, such as harbors, budget, and daredevil . Have pairs use background knowledge and context clues to determine meaning for these and any words that might be challenging or unfamiliar to students .

GREAT LAKES | CHICAGO’S AIR AND WATER SHOW 13 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 13 2/21/14 10:45 AM READ Determine Main Ideas Finding the main ideas of an article will help students understand and remember The content goal for Great Lakes is for students to learn important information . Model by reading aloud the about the environment, geography, weather, economics, complete paragraph on page 21 . Then say something like: and history of the lakes and the land around them . When we read, we think about the information to determine Explain that “Chicago’s Air and Water Show” shows one the main idea. In this paragraph, the first sentence tells me exciting way that the Great Lakes environment is used that Chicago’s Lake Michigan shore is a very good place for the for entertainment and how tourism helps the economy . Air and Water Show. The remaining sentences explain why Point out the Read to find out statement at the top of it is a good place by describing the physical characteristics of page 20 in the student book: Read to find out how Great Chicago’s lakeshore. The details that support this idea are: Lakes tourism can benefit local communities. 1) The lake waters stretch east, giving planes a large flying Help students achieve the comprehension goal of area. 2) Open spaces like beaches, parks, and harbors extend accessing content by asking questions as they read . along the shore, so people can find spots to watch. These Read the introduction on page 20 aloud, up until the details support the statement in the first sentence—the main sentence defining tourism . Model asking questions by idea of the paragraph. Invite partners to re-read other saying something like: More than 1.5 million people is paragraphs of the article to determine main ideas . a lot of people! After reading the description of the jets’ Interpret Visual Information Model interpreting flight and seeing the photo, I can understand why so many visual information by referring to the photo in the lower people come to the Air and Water Show. The show sounds left-hand corner of page 23 . You might say: The text on the very exciting! I wonder what other events the show has. I page discusses how the Thunderbirds perform rolls, dives, and can look for answers as I read. passes. The caption refers to daredevil pilots. I see in the photo Before students begin reading, say: As you read, you can that spectators watch the show from a safe distance. I also see ask yourself questions about the pictures and text. Looking for two jets whose exhaust trails show where they’ve flown. They the answers keeps your reading focused. Remember that some look as if they flew close to the water surface, passed each of your questions may not be answered in the text. Then you other closely in the air, and then swooped up. These maneuvers can do further research to find out more. are dangerous! The photo and caption help me understand the meaning of the word daredevil and the kinds of stunts pilots perform. Encourage partners to turn and talk about other TURN & TALK photos in the selection to learn more from the text . Revisit the Read to find out statement . Have students turn and talk about how Great Lakes tourism can benefit WRITE & ASSESS local communities . To check understanding, have students turn and talk about the Check In question: You may want to have students do a “quick write” to How does the presence of the Air and Water Show affect the assess understanding . It’s always helpful to have students economy of Chicago? (Possible response: More than 1 5. reflect on both the content and their thinking process . million people come to the area to see the show . They • How does the Chicago Air and Water Show use the city’s spend money in restaurants, hotels, and stores, which lake environment for entertainment? brings money into the city . This tourism creates jobs for • Would you like to attend Chicago’s Air and Water Show? people in restaurants, hotels, and stores ). Why or why not?

GREAT LAKES | CHICAGO’S AIR AND WATER SHOW 14 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 14 2/21/14 10:45 AM GENRE History Article Read to find out about a famous Great Lakes shipwreck.

The S.S. Edmund Fitzgerald, or Mighty Fitz, was the largest carrier ship on the Great Lakes when it launched in 1958. Weighing 13,632 tons and WRECK stretching 729 feet long, it had carried more than a million tons of iron ore OF THE across the Great Lakes. But on November 9, 1975, the Mighty Fitz made its final voyage from Superior, Wisconsin. Captain Ernest M. McSorley was at the helm.

by Chris Siegel and The Mighty Fitz was traveling across Lake Superior when it met up with Stephanie Herbek another carrier ship, the S.S. Arthur M. Anderson. Both ships were headed for the Great Lakes steel mills. On November 10, 1975, a massive winter storm slammed the boats with hurricane-force winds and waves up to 35 The Wreck of the The Great Lakes are some of the most feet high. The Mighty Fitz disappeared into Lake Superior. It carried 29 dangerous waters on Earth. They can be crew members down with it. very difficult to navigate, or find one’s way through. They are known for sudden, violent storms and huge, crashing waves. This painting depicts the final These waves can—and quite possibly, voyage of the S.S. Edmund Fitzgerald. “S.S.” stands for did—sink a ship into the depths of the steamship in a ship’s name. lake with little warning. Mighty Fitz History Article

26 27

26-31_SE48261_4U11_S5_R.indd 26 11/21/13 9:24 AM 26-31_SE48261_4U11_S5_R.indd 27 11/21/13 9:24 AM Reading OBJECTIVES Summary “The Wreck of the Mighty Fitz” is a history article that • Describe the structure of a text . describes a famous Great Lakes shipwreck on Lake Superior and offers • Explain how the author uses reasons and evidence theories on how the characteristics of the lake contributed to this to support ideas in the text . tragic event . SOCIAL STUDIES OBJECTIVES • Describe places and their environmental characteristics . BUILD BACKGROUND FOR THE GENRE • Evaluate how changes to the environment affect Tell students they will be reading a history article . Share that the people’s lives . history article they will read, “The Wreck of the Mighty Fitz,” has the following elements: COMMON CORE STATE STANDARDS FOR • The information concerns real people and events that happened in ENGLISH LANGUAGE ARTS the past . CC.4.RInfo.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/ • Events are organized and presented in the order in which they solution) of events, ideas, concepts, or information in a text happened, or chronological order . or part of a text. • Information is presented in photos and illustrations with captions, CC.4.RInfo.8 Explain how an author uses reasons and a map, diagrams, and a transcript of a primary source, a radio evidence to support particular points in a text. transmission . C3 FRAMEWORK FOR SOCIAL STUDIES STATE STANDARDS BUILD VOCABULARY & Concepts D2.Geo.5.3-5. Explain how the cultural and • navigate • debris environmental characteristics of places change over time. • distress call • sonar

NATIONAL CURRICULUM STANDARDS FOR Remind students that Using Context Clues is a strategy to infer the SOCIAL STUDIES meaning of an unfamiliar word . They can “read around” the word, or 3. People, Places, and Environments How are regions read a few sentences before and after it, to make meaning from the defined by various characteristics? Ask and find answers to geographic questions related to regions, nations, and context . Remind them to look at the photographs, too . the world in the past and present. Another strategy to try is Becoming Wordkeepers. Write navigate on a sticky note and ask if anyone knows its meaning . Call on one of the volunteers to be a wordkeeper for the word . The wordkeeper will be responsible for knowing the word’s meaning and spelling . As the volunteer gives the word’s meaning, write it on the sticky note and then give the note to the wordkeeper . If no one knows the word, ask a volunteer to learn it and be the wordkeeper . Ask the rest of the class whom they should go to if they forget the meaning of the word . Follow the same procedure with the remaining words . Point out other important words or terms in the selection, such as hurricane-force, transmission, fateful, baffled, cargo, impact, survivors, intact, midsection, and wreckage. Designate wordkeepers for these and any words that might be unfamiliar to students .

GREAT LAKES | The WRECK OF THE MIGHTY FITZ 15 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 15 2/21/14 10:45 AM READ transmission sent during the storm from the Anderson to the Fitzgerald . The Fitzgerald reported some problems . There The content goal for Great Lakes is for students to learn was no distress call after that, but the ship dropped off the about the environment, geography, weather, economics, radar . Then the crew of the Anderson found two lifeboats and history of the lakes and the land around them . and other debris floating in the water, with no survivors Explain that “The Wreck of the Mighty Fitz” tells how the in sight ). Have pairs share their responses . Note that the geography and weather of the Great Lakes may have led to events are mentioned in the text in the order in which they the sinking of a large ship . Point out the Read to find out actually happened . Explain that writers can choose how statement at the top of page 26 in the student book: Read to organize information . Usually the content and genre to find out about a famous Great Lakes shipwreck. help a writer choose the best way . You might say: For a Help students achieve the comprehension goal history article like this one, chronological structure, or the order of accessing content by asking questions . Read the in which events happened, is often the best way to organize paragraph on page 26 aloud . Model asking questions by information. saying something like: I wonder why violent storms and Analyze Reasons and Evidence Explain that an author huge waves happen so suddenly on the Great Lakes. And are supplies reasons and evidence for major points made in there any other characteristics that make the Great Lakes so an article . Say something like: The author states that what dangerous for ships? What exactly happened to the Mighty happened to cause the shipwreck of the Edmund Fitzgerald Fitz? This opening paragraph has really caught my interest. is a mystery. Although the sinking remains a mystery, people I’m going to look for answers to all my questions as I read. have come up with three theories, or possible explanations, for Before students begin reading, say: Asking questions about the sinking. Model one theory about why the ship sank, the text helps keep you interested and focused as you read. Be saying something like: One theory, or explanation, focuses sure to keep asking questions from beginning to end. on how both ends of the ship may have been pushed up by waves. Because the cargo was located in the middle, the ship may have cracked in half. Have pairs turn and talk about TURN & TALK the other two theories . (Possible responses: The second Revisit the Read to find out statement . To check theory suggests that three gigantic waves struck the ship, understanding, have students turn and talk about the flooding and sinking it . The text states that such “Three Check In question: What sequence of events led to the Sister” waves sometimes happen . The third theory is sinking of the Fitzgerald? (Possible response: A winter that the ship may have struck a shallow area in the lake storm blew in . The Mighty Fitz had several problems, and cracked on impact ). Remind students to talk about including a tilt, but reported, “We are holding our own ”. evidence from the text that supports each theory . Then it disappeared from radar ). Describe Text Structure Say: The article begins with an WRITE & ASSESS introduction of the topic on page 26. Then on page 27, the writer You may want to have students do a “quick write” to mentions that the Edmund Fitzgerald first sailed in 1958 assess understanding . It’s always helpful to have students and began its final voyage on November 9, 1975. That is the reflect on both the content and their thinking process . opening event in the story of its sinking. Dates in the text are one way to keep track of the order of key events. Have students • What characteristics of Lake Superior may have caused the turn and talk to determine the order of the remaining key shipwreck of the S.S. Edmund Fitzgerald? events in the sinking of the ship, noting dates . (A winter • What questions do you still have after reading this article? storm blew in on November 10, 1975 . There was a radio

GREAT LAKES | THE WRECK OF THE MIGHTY FITZ 16 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 16 2/21/14 10:45 AM about the geography of the Great Lakes. how invasive species affect the Great Lakes. how the Great Lakes influence the weather. benefit local communities. about a famous Great Lakes shipwreck.

GENRE Social Studies Article Read to find out GENRE Science Article Read to find out GENRE Problem/Solution Article Read to find out GENRE Economics Article Read to find out how Great Lakes tourism can GENRE History Article Readby to Bryon find out Cahill WRECK Chicago’s Air OF THE by Chris Siegel and and Water Show Stephanie Herbek A thundering roar fills the air above your head. by Chris Siegel VROOM! High above Lake Michigan, six mighty jets swoop down. White So, where are the Great Lakes, and what makes them smoke trails behind. The jets turn sharply and shoot back up.

so great? The five Great Lakes are Lake Superior, Lake They twist and turn through the air. The Great Lakes are some of the most Michigan, Lake Huron, Lake Erie, and Lake Ontario. These dangerous waters on Earth., or They find can one’s be Discuss The jets remain in a diamond-shape formation. They fly close together, lakes are huge! If you stand on one side of any of them, you very difficult to navigate sometimes with only 18 inches separating them. It’s a thrilling sight! will not be able to see across to the opposite shore. The , whichway isthrough. good for They Chicago are known businesses. for sudden, Great Lakes are located in the United States and Canada, Chicago’s Air and Water Show attracts moreviolent than storms1.5 million and people huge, crashing to the waves. in the center of North America. This area is called the Great area each year. It encourages tourism . A basin is like a shallow bowl. The sides are These waves can—and quite possibly, Lakes basin Crowds of people spend their money in restaurantsdid—sink and a ship hotels. into theChicago’s depths of the , or connecting rivers and streams. sloped so all the water drains toward the center. The lakes What do the pythons, parakeets, and lake with little warning. have many tributaries woody weeds have. These in common? species They are notare Together, the lakes and their tributaries contain the largest invasive species in which they n Florida’s Everglades, huge snakes supply of fresh water on the planet. That’s pretty great! native to the ecosystem called Burmese pythons slither across are found. They can cause harm to the People have lived along the lakes for thousands of years. by David Holford watery landscapes, gobbling up native local environment. They’ve used the lake water for drinking, fishing, and animals. In London, noisy ring-necked

moving from place to place. In fact, the Great Lakes even parakeets eat from fruit trees and Invasive animals compete with native help move goods around the world. Even though they are backyard bird feeders, leaving little food species for food, space, and other Miners Castle on Michigan’s for other birds. AIn winter Cuba, storm a woody is brewing weed over located in the center of North America, rivers and canals can grow ten feet high. resources. They usually have no natural Upper Peninsula is part of marabu Lake Superior’s Upper Peninsula. , or animals that hunt and connect these lakes to the ocean. A cargo ship from Europe Lake Superior’s more than called This area of the country gets lots 2,700 miles of shoreline. of lake-effect snow. predators can reach Chicago, Illinois. It turns huge areas of farmland into thorny jungles. Pilots practice their stunts 11/21/13 8:56 AM 11/21/13 9:02 AM 11/21/13 9:07 AM 11/21/13 9:16 AM 11/21/13 9:24 AM before the show in the air above Chicago’s lakefront.

2 6 12 20 26

02-05_SE48261_4U11_S1_R.indd 2 06-11_SE48261_4U11_S2_R.indd 6 12-19_SE48261_4U11_S3_R.indd 12 20-25_SE48261_4U11_S4_R.indd 20 26-31_SE48261_4U11_S5_R.indd 26 Reading OBJECTIVES Content & Comprehension Goals • Refer to details and examples when explaining a text or when making inferences . Foster a discussion about the selections in Great Lakes . Ask: In this • Integrate information from two texts on the same book, what did you learn about the Great Lakes and their environment? topic . (Possible responses are given in the chart .) SOCIAL STUDIES OBJECTIVES • Evaluate the impact of human actions on the In this book, what did you learn about the environment . • Describe places and their environmental Great Lakes and their environment? characteristics . The lakes were formed by glaciers The Fresh Coast carving out the land and then melting to fill the hollow areas. COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS The lakes cause snowfall in the CC.4.RInfo.1 Refer to details and examples in a text when The Lake Effect winter and cooler temperatures in explaining what the text says explicitly and when drawing the summer. inferences from the text. Invasive species such as the Asian CC.5.RInfo.9 Integrate information from two texts on carp are threatening native fish, the same topic in order to write or speak about the subject Alien Invasion which could ruin the fishing knowledgeably. industry and harm ecosystems. C3 FRAMEWORK FOR SOCIAL STUDIES Chicago’s lakeshore is perfect for STATE STANDARDS Chicago’s Air and holding the Chicago Air and Water D2.Geo.5.3-5. Explain how the cultural and environmental Water Show Show, which brings tourists and characteristics of places change over time. helps the economy. Sudden severe weather changes on NATIONAL CURRICULUM STANDARDS The Wreck of the the lakes can affect people’s lives, FOR SOCIAL STUDIES Mighty Fitz as shown by the sinking of the 3. People, Places, and Environments How are regions Mighty Fitz. defined by various characteristics? Ask and find answers to geographic questions related to regions, nations, and the world in the past and present. The five selections in Great Lakes are a social studies article, a science article, a problem/solution article, an economics article, and a history article . While social studies concepts are embedded within these pieces, what makes them especially interesting to read is the interdisciplinary context—real-life stories and events that include history, culture, geography, life science, and Earth science . Explain what interdisciplinary means, and have students turn and talk about the interdisciplinary nature of the selections . You might ask: How is reading Great Lakes different from reading a textbook about the Great Lakes? 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 LAKES | DISCUSS 17 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 17 2/21/14 10:45 AM DISCUSS

Have students collaboratively answer the questions on Discuss

page 32 as you move about the room and listen in to 1. What connections can you make among the five selections in this support and scaffold student conversations and clarify book? How do you think the selections are related? 2. Would you like to live in a region that had lake-effect weather? misconceptions . Why or why not?

3. What are some of the effects of invasive species on the 1. What connections can you make among the five Great Lakes? selections in this book? How do you think the selections 4. Consider the three different theories that try to explain why the Fitzgerald sank. Which one do you believe is the best explanation are related? (Each selection is about the Great for what happened? Why? 5. What do you still wonder about the Great Lakes and the issues that Lakes region and describes the characteristics of affect the region? the region and how they affect people’s lives, the 32 economy, and the environment . “The Fresh Coast” 32_SE48261_4U11_D_R.indd 32 describes the characteristics of the region and offers facts about the lakes . “The Lake Effect” explains 11/21/13 8:48 AM how the lakes affect the weather in the region and 4. Consider the three different theories that try to explain how it impacts people . “Alien Invasion” outlines the why the Fitzgerald sank. Which one do you believe problem of Asian carp near the Great Lakes, sharing is the best explanation for what happened? Why? how the problem was created and some solutions (Answers will vary, but students should explain their to prevent the carp from entering the Great Lakes, responses, including details about the characteristics which, if it happened, would destroy the fishing of the Great Lakes that may have contributed to industry and greatly harm the lakes’ ecosystems . sinking the ship ). “Chicago’s Air and Water Show” tells how the people 5. What do you still wonder about the Great Lakes and the of Chicago use the environment for entertainment issues that affect the region? (Answers will vary, but and to boost the local economy . Finally, “The Wreck students should explain their responses ). of the Mighty Fitz” describes the mysterious sinking of a large cargo ship and the features of the lakes that may have caused it ). 2. Would you like to live in a region that had lake-effect weather? Why or why not? (Answers will vary, but students should explain their responses, including how the Great Lakes affect the weather in winter and summer in nearby areas ). 3. What are some of the effects of invasive species on the Great Lakes? (Invasive species such as Asian carp have populations that grow quickly . The invasive species’ large populations begin crowding out native species, eating the food that other species need in order to survive ).

GREAT LAKES | DISCUSS 18 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 18 2/21/14 10:45 AM SOCIAL STUDIES Research & Share

NGL.Cengage.com 888-915-3276 830L

Alien Chicago’s Air The Mighty The Fresh The Lake and Water Show Fitz Coast Effect Invasion

12/17/13 4:03 PM

OC_SE_48261_4_U11.indd All Pages OBJECTIVES In small groups or individually, offer students the chance to explore • Ask questions based on reading Great Lakes. questions they have or ideas they still wonder about, based on their • Research, document, and share information . reading in Great Lakes. Use question 5 on the Discuss page of the student book as a springboard for student questions and ideas for COMMON CORE STATE STANDARDS FOR further research . ENGLISH LANGUAGE ARTS CC.4.Write.7 Conduct short research projects that build knowledge through investigation of different aspects of EXPLORE a topic. Encourage students to express their curiosity in their own way . The CC.4.Write.8 Recall relevant information from questions students have matter . You might have students talk with experiences or gather relevant information from print and digital sources; take notes and categorize information, peers, write about what they wonder, or create drawings based on and provide a list of sources. what they learned from reading the different selections in Great Lakes. CC.4.Write.9 Draw evidence from literary or Guide them to immerse themselves in resources related to what they informational texts to support analysis, reflection, and are most interested in learning more about . They might ask questions research. or make statements about their interests, for example: a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a • How is the Great Lakes environment changing over time? story or drama, drawing on specific details in the text [e.g., • How are other invasive plant and animal species threatening the a character’s thoughts, words, or actions].”). Great Lakes? b. Apply grade 4 Reading standards to informational • What other outdoor events bring tourists to the Great Lakes? texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text.”). • What other evidence have investigators uncovered about the

CC.4.Write.10 Write routinely over extended time sinking of the Mighty Fitz? frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and GATHER INFORMATION audiences. After students explore, they should arrive at a question that will drive their research . Students may want to read, listen to, and view information with their question in mind . Guide students to use resources, such as reliable sites on the Internet, geography texts and articles, library books, and magazines, that address the question they posed . Collecting information may lead students to revise or narrow their question . You may want students to follow a specific note taking system to keep track of their thinking and findings as they gather information . In addition to taking notes, ask students to make a list of their sources . You may want to model how to take notes by interacting with text, jotting down your thoughts in the margins or on sticky notes, and demonstrating how to summarize the most important information . Remind students that their question will drive their research and note taking .

GREAT LAKES | research & share 19 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 19 2/21/14 10:45 AM 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 . Be sure visual piece, or taking action in the community . The best they do the following: culminating projects are ones with authentic purposes . For example, the student who is interested in finding • Revise any misconceptions . out more about different invasive species in the Great • Notice incongruities in their information . Lakes can create a visual display of photographs of the • Evaluate all the various pieces of information . invasive animal and plant species, either on a computer • Pull together the most pertinent information that or on posterboard . The student might also create a map addresses their question . pinpointing the area that each invasive species originally While analyzing and synthesizing their research, students came from . A cause/effect chart or a problem/solution may realize that the more they learn, the more they chart might also be created . wonder . To help focus their thinking, students may want When students are given the time to gather information to talk with classmates or write in a research notebook . about a topic that interests them, they will find unique Remind them that just as in real-world research, there and individual ways to share what they learned . Some may not be a final answer to the question they posed . options you can suggest might include the following: • An eBook with photos and text that explores a topic related to the Great Lakes • A brochure advertising major tourist attractions in the Great Lakes region • A public service announcement that educates students about an environmental concern related to the Great Lakes

GREAT LAKES | RESEARCH & SHARE 20 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 20 2/21/14 10:45 AM Correlation

Grade 4 Common Core State Standards for English Language Arts, C3 Framework for Social Studies State Standards, and National Curriculum Standards for Social Studies correlated to National Geographic Ladders Social Studies

Great Lakes Common Core State Standards for English Language Arts, Grade 4 Teacher’s Guide Reading Standards for Informational Text Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing Pages 7–10, 17–18 inferences from the text. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. Pages 13–14 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including Pages 9–10 what happened and why, based on specific information in the text. Craft and Structure 4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant Pages 7–16 to a grade 4 topic or subject area. 5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of Pages 11–12, 15–16 events, ideas, concepts, or information in a text or part of a text. 6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Integration of Knowledge and Ideas 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, Pages 7–8, 13–14 time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 8. Explain how an author uses reasons and evidence to support particular points in a text. Pages 15–16 9. Integrate information from two texts on the same topic in order to write or speak about the subject Pages 17–18 knowledgeably. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend informational texts, including history/social studies, If the entire NG Ladders Social Studies science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as grade 4 program is used throughout the needed at the high end of the range. year, students will have had exposure to multiple genres, multiple levels, and appropriate scaffolding. Writing Standards Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (cont. on p. 22)

GREAT LAKES | correlation 21 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 21 2/21/14 10:45 AM Notes

Production and Distribution of Writing 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge through investigation of different aspects of a Pages 19–20 topic. 8. Recall relevant information from experiences or gather relevant information from print and digital Pages 19–20 sources; take notes and categorize information, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Pages 19–20 Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter Pages 19–20 time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Great Lakes C3 Framework for Social Studies State Standards Teacher’s Guide D2.Geo.5.3-5. Explain how the cultural and environmental characteristics of places change over time. Pages 7–18

Great Lakes National Curriculum Standards for Social Studies Teacher’s Guide 3. People, Places, and Environments How are regions defined by various characteristics? Ask and find Pages 7–10, 13–18 answers to geographic questions related to regions, nations, and the world in the past and present. 3. People, Places, and Environments How do human actions change the environment, and how does Pages 11–12 the environment influence the lives of people? Evaluate the consequences of human actions in environmental terms.

GREAT LAKES | correlation 22 © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 22 2/21/14 10:45 AM Glossary

basin (noun) a bowl-shaped region that drains into a body of water ACKNOWLEDGMENTS Grateful acknowledgment is given to the authors, artists, photographers, museums, canal (noun) a human-made waterway that joins bodies of publishers, and agents for permission to reprint copyrighted material. Every effort water or moves water from one area to another has been made to secure the appropriate permission. If any omissions have been made or if corrections are required, please contact the Publisher. debris (noun) the scattered pieces of something that has been broken Credits 1, 2, 3, 4, 19 (bg) ©Tom Bean/Stone/Getty Images. (bl) ©Spacephotos/age distress call (noun) a call for help fotostock. (bcl) ©Vito Palmisano/The Image Bank/Getty Images. (bc) ©Benjamin Lowy/Getty Images. (bcr) ©Max Herman/Alamy. (br) ©Doris Sampson, Duluth, MN. economy (noun) the management of money, goods, and 7 (bg) ©Walter Bibikow/AWL Images/Getty Images. 9 (bg) ©James L. Amos/Science resources in a business, community, or country Source. (cl) ©Don Farrall/Photodisc/Getty Images. (bl) ©George F. Mobley/National Geographic Stock. (t) ©Don Farrall/Photodisc/Getty Images. 11 (bg) ©Benjamin ecosystem (noun) all the plants, animals, and nonliving things Lowy/Getty Images. 13 (bg) ©Max Herman/Alamy. 15 (bg) ©Doris Sampson, in a specific environment Duluth, MN. 18 (bg) ©Max Herman/Alamy. (l) ©Doris Sampson, Duluth, MN. (cl) ©Spacephotos/age fotostock. (cr) ©Benjamin Lowy/Getty Images. (r) ©Vito invasive species (noun) an alien or nonnative species that Palmisano/The Image Bank/Getty Images.

causes harm to an ecosystem Copyright © 2015 National Geographic Learning, Cengage Learning

lake effect (noun) how a large body of water influences ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may weather on land nearby be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, navigate (verb) to find one’s way from one place to another scanning, digitizing, taping, web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of predator (noun) an animal that preys upon other animals the 1976 United States Copyright Act, without the prior written permission of snowbelt (noun) a region that receives a large amount of lake- the publisher. effect snow National Geographic and the Yellow Border are registered trademarks of the National Geographic Society. sonar (noun) a method of using sound waves to locate objects in water For permission to use material from this text or product, submit all requests online at cengage.com/permissions tourism (noun) the practice of traveling to a place in order to Further permissions questions can be emailed to [email protected] see the sights and enjoy the trip Visit National Geographic Learning online at NGL.Cengage.com tributary (noun) a river or stream that connects to a larger Visit our corporate website at cengage.com

body of water ISBN: 978-12857-7153-3

1111 Content Consultant Andrew J. Milson, Social Studies Consultant

Social Studies

Where on Earth? Great Lakes • Great Plains Gulf Coast • North Atlantic Coast • Pacific Coast Native Americans Pacific Northwest • Great Plains Southeast • Southwest American Wonders Golden Gate Bridge Niagara Falls • Empire State Building Mount Rushmore • Symbols of Liberty © National Geographic Learning, Cengage Learning, Inc.

001-022_OTG_71533_G4.indd 23 2/21/14 10:45 AM