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Teacher's Guide 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.
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