Teacher's Guide

SOCIAL STUDIES

Teacher’s Guide

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Mist-ified Niagara Falls Thunder Over the On the Move Speaks Falls

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Niagara Falls Literacy Overview �� 2 Social Studies Background �� 4 Mist-ified: My Very Wet Trip to Niagara Falls �� 7 Niagara Falls On the Move �� 9 Thunder Speaks �� 11 Over the Falls! �� 13 Discuss �� 15 SOCIAL STUDIES Research & Share �� 17 Correlation �� 19 Glossary

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OC_SE_48384_4_U14.indd All Pages Mist-ified Niagara Falls

On the Move Thunder Speaks Over the

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Niagara Falls | Contents © National Geographic Learning, Cengage Learning, Inc.

001-020_OTG_71502_G4.indd 1 3/6/14 4:08 PM Literacy Overview SOCIAL STUDIES Reading Selections • Mist-ified: My Very Wet Trip to Niagara Falls (first-person narrative) • Niagara Falls On the Move (science article) • Thunder Speaks (legend) • Over the Falls! (narrative)

AMERICAN WONDERS TEXAS ESSENTIAL KNOWLEDGE AND SKILLS

110.15. English Language Arts and Reading, Grade 4.

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continueNGL.Cengage.com 888-915-3276 to apply earlier standards with greater790L depth in increasingly more

Thunder Over the complex texts as they become self-directed, critical readers. Mist-ified Niagara Falls Falls On the Move Speaks The student is expected to: (A) establish purposes for reading

selected texts based upon own or others’ desired outcome to 12/17/13 4:16 PM

enhance comprehension; (B) askOC_SE_48384_4_U14.indd literal, All Pages interpretive, and evaluative questions of text; (C) monitor and adjust comprehension (e.g., CONTENT GOAL using background knowledge, creating sensory images, re-reading Students will read four selections in Niagara Falls. They will be a portion aloud, generating questions); (D) make inferences about text and use textual evidence to support understanding; introduced to the concept of how the environment changes over (E) summarize information in text, maintaining meaning and logical time as they learn about Niagara Falls, including how the falls order; (F) make connections (e.g., thematic links, author analysis) formed and how they continue to change. between literary and informational texts with similar ideas and provide textual evidence. (b) Knowledge and skills. COMPREHENSION GOAL (6) Reading/Comprehension of Literary Text/Fiction. Remind students that as thinking-intensive readers they must Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence listen to their inner voice to monitor and repair comprehension as from text to support their understanding. Students are expected they read. Find opportunities to model and teach active thinking to: (A) sequence and summarize the plot’s main events and strategies to help students access content. You may want to focus explain their influence on future events. on the following strategies for Niagara Falls. (11) Reading/Comprehension of Informational Text/ Expository Text. Students analyze, make inferences and draw • Determine Importance: Readers need to sift out the most conclusions about expository text and provide evidence from important information in a text. They must distinguish the text to support their understanding. Students are expected to: (A) summarize the main idea and supporting details in a text in important information from the interesting details to answer ways that maintain meaning; (C) describe explicit and implicit questions and arrive at main ideas. relationships among ideas in texts organized by cause-and- effect, sequence, or comparison; (D) use multiple text features • Summarize and Synthesize: Readers synthesize and (e.g., guide words, topic and concluding sentences) to gain an summarize information to see the bigger picture. They piece overview of the contents of text and to locate information . together the parts to come up with the whole. They integrate (13) Reading/Comprehension of Informational Text/ new information with what they already know to get a more Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students complete understanding of the ideas in the text. are expected to: (B) explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations).

Research Standards (page 17)

NIAGARA FALLS | Literacy Overview 2 © National Geographic Learning, Cengage Learning, Inc.

001-020_OTG_71502_G4.indd 2 3/6/14 4:08 PM The NG Ladders on-level eBook for Niagara Falls is available in .pdf format. Project the eBook on your interactive whiteboard, or have students listen to or SOCIAL STUDIES read it on tablets or other mobile devices.

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How have Niagara Falls and the surrounding Ask students to Turn and Talk about what they think they know about Niagara Falls and how the falls have area changed over time? changed over time. Students can then Share their ideas and add them to the graphic organizer. You may want to return to the graphic organizer to add more information after students read each selection.

BUILD SOCIAL STUDIES ACTIVATE & BUILD BACKGROUND BACKGROUND Pages 4–6 of this teacher’s guide address how certain Draw the graphic organizer shown above. Ask: How have social studies concepts relate to each selection in Niagara Niagara Falls and the surrounding area changed over time? Falls. This information will provide you with social studies Write students’ responses in the graphic organizer. background knowledge as you plan your teaching for this book. Model for students by thinking aloud. Hold up the book cover and say something like: Look at this picture of the falls. Help students access background knowledge related to the That’s a big boat, but it looks tiny compared with the falls. This social studies concepts. Support the concepts of erosion, picture makes me think of the power of the falls. I can hear the gorge, and ice age in ways that are familiar to your students. roar of the water rushing over the edge and crashing into the • erosion: Help students understand erosion by rocks and river below. I wonder if all that power changes the observing as you slowly push an ice cube over sand in a falls in any way. If so, how? pan. Ask students to describe what they see. Then have Explain that Earth’s surface changes over time. You might them observe the bottom of the ice cube, and ask what say: I remember a small creek in a park near my house when they notice. You might show images of erosion to add to I was a kid. The creek was usually a gentle, narrow trickle. students’ understanding. I could jump over it. During rainstorms, though, the creek • gorge: A gorge is a narrow valley with steep sides. flooded. The water rose and flowed faster. It washed away a lot Show students pictures of Royal Gorge in Colorado, of mud and gravel from the banks. Every storm changed the Three Gorges in China, or another gorge, and point out creek a bit. Explain that forces of nature change the surface how steep the sides of the valley are. of Earth and so do people. Say: Think about how the area • ice age: Explain that an ice age is a time when it is so around Niagara Falls may have changed over time. Natural cold for long periods that huge ice sheets cover much of forces have altered the falls and the area below them. People the land. Display a map that shows the extent of the ice have changed the area, too. Can you guess how? sheets during the last ice age.

NIAGARA FALLS | Literacy Overview 3 © National Geographic Learning, Cengage Learning, Inc.

001-020_OTG_71502_G4.indd 3 3/6/14 4:08 PM SOCIAL STUDIES Social Studies Background

Social studies concepts are a critical part of each selection in Niagara Falls. These pages will help you build content knowledge so that you may more effectively have discussions with students as

AMERICAN WONDERS they read each selection of the book. The following big idea social studies concepts apply to several selections in the book. • Erosion (student book, p. 9) is the wearing away of rock that NGL.Cengage.com 888-915-3276 has been broken down, or weathered, into smaller pieces. 790L Water, wind, and ice are the main agents that erode the land and Thunder Over the Mist-ified Niagara Falls Falls On the Move Speaks constantly reshape it. Moving water is the most dominant agent

12/17/13 4:16 PM of erosion. Its action can be seen on many scales, from tiny ruts

OC_SE_48384_4_U14.indd All Pages that form in soil as rain runs down a hillside, to steep valleys carved by rivers, to seaside cliffs shaped by pounding waves. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS Masses of moving ice—glaciers—are the most powerful agents 113.15. Social Studies, Grade 4. of erosion. Over millions of years, glaciers may advance and (b) Knowledge and skills. retreat (melt back) many times over the same area. The gouging (21) Social studies skills. The student applies and grinding of the glaciers against the bedrock can completely critical-thinking skills to organize and use information change the landscape. acquired from a variety of valid sources, including electronic technology. The student is expected to: • An ice age (student book, p. 13) is a geologic period of time (B) analyze information by sequencing, categorizing, when Earth’s surface temperatures drop enough to form ice identifying cause-and-effect relationships, comparing, sheets that spread out from polar regions. Evidence such as contrasting, finding the main idea, summarizing, making fossils shows that many ice ages have occurred over the past few generalizations and predictions, and drawing inferences million years. The last one ended about 11,000 years ago. Today, and conclusions; (C) organize and interpret information in ice sheets cover parts of Greenland and almost all of Antarctica. outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; (D) identify different points The last ice age greatly changed the landscape of the northern of view about an issue, topic, historical event, or current half of the North American continent. The glaciers widened event. valleys, wore down some highlands, deposited rocks and soil that formed ridges, and created numerous lakes, including the Great Lakes, the Finger Lakes in New York State, and thousands of other lakes in what is today the United States and Canada. • A gorge (student book, p. 16) is a deep, narrow passage, often with rocky walls. Generally a gorge is smaller than a canyon. Gorges that students may have heard of or visited in the United States include the Royal Gorge in Colorado and the Columbia River Gorge in parts of Washington and Oregon. 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.

NIAGARA FALLS | SOCIAL STUDIES BACKGROUND 4 © National Geographic Learning, Cengage Learning, Inc.

001-020_OTG_71502_G4.indd 4 3/6/14 4:08 PM MIST-IFIED: MY VERY WET TRIP NIAGARA FALLS ON THE MOVE TO NIAGARA FALLS Student Book, pp. 10–17 Teacher’s Guide, pp. 9–10 Student Book, pp. 2–9 Teacher’s Guide, pp. 7–8 In this selection, students will learn how Niagara Falls formed. They will discover how ice sheets from the last In this selection, students will learn about the basic ice age (student book, p. 13) created the Great Lakes and geographic features of the Niagara Falls area. They will the Niagara River, whose waters continue to wear away experience the falls through the eyes of a passenger the riverbed and make the falls migrate upstream. on the tour boat Maid of the Mist. Students also are introduced to the process of erosion (student book, p. 9) Over the last few million years, huge ice sheets have that is slowly wearing away the falls. advanced and retreated many times as Earth’s climate has alternately cooled and then warmed. The huge ice The Maid of the Mist was not originally a tour boat. sheets that most recently covered the northern part of When the first Maid of the Mist was launched in 1846, the North American continent receded from the region it was designed to move passengers, cargo, mail, and about 11,000 years ago. Thousands of years of grinding even stagecoaches and horses across the Niagara River and gouging by ice a mile and a half thick and the rock it below the falls. The Maid became a tour boat after a dragged have left their mark. Among the changes to the suspension bridge was constructed in 1848. The bridge landscape is the formation of the Great Lakes. The lakes made movement of goods and people much easier than were once the sites of river valleys. The ice sheets, called ferrying them across the river. continental glaciers, widened and deepened the valleys. Over the years, there have been about a dozen boats. The weight of the ice also depressed the land, helping to The first two were paddle wheel steamboats, the second form the Great Lakes basin. boat serving from 1854 to 1860. Service stopped in 1860, As the ice sheets started to melt, the ice blocked the lakes when financial troubles and the coming Civil War led the from draining to the north, so they drained to the south. owner to sell the boat. As the ice melted further, the removal of the weight The Maid of the Mist returned in 1885 when new owners caused the southern part of the basin to rebound. The built a vessel of white oak. The sightseeing tours were land rose and cut off drainage to the south, so the lakes so successful that the owners built a sister boat in 1892. drained to the east, through what became the Niagara Both boats remained in operation until 1955, when a River and the St. Lawrence River to the Atlantic Ocean. fire destroyed them as they were being prepared for the The Niagara River cuts a gorge (student book, p.16) upcoming summer season. Two new boats, the first ones through the bedrock. The top layer of this bedrock, which made of steel, were built shortly thereafter and were forms the bed of the river and thus the top of the falls, christened Maid of the Mist I and II. Each carried about is a hard type of limestone. The rock at the bottom of 100 passengers. the falls is a layer of relatively soft shale. The waters that Since then, several other boats have been built to replace plunge over the edge and churn at the bottom of the falls aging predecessors. The present boats are Maid of the easily erode the softer shale, undercutting the limestone Mist VI and VII. They each have two powerful engines, above, which breaks off periodically from lack of support. which are needed to carry up to 600 passengers against In this way, the falls, which used to be located near Lake the strong currents at the bottom of the falls. Ontario, have migrated toward Lake Erie, carving the gorge along the way.

NIAGARA FALLS | SOCIAL STUDIES BACKGROUND 5 © National Geographic Learning, Cengage Learning, Inc.

001-020_OTG_71502_G4.indd 5 3/6/14 4:08 PM THUNDER SPEAKS OVER THE FALLS! Student Book, pp. 18–25 Student Book, pp. 26–31 Teacher’s Guide, pp. 11–12 Teacher’s Guide, pp. 13–14 In this selection, students will read a Seneca Native In this selection, students will learn about a number of American legend about Niagara Falls. The selection uses a daredevil stunts that have been attempted or performed graphic novel form to relate a tale that explains how the at the falls. Canadian Falls got their horseshoe shape and the origin Niagara Falls has long drawn daredevils who challenge of the phrase “Maid of the Mist.” the power of the falls by attempting to plunge over them Groups of people often use legends to explain certain in containers or walk across them on a tightrope. The phenomena that occur in the natural world. Even after events, while a draw for tourism, concern authorities scientific explanations become known, legends often because of the obvious risk of life and limb and the cost remain an important part of a group’s culture. involved to rescue the daredevils when necessary. This legend is part of the cultural history of a group of Not everyone who has plunged over the falls did so Native Americans known as the Seneca nation. In their intentionally. On July 9, 1960, a seven-year-old boy, native language, the Seneca are called Onandowaga his older sister, and an adult family friend were in the (“great hill people”). The Seneca lived in what is now friend’s 12-foot aluminum boat on the Niagara River western New York State, including much of the Finger above Horseshoe Falls when the boat struck a rock in the Lakes region, and southern Ontario, including the region shallow water, disabling the engine. The swift current around Niagara Falls. and powerful swirling rapids pulled and jerked the boat, capsizing it and pitching the passengers into the river. The The Seneca were the largest of the six nations that made boy later recalled being pulled underwater one moment up the Iroquois Confederacy. Being the westernmost and tossed into the air the next by the force of the white member nation, they were also called the Keepers of the water. The current swept his sister toward shore where Western Door. rescuers pulled her to safety. The boy and family friend The tale reveals information about the traditional roles plunged over the falls. The boy miraculously survived and of men and women in the Seneca nation. As with other was picked up by a Maid of the Mist boat. The friend did Native American cultures, roles were clearly defined by not survive the fall. gender. The men were responsible for finding locations This incident shows that the dangers of the falls begin for new villages, as is reflected in the tale. Men also far from the brink. The shallow, rocky waters upstream were in charge of hunting, military matters, and trade create white-water rapids that can toss boats, and agreements with other nations or groups. Women were people, like toys. Much of the upper Niagara River is a responsible for farming and taking care of the family, reef, where the water can be as shallow as six inches. but they also had prominent roles in government. When a boat hits the reef, its motor propeller can easily For example, women chose who would represent the get sheared off. If a disabled boat doesn’t get stuck on the Seneca nation at the Iroquois Great Council, though the reef, it is at the mercy of the strong current that can carry representatives themselves were always men. it to the falls. For these reasons, the upper Niagara River, beginning about 3.2 miles from the brink, is a no-boating zone. Though the zone is clearly marked by signs and buoys, not everyone heeds the warnings.

NIAGARA FALLS | SOCIAL STUDIES BACKGROUND 6 © National Geographic Learning, Cengage Learning, Inc.

001-020_OTG_71502_G4.indd 6 3/6/14 4:08 PM GENRE First-Person Narrative Read to find out what it is like to be near Niagara Falls. Mist-ified: My Very

There are many places to view the power of Niagara Falls. At Prospect Point, we saw the American Falls. Wet Trip to

Hi! I’m Jacob, and I’m visiting Niagara Falls with my family. Niagara Falls is the most powerful waterfall in North America. We are in Niagara Falls, New York. There are actually two cities with the same name. They are on each side of the LSS_SE48384_4U14_S1_M02.pdf 1 9/10/13 7:50 AM Niagara River. One is Niagara Falls, New York, and the other is Niagara Falls, Ontario, in Canada. And the falls themselves are named Niagara Falls. It can by Debbie Nevins be very confusing! First-Person Narrative Niagara Falls is actually three waterfalls. The largest one is in Canada, My Very Wet Trip and the other two are in the United States. They’re all located on the Niagara Falls Niagara River, which connects Lake Erie and Lake Ontario and marks the international border between Canada and the United States.

to Niagara Falls Today we’re going to take a cruise on one of the famous Maid of the Mist boats that bring sightseers Here’s one of the Maid of the Mist so close to the falls that they can feel the spray and boats that travel past Niagara Falls. mist from the water. My sister Lili tells me that when we get that close to the falls, I’m going to get “Mist-ified.” She won’t tell me what that means, and I’m getting a little worried. I hope it isn’t as scary as it sounds!

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02-09_SE48384_4U14_S1_R.indd 2 11/20/13 9:06 AM 02-09_SE48384_4U14_S1_R.indd 3 11/20/13 9:06 AM Reading OBJECTIVES Summary “Mist-ified: My Very Wet Trip to Niagara Falls” is a • Refer to details and examples when explaining a first-person narrative that describes a boy’s ride on the Maid of the text or when making inferences. Mist, a tour boat that brings people near the bottom of the falls. • Determine the main idea of a text and explain The narrative includes descriptions of some of the features and how details support the main idea. attractions of Niagara Falls. SOCIAL STUDIES OBJECTIVES • Evaluate and describe changes to the environment. BUILD BACKGROUND FOR THE GENRE • Describe places and their environmental Explain that a narrative gives information about people, things, characteristics. or events. With a first-person narrative, we hear the story from a person who has experienced the topic. Share that the first-person narrative students will read, “Mist-ified: My Very Wet Trip to Niagara TEXAS ESSENTIAL KNOWLEDGE AND SKILLS Falls,” has the following elements: 110.15. English Language Arts and Reading, Grade 4.

Reading/Comprehension Skills. Students use a flexible • The writer uses a first-person point of view, which includes range of metacognitive reading skills in both assigned and pronouns such as I, my, and we. independent reading to understand an author’s message. • Events are sometimes described in chronological order, or the order Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they in which they occurred. become self-directed, critical readers. The student is • Graphics, such as photos with captions, are included. expected to: (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; (B) ask literal, interpretive, and evaluative questions of text; (C) monitor and adjust BUILD VOCABULARY & Concepts comprehension (e.g., using background knowledge, • international • cascade • erosion creating sensory images, re-reading a portion aloud, generating questions); (E) summarize information in text, Remind students that Using Context Clues is a strategy to infer the maintaining meaning and logical order. meaning of an unfamiliar word. They can “read around” the word, or (b) Knowledge and skills. read a few sentences before and after it, to make meaning from the (11) Reading/Comprehension of Informational Text/ context. Remind them to look at the photographs, too. Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide Another strategy to try is Creating an Online Image Bank. Select evidence from text to support their understanding. several images from an Internet image site and project them as you Students are expected to: (A) summarize the main idea present each word, giving students a chance to anchor the meaning and supporting details in a text in ways that maintain of the word with the images. Invite students to turn and talk with a meaning. partner to share their ideas about the meaning of the word. Students 113.15. Social Studies, Grade 4. (b) Knowledge and skills. can compare and contrast their ideas and revise them, if necessary. (21) Social studies skills. The student applies critical- thinking skills to organize and use information acquired Survey the class to make sure everyone has the correct definition of from a variety of valid sources, including electronic the word. Have students work with their partner and follow the same technology. The student is expected to: (C) organize and steps with the remaining words. interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. Point out other important words in the selection, such as boulder and horseshoe. You may want to follow the same strategy for any words that students find unfamiliar or challenging.

NIAGARA FALLS

MIST-IFIED: MY VERY WET TRIP TO NIAGARA FALLS 7 © National Geographic Learning, Cengage Learning, Inc.

001-020_OTG_71502_G4.indd 7 3/6/14 4:08 PM READ surround the falls and make it hard to actually see them, and people taking the Cave of the Winds Tour) The content goal for Niagara Falls is to introduce students to the concept of how the environment changes Explain Text Remind students that one way to show over time as they learn about Niagara Falls, including that they really understand what they have read is to how the falls formed and how they continue to change. explain the information to someone else. Model how Share that in “Mist-ified: My Very Wet Trip to Niagara to explain text by focusing on the second paragraph on Falls,” students will read about the area where the falls page 6. You might say something like: Here’s how I would are located and learn some facts about the falls. Point out describe the American Falls to someone, based on Jacob’s trip the Read to find out statement at the top of page 2 in on Maid of the Mist. Huge boulders are at the base of the the student book: Read to find out about what it is like to be falls. Mist rises from the boulders as water from the falls near Niagara Falls. hits them. The air fills with the roar of falling water, yet this is only a small portion of the water from the Niagara River Help students achieve the comprehension goal of that goes over the falls. Invite students to choose another accessing content by identifying some of the most paragraph to re-read. Then ask them to turn and explain important information in the text. Read aloud the the text to a partner. Encourage partners to compare second paragraph on page 3 and model the strategy by their descriptions and details they identified. saying something like: The text describes where Niagara Falls is located and what makes up the falls. I didn’t know Determine Main Ideas Tell students that the main that Niagara Falls was actually made of three different idea is the most important concept in a paragraph or falls. That’s interesting, but I think the most important text. Often headings support readers by helping them information in this paragraph is that the falls are located determine main ideas as they read. You might say: With a on the Niagara River, which marks the border between heading like “Roaring Waters” on page 6, I need to read some Canada and the United States. I can tell there will be lots of of the information and details in the section to figure out information in this selection, so I need to be able to sort out exactly what the heading means. I learn that the American the most important facts. Falls plunge 180 feet to their base onto the rocks, so I know why the waters are roaring. The water rushes so quickly and Before students begin reading, say: As you read, you will crashes so hard into rocks that it makes a thunderous noise. find that Jacob talks about details of the falls and what he Ask pairs to read the text on page 8 under the heading and his family are seeing. The descriptions of people are not “Wall of Water” and turn and talk about how reading the as important as the details he gives about the falls themselves. details helped them figure out what the heading means Try to sift out the important information from the interesting and understand the main idea of the section. descriptions in the text. WRITE & ASSESS TURN & TALK You may want to have students do a “quick write” to Revisit the Read to find out statement. Have students assess understanding. It’s always helpful to have students turn and talk about Jacob’s trip on the Maid of the Mist. reflect on both the content of the selection and their To check understanding, have students turn and talk about thinking process. the Check In question: What sights did Jacob see from the Maid of the Mist? (Possible response: The three falls that • Describe the features of Niagara Falls. make up Niagara Falls, the walls of water and mist that • What new information did you learn from your reading?

NIAGARA FALLS

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001-020_OTG_71502_G4.indd 8 3/6/14 4:08 PM GENRE Science Article Read to find out about how Niagara Falls was formed.

Niagara Falls On the Move by Jennifer A. Smith

Cascading water, a thundering roar, and rainbows floating in a Niagara Falls silvery mist—all of these await you at Niagara Falls. Where did all of this rushing water come from, and where is it all going? On the Move Science Article

From high above, you can see the rushing water of the Niagara River tumble over the rocky cliffs. Two large waterfalls and one smaller waterfall make up Niagara Falls.

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10-17_SE48384_4U14_S2_R.indd 10 11/20/13 9:35 AM 10-17_SE48384_4U14_S2_R.indd 11 11/20/13 9:35 AM Reading OBJECTIVES Summary “Niagara Falls On the Move” is a science article about • Explain events based on information in the text. the creation of the falls. The article explains how, during the last ice • Interpret visual information in a text. age, massive ice sheets carved the Great Lakes, the Niagara River, and SOCIAL STUDIES OBJECTIVES Niagara Falls. • Evaluate and describe changes to the environment. • Describe places and their environmental BUILD BACKGROUND FOR THE GENRE characteristics. Tell students that science articles can explain the events that shaped the land and help us understand how people interact with the land. Explain that “Niagara Falls On the Move” is a science article with the TEXAS ESSENTIAL KNOWLEDGE AND SKILLS following elements: 110.15. English Language Arts and Reading, Grade 4.

Reading/Comprehension Skills. Students use a flexible • It uses facts, details, examples, and evidence to present information range of metacognitive reading skills in both assigned and about how Niagara Falls formed and how it is changing. independent reading to understand an author’s message. • It tells about historic events and how events impacted later time Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they periods. become self-directed, critical readers. The student is • It organizes events in the order in which they happened, or expected to: (A) establish purposes for reading selected chronologically. texts based upon own or others’ desired outcome to enhance comprehension; (B) ask literal, interpretive, • Facts and information are presented through photos, captions, and evaluative questions of text; (C) monitor and adjust diagrams, and illustrations. comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions); (E) summarize information in text, maintaining meaning and logical order. BUILD VOCABULARY & Concepts

(b) Knowledge and skills. • ice age • basin • gorge (13) Reading/Comprehension of Informational Text/ Remind students that Using Context Clues is a strategy to infer the Procedural Texts. Students understand how to glean and use information in procedural texts and documents. meaning of an unfamiliar word. They can “read around” the word, or Students are expected to: (B) explain factual information read a few sentences before and after it, to make meaning from the presented graphically (e.g., charts, diagrams, graphs, context. Remind them to look at the photos and illustrations, too. illustrations).

113.15. Social Studies, Grade 4. Another strategy to try is Using Background Knowledge. Direct

(b) Knowledge and skills. student pairs to turn and talk about what they think the term ice

(21) Social studies skills. The student applies age means. Then have them read the term in context and further critical-thinking skills to organize and use information discuss the meaning. Invite pairs to share their understanding of the acquired from a variety of valid sources, including term with the class. As their ideas emerge, the class can begin to co- electronic technology. The student is expected to: construct the meaning through collaborative discussion. Follow the (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, same steps with the remaining words. contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences Point out other important words or terms in the selection, such as and conclusions. Great Lakes, upstream, and deafening. Have pairs use background knowledge and context clues to determine meaning for these and any unfamiliar words or terms in the selection.

NIAGARA FALLS | NIAGARA FALLS ON THE MOVE 9 © National Geographic Learning, Cengage Learning, Inc.

001-020_OTG_71502_G4.indd 9 3/6/14 4:08 PM READ water from the melting ice sheets. Some of that water ran into the Niagara River and eventually flowed over a The content goal for Niagara Falls is to introduce students cliff, forming the Niagara Falls.) to the concept of how the environment changes over time as they learn about Niagara Falls, including how the Explain Information Model how to explain falls formed and how they continue to change. Share information by using the first paragraph on page 16 with students that “Niagara Falls On the Move” includes and the photo on page 17. You might say something like: information about the falls that they may find surprising. When I read this text and look at the photo, one word that Point out the Read to find out statement at the top of comes to mind is change. The concept of change has to come page 10 in the student book: Read to find out about how across clearly as I explain the information from the text and Niagara Falls was formed. photo. The power of the falling water is wearing away, or eroding, the rock near the bottom of the falls. Have partners Help students achieve the comprehension goal of continue discussing how the falls are changing, pointing accessing content by summarizing and synthesizing. out information in the text that explains this. (Possible Model this strategy by synthesizing the diagram and the response: As this rock wears away, the rock above it that text on page 13 to summarize how the Great Lakes and forms the riverbed breaks off. This all happens slowly. Niagara Falls formed. After reading the text aloud, you Over many years, the falls have moved up the river. The might say: The text and the diagram both are important in photo shows this. The dashed lines over the photo show explaining how the Great Lakes and Niagara Falls formed. where the edge of the falls was located at different times The diagram shows ice sheets getting smaller. The text tells over the last few hundred years.) how the ice sheets carved out a basin in Earth’s surface. Water from the melting ice filled the basin and formed the Great Interpret Visual Information Point out that this Lakes. Water flowing from Lake Erie to Lake Ontario formed selection contains many visuals that help the reader the Niagara River. Water in the river flowed over a cliff to understand the topic. You might return to page 13 and form Niagara Falls. When I put all that information together, say: If I only read the text on this page, I would know a little I have the basic understanding of how the land in the region about how Niagara Falls formed, but the diagram helps me was shaped and how the falls came about. understand what actually happened. Encourage pairs to re-read pages 14 and 15 and to look at the photos and Before students begin reading, say: As you read, look for illustration and to read the captions. Ask them to explain visual clues to help you identify ideas and details that explain to each other how the birds-eye view of the falls helps how the falls formed and how they change. Look closely at them understand the location of the falls, characteristics illustrations and photos. Read all the captions. Put all the of the falls, and how the falls change. information together and summarize. WRITE & ASSESS TURN & TALK You may want to have students do a “quick write” to Revisit the Read to find out statement. Have students assess understanding. It’s always helpful to have students turn and talk about how the falls formed, how they have reflect on both the content and their thinking process. changed, and how they continue to change today. To check understanding, have students discuss the • How have the falls changed over time? Check In question: How did tremendous ice sheets help • What surprised you about what you just read? to form the falls? (Possible response: Huge sheets of ice carved out hollow areas in the ground that filled with

NIAGARA FALLS | NIAGARA FALLS ON THE MOVE 10 © National Geographic Learning, Cengage Learning, Inc.

001-020_OTG_71502_G4.indd 10 3/6/14 4:08 PM

GENRE Legend Read to find out about a legend about Niagara Falls. So many living things in our village are sick, but what can we do?

I do not know, dear child. We have carefully planted and watered our crops, but they will not grow anymore. We have also taken good care of our people, but many are sick and hungry.

by Elizabeth Massie ThunderIllustrated by Craig Phillips

Long ago, the people of a Seneca village were Thunder Speaks suffering. Their crops were Speaks dying, and many people had fallen ill. A young village Speaks girl was very worried. Legend

Legends are stories that try to explain past events. They are handed down from one generation to the next. This Native American legend tells how part of Niagara Falls got its “horseshoe” shape. Most of the events in this story didn’t happen, but it is an Upset, the young girl went to swim in a cave near the falls. Swimming calmed her so she exciting tale about the Seneca people who first lived near the falls. could think. She tried to think of ways to help her village She was floating in the water when a during this difficult time. snake slithered from behind a rock.

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18-25_SE48384_4U14_S3_R.indd 18 11/20/13 10:09 AM 18-25_SE48384_4U14_S3_R.indd 19 11/20/13 10:09 AM Reading OBJECTIVES Summary “Thunder Speaks” is a legend in the Seneca culture about • Summarize the text. how Horseshoe Falls got its shape. This legend is presented in the • Make connections between text and visuals. form of a graphic novel. SOCIAL STUDIES OBJECTIVES • Evaluate and describe changes to the environment. BUILD BACKGROUND FOR THE GENRE • Describe places and their environmental Tell students they will be reading a legend. Share that the legend they characteristics. will read, “Thunder Speaks,” has the following elements: • It is retold and handed down from one generation to the next. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS • It explains an event that is thought to have occurred. 110.15. English Language Arts and Reading, Grade 4. • It includes a real place and accurate description (the shape of Reading/Comprehension Skills. Students use a flexible Horseshoe Falls) but also includes fantastic creatures and actions. range of metacognitive reading skills in both assigned and • It focuses on individuals who have great intelligence or strength independent reading to understand an author’s message. and their accomplishments. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected BUILD VOCABULARY & Concepts texts based upon own or others’ desired outcome to enhance comprehension; (B) ask literal, interpretive, Remind students that Using Context Clues is a strategy to infer the and evaluative questions of text; (C) monitor and adjust meaning of an unfamiliar word. They can “read around” the word, or comprehension (e.g., using background knowledge, read a few sentences before and after it, to make meaning from the creating sensory images, re-reading a portion aloud, generating questions); (E) summarize information in text, context. Remind them to look at the pictures, too. maintaining meaning and logical order. Another strategy to try is Using Graphic Organizer Notes. Have (b) Knowledge and skills. students create a graphic organizer with four columns labeled Word, (6) Reading/Comprehension of Literary Text/ Inferred Meaning, Clue, and Sentence or Picture, respectively. Ask Fiction. Students understand, make inferences and draw conclusions about the structure and elements of students to write the word rapids in the first column and then turn fiction and provide evidence from text to support their and talk about what they infer it means based on how it is used in understanding. Students are expected to: (A) sequence the top inset box on student book page 20. Then have them write and summarize the plot’s main events and explain their influence on future events. the inferred meaning in the second column. Next, ask them to write

113.15. Social Studies, Grade 4. the clue that helped them infer the meaning in the third column and

(b) Knowledge and skills. write a sentence or draw a picture to show their understanding of the word in the last column. (21) Social studies skills. The student applies critical-thinking skills to organize and use information Have partners search the selection for other important words they acquired from a variety of valid sources, including electronic technology. The student is expected to: may not know, such as commanded/commands (p. 21) and famine (B) analyze information by sequencing, categorizing, (p. 21), and follow the same steps to determine meaning. identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

NIAGARA FALLS | THUNDER SPEAKS 11 © National Geographic Learning, Cengage Learning, Inc.

001-020_OTG_71502_G4.indd 11 3/6/14 4:08 PM READ Summarize Text You might model summarizing text by saying: When you summarize, you do not repeat The content goal for Niagara Falls is to introduce everything that you read. You focus on the main ideas and students to the concept of how the environment changes key details and paraphrase them, or put them in your own over time as they learn about Niagara Falls, including words. For example, I could summarize page 21 in this way: how the falls formed and how they continue to change. The young girl was rescued by Thunder Spirit, who told her Explain that “Thunder Speaks” is a Seneca Native why her people were suffering. Invite pairs to turn and talk American legend that explains why Horseshoe Falls is to summarize another part of the selection and then shaped the way it is. Point out the Read to find out summarize the legend in a few sentences. Ask pairs to statement at the top of page 18 in the student book: Read share their summaries with the class. to find out about a legend about Niagara Falls. Make Connections Between Media Model how to Help students achieve the comprehension goal of connect visuals in the graphic novel to what is happening accessing content by determining importance as they in the story. You might refer to the third panel on page read. Model this strategy by focusing on the panels on 19 and say something like: The text says the girl went page 19. Ask for volunteers to read each of the panels, swimming in a cave to calm down so that she could think. and then say: I can see that the people are worried by the That all comes through clearly in the drawing. I can tell expressions on their faces. I can also tell that the girl is going that she’s floating in a dark place like a cave. Her eyes are to be important to the story because she is in every panel. closed and her expression is calm. But I see something else But the most important idea in these four panels is that the not explained in the text. I see a large snake draped over the Seneca people are sick and starving and don’t know why. rocks in the distance. I think it’s there for a reason. The next Before students begin reading, say: As you read this legend, panel refers to the snake. Explain that there is a strong pay close attention to the details in the panels. Look at the words connection between the text and image in each panel and the pictures to see how the story shows you the way the of a graphic novel, but sometimes part of the image is Seneca people’s problem will be solved. It will also show you who explained in the next panel. Invite pairs to take turns is responsible for the problems. choosing a panel and discussing how the image connects to the text. TURN & TALK WRITE & ASSESS Revisit the Read to find out statement. Have students turn and talk about how a legend can provide You may want to have students do a “quick write” to information that shows how people and the environment assess understanding. It’s always helpful to have students interact. (Possible response: The people were starving reflect on both the content and their thinking process. and had to move. The legend says an evil spirit caused • How did the Seneca people interact with the environment this problem. Thunder Spirit saved the people by getting of Niagara Falls? rid of the evil spirit. The legend also explains why • Why do you think the Seneca leaders believed the Niagara Falls has one horseshoe-shaped falls.) To check young girl? understanding, have students turn and talk about the Check In question: How does this legend explain the current shape of the falls? (A huge fight occurred there between Famine Spirit and Thunder Spirit, reshaping the falls like a horseshoe.)

NIAGARA FALLS | THUNDER SPEAKS 12 © National Geographic Learning, Cengage Learning, Inc.

001-020_OTG_71502_G4.indd 12 3/6/14 4:08 PM GENRE Narrative Read to find out how some daredevils have challenged Niagara Falls. A small boat carried Taylor and her barrel to the middle of the river. Helpers put the barrel into the water near Horseshoe Falls. She A special harness held Taylor inside would have had a shorter drop at American the barrel, which was stuffed with Falls, but it would have been a much rougher pillows for padding. Even with the ride. There’s little chance someone could pillows, she was slammed around in survive a landing on the jagged rocks at the the rapids. Dropping over the falls Over the base of American Falls. left her bruised and battered. Fa l l s! by David Holford Over the Falls! For more than 150 years, people have dared to try risky feats at Niagara Falls. Some have plunged over the falls, trying to make it through Narrative the powerful whirlpool and rapids below. Others have walked on tightropes across the river. They are daredevils, people who seek adventure by risking their lives. Some Niagara Falls daredevils have survived. Sadly, others have not. Here are some stories of those who have survived to tell about their The first person to go over Niagara Falls was 63-year- wild and daring feats. old schoolteacher Annie Taylor. She did it in a wooden After bouncing around in the rapids below barrel in 1901. She hoped the stunt would make her the falls, Taylor’s barrel was dragged to rich and famous. For a few years, she earned money shore. Taylor was dazed as she was helped by posing for photographs with tourists. It was not from the barrel. She warned, “nobody ought exactly the outcome she had hoped for, but she will ever do that again.” Despite her warning, her definitely live on in history. success made other daredevils want to try.

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26-31_SE48384_4U14_S4_R.indd 26 11/20/13 10:16 AM 26-31_SE48384_4U14_S4_R.indd 27 11/20/13 10:16 AM Reading OBJECTIVES Summary “Over the Falls!” is a narrative that describes daredevil • Refer to details and examples when explaining a stunts that people have performed at Niagara Falls over the years, text or when making inferences. including plunging over the falls in barrels and tightrope walking • Describe the structure of a text. across the falls. SOCIAL STUDIES OBJECTIVES • Describe places and their environmental characteristics. BUILD BACKGROUND FOR THE GENRE • Evaluate how culture affects people’s Tell students that narratives are about people, places, or objects. environments. Share that the nonfiction narrative they will read, “Over the Falls!,” has the following elements: TEXAS ESSENTIAL KNOWLEDGE AND SKILLS • Events are sometimes described in chronological order. The 110.15. English Language Arts and Reading, Grade 4. descriptions include dates, times, places, and people involved. Reading/Comprehension Skills. Students use a flexible • The writer brings a subject to life by using narrative elements, range of metacognitive reading skills in both assigned and such as interesting anecdotes and vivid descriptions of people and independent reading to understand an author’s message. Students will continue to apply earlier standards with places, to tell a story. greater depth in increasingly more complex texts as they • Graphics, such as photos with captions, are included. become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; (B) ask literal, interpretive, BUILD VOCABULARY & Concepts and evaluative questions of text; (C) monitor and adjust • daredevils • tourism comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating Remind students that Using Context Clues is a strategy to infer the questions); (D) make inferences about text and use textual meaning of an unfamiliar word. They can “read around” the word, or evidence to support understanding; (E) summarize information in text, maintaining meaning and logical order. read a few sentences before and after it, to make meaning from the

(b) Knowledge and skills. context. Remind them to look at the photographs, too. (11) Reading/Comprehension of Informational Text/ Another useful vocabulary strategy is Sketching Words. Hand out Expository Text. Students analyze, make inferences sticky notes to students. Present the word daredevils in context. Then and draw conclusions about expository text and provide evidence from text to support their understanding. have students sketch their idea of the meaning of the word on the Students are expected to: (C) describe explicit and sticky note. After about a minute, have them turn and share their implicit relationships among ideas in texts organized by sketches with a partner. Encourage them to explain their sketch and cause-and-effect, sequence, or comparison. compare it with that of their partner. Repeat this procedure with the 113.15. Social Studies, Grade 4. (b) Knowledge and skills. word tourism. (21) Social studies skills. The student applies critical-thinking skills to organize and use information Point out other important words in the selection, such as feats, acquired from a variety of valid sources, including harness, authorities, and banned. Have students sketch the words electronic technology. The student is expected to: (B) analyze information by sequencing, categorizing, or use context clues to determine their meaning. Some words lend identifying cause-and-effect relationships, comparing, themselves to sketching; others may not. Decide which of these contrasting, finding the main idea, summarizing, making strategies is most appropriate for each word. generalizations and predictions, and drawing inferences and conclusions.

NIAGARA FALLS | OVER THE FALLS! 13 © National Geographic Learning, Cengage Learning, Inc.

001-020_OTG_71502_G4.indd 13 3/6/14 4:08 PM READ gorge on a tightrope. Nik Wallenda was the first to cross Horseshoe Falls on a high wire.) The content goal for Niagara Falls is to introduce students to the concept of how the environment changes Make Inferences Explain that writers don’t always over time as they learn about Niagara Falls, including directly say everything they want the reader to how the falls formed and how they continue to change. understand about a text. Sometimes the reader has Remind students that each selection in Niagara Falls to use background knowledge and clues in the text involves a different perspective on the falls. Share that and visuals to infer meaning. Model by thinking aloud: in “Over the Falls!,” students will learn about daredevil I wonder why people would want to try these dangerous stunts people have attempted at Niagara Falls. Point out stunts that could result in extreme injury or even death. The the Read to find out statement at the top of page 26 in text doesn’t explain why, but I can make some inferences. the student book: Read to find out how some daredevils have I know that people often do dangerous things for the thrill challenged Niagara Falls. of it. Ask partners to continue discussing the clues that help explain why people attempt these stunts. (Possible Help students achieve the comprehension goal of responses: They think that nothing bad will happen to accessing the content by summarizing and synthesizing them. Some people do it to challenge themselves. They as they read. Use the photos and captions on pages 26 know it’s difficult to plan a stunt so that they survive, and 27 to model this strategy. You might say: There is a but that’s part of the challenge. Others do it for the glory series of pictures on these two pages that show the very first and fame.) attempt to go over the falls. I see that the first daredevil to go over the falls was a teacher. That wouldn’t be me! The Describe Text Structure Point out that this selection photos and captions describe what happened. I could put this is organized chronologically. Events are presented in the information together to summarize like this: After careful order in which they occurred in the sections on going preparation, a teacher was the first person to go over the falls over the falls and on tightrope walking. You might say: and survive. She went over the falls in a barrel. The way this text is set up I can follow each daredevil stunt in the order that it happened. The earliest stunts are described Before students begin reading, say: As you read this first and later ones follow. The photos also help because I narrative, think about how the information presented fits can see how equipment changed over the years. Have pairs with the title of the selection and the topic of daredevils discuss how the stunts and/or the equipment changed who challenge the falls. Use important details in the text to over the years, discussing each change in chronological summarize each page or section. This will help you understand order. (Possible response: The barrels people have used and remember what you read. over the years were made of wood, steel, rubber, and metal and plastic.) TURN & TALK Revisit the Read to find out statement. Have students WRITE & ASSESS turn and talk about the daredevil stunts people have tried You may want to have students do a “quick write” to over the years at Niagara Falls. To check understanding, assess understanding. It’s always helpful to have students have students turn and talk about the Check In question: reflect on both the content and their thinking process. Who were two of the earliest Niagara Falls daredevils and what did they do? (Annie Taylor was the first person to • What are some ways that daredevils challenged the falls? go over the falls in a barrel. The Great Blondin, a circus • What more would you like to learn about this topic? tightrope walker, was the first to cross the Niagara River’s

NIAGARA FALLS | OVER THE FALLS! 14 © National Geographic Learning, Cengage Learning, Inc.

001-020_OTG_71502_G4.indd 14 3/6/14 4:08 PM what it is like to be near Niagara Falls. about how Niagara Falls was formed. about a legend about Niagara Falls. how some daredevils have challenged Niagara Falls. Read to find out Read to find out

GENRE First-Person Narrative Read to find out GENRE Science Article GENRE Legend Read to find out GENRE Narrative

Niagara Falls Over the On the Moveby Jennifer A. Smith Cascading water, a thunderingby Elizabeth Massie ThunderIllustrated by Craig Phillips by David Holford roar, and rainbowsThunder floating in a Fa l l s! silvery mist—all of these await you Speaks at Niagara Falls. Where did all of Speaks this rushing water come from, and For more than 150 years, where is it all going? people have dared to try risky Discuss by Debbie Nevins feats at Niagara Falls. Some have plunged over the falls, LSS_SE48384_4U14_S1_M02.pdf 1 9/10/13 7:50 AM trying to make it through the powerful whirlpool and rapids below. Others have walked on tightropes across the river. They are My Very Wet Trip , people who daredevils seek adventure by risking to Niagara Falls their lives. Some Niagara Falls daredevils have survived. Sadly, others have not. Here are some The first person to go over Niagara Falls was 63-year- old schoolteacher Annie Taylor. She did it in a wooden stories of those who have barrel in 1901. She hoped the stunt would make her From high above, you can see the rushing rich and famous. For a few years, she earned money water of the NiagaraLegends River tumble are stories over the that try to explain past events. They are handedsurvived down from to tell one about their by posing for photographs with tourists. It was not rocky cliffs. Two large waterfalls and one exactly the outcome she had hoped for, but she will smaller waterfallgeneration make up Niagara to theFalls. next. This Native American legend tells how partwild of Niagara and daring Falls feats. definitely live on in history. got its “horseshoe” shape. Most of the events in this story didn’t happen, but it is an

11/20/13 9:06 AM exciting tale about the Seneca11/20/13 9:35 people AM who first lived near the falls. 11/20/13 10:09 AM 11/20/13 10:16 AM

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02-09_SE48384_4U14_S1_R.indd 2 10-17_SE48384_4U14_S2_R.indd 10 18-25_SE48384_4U14_S3_R.indd 18 26-31_SE48384_4U14_S4_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 Niagara Falls. Ask: In what • Integrate information from two texts on the same ways do humans interact with Niagara Falls? (Possible responses are topic. given in the concept map. Students may have more or different SOCIAL STUDIES OBJECTIVES information.) • Evaluate the impact of human actions on the environment. • Describe places and their environmental characteristics. In what ways do humans interact with

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS Niagara Falls? 110.15. English Language Arts and Reading, Grade 4.

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and Visit the falls to independent reading to understand an author’s message. experience the Challenge the falls by Students will continue to apply earlier standards with natural features doing daredevil tricks greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (F) make connections (e.g., thematic links, author analysis) between literary and informational texts Create a legend to with similar ideas and provide textual evidence. explain features of the falls (b) Knowledge and skills.

(11) Reading/Comprehension of Informational Text/ Expository Text. Students analyze, make inferences The four selections in Niagara Falls are two narratives, a science and draw conclusions about expository text and provide article, and a legend. While social studies concepts are embedded evidence from text to support their understanding. Students are expected to: (D) use multiple text features within these pieces, what makes them especially interesting to read is (e.g., guide words, topic and concluding sentences) to the interdisciplinary context—real-life stories and events that include gain an overview of the contents of text and to locate history, geography, and Earth science. information.

113.15. Social Studies, Grade 4. (b) Knowledge and skills. Explain what interdisciplinary means. Then have students turn and

(21) Social studies skills. The student applies talk about the interdisciplinary nature of the selections. You might critical-thinking skills to organize and use information ask: How is reading Niagara Falls different from reading about Niagara acquired from a variety of valid sources, including Falls in a textbook? Also ask them to consider differences in the ways electronic technology. The student is expected to: (B) analyze information by sequencing, categorizing, the selections were written (such as genre, text structure, and point identifying cause-and-effect relationships, comparing, of view) and how the writing style helps the concepts come alive. contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (D) identify different points of view about an issue, topic, historical event, or current event.

001-020_OTG_71502_G4.indd 15 3/6/14 4:09 PM DISCUSS

Have students collaboratively answer the questions on Discuss

page 32 as you move about the room and listen in to 1. Tell about some of the ways you think the four selections in this support and scaffold student conversations and clarify book are linked. 2. Describe what you feel was the most exciting part of Jacob’s trip to misconceptions. Niagara Falls.

3. Explain how Niagara Falls has moved up the Niagara River over 1. Tell about some of the ways you think the four selections time. What causes the falls to move up the river?

4. Why do you think so many daredevils have attempted to plunge in this book are linked. (Each selection is about the over Niagara Falls? How have these attempts affected the history and physical characteristics of Niagara Falls. community near the falls? 5. What do you still want to know about the amazing sights and “Mist-ified: My Very Wet Trip to Niagara Falls” is a history of Niagara Falls? first-person account of viewing the falls up close. 32 “Niagara Falls On the Move” explains how Niagara 32_SE48384_4U14_D_R.indd 32 Falls was formed and why the falls have retreated. “Thunder Speaks” is a legend that the Seneca people 11/20/13 8:52 AM told to explain how the falls were shaped. “Over the 4. Why do you think so many daredevils have attempted Falls!” details the many people who have risked their to plunge over Niagara Falls? How have these attempts lives attempting daredevil feats at the falls.) affected the community near the falls? (Answers will 2. Describe what you feel was the most exciting part of vary, but students should explain their responses. Jacob’s trip to Niagara Falls. (Answers will vary, but Possible response: People want to be famous for students should explain their responses, including attempting something dangerous. Their attempts details about the physical characteristics of the falls. put others in danger as people from the community Possible response: The most exciting part of Jacob’s near the falls rescue daredevils. A stunt may also trip was when the boat moved close to Horseshoe bring in tourists to either watch the activity or see Falls and he was surrounded by white mist. He felt where the activity took place.) like he was in the middle of a rainstorm. Jacob was 5. What do you still want to know about the amazing where all three waterfalls flow faster than any other sights and history of Niagara Falls? (Answers will vary, waterfall on Earth.) but students should explain their responses and 3. Explain how Niagara Falls has moved up the Niagara describe a variety of references, such as books and River over time. What causes the falls to move up the magazine articles, reliable Internet sites, and talking river? (The location of the falls is changing due to with experts.) the powerful flow of water, which breaks up the rock, creating a gorge. The rock collapses and the falls move up the river as the gorge gets longer.)

001-020_OTG_71502_G4.indd 16 3/6/14 4:09 PM SOCIAL STUDIES Research & Share

AMERICAN WONDERS

NGL.Cengage.com 888-915-3276 790L

Thunder Over the Mist-ified Niagara Falls Falls On the Move Speaks

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OC_SE_48384_4_U14.indd All Pages OBJECTIVES In small groups or individually, offer students the chance to explore • Ask questions based on reading Niagara Falls. questions they have or ideas they still wonder about, based on their • Research, document, and share information. reading in Niagara Falls. Use question 5 on the Discuss page of the student book as a springboard for student questions and ideas for further research. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS 110.15. English Language Arts and Reading, Grade 4. (b) Knowledge and skills. EXPLORE (23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering Encourage students to express their curiosity in their own way. The them. Students are expected to: (A) generate research questions students have matter. You might have students talk with topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended peers, write about what they wonder, or create drawings based on questions about the major research topic; (B) generate what they learned from reading the different selections in Niagara a research plan for gathering relevant information (e.g., Falls. Guide them to immerse themselves in resources related to what surveys, interviews, encyclopedias) about the major they are most interested in learning more about. They might ask research question. questions or make statements about their interests, for example: (24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources • What other stunts have people performed at Niagara Falls? addressing a research question and systematically record the information they gather. Students are expected • Besides forming the Great Lakes and Niagara Falls, how else did the to: (A) follow the research plan to collect information ice sheets during the last ice age change the landscape? from multiple sources of information both oral and • What could happen if Niagara Falls erodes all the way back to Lake written, including: (i) student-initiated surveys, on-site inspections, and interviews; (ii) data from experts, Erie? reference texts, and online searches; (iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate; (B) use skimming and scanning techniques GATHER INFORMATION to identify data by looking at text features (e.g., bold print, italics); (C) take simple notes and sort evidence After students explore, they should arrive at a question that will into provided categories or an organizer; (D) identify the drive their research. Students may want to read, listen to, and view author, title, publisher, and publication year of sources; information with their question in mind. Guide students to use (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable resources, such as reliable sites on the Internet, geography or history sources. texts and articles, almanacs, library books, and magazines, that (25) Research/Synthesizing Information. Students clarify address the question they posed. Collecting information may lead research questions and evaluate and synthesize collected students to revise or narrow their question. information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., You may want students to follow a specific note taking system to reference librarians and local experts on the topic). keep track of their thinking and findings as they gather information. (26) Research/Organizing and Presenting Ideas. In addition to taking notes, ask students to make a list of their Students organize and present their ideas and information according to the purpose of the research sources. You may want to model how to take notes by interacting and their audience. Students are expected to draw with text, jotting down your thoughts in the margins or on sticky conclusions through a brief written explanation and notes, and demonstrating how to summarize the most important create a works-cited page from notes, including the author, title, publisher, and publication year for each information. Remind students that their question will drive their source used. research and note taking.

001-020_OTG_71502_G4.indd 17 3/6/14 4:09 PM ANALYZE & SYNTHESIZE SHARE Guide students to carefully and thoughtfully review their When students share their research, they become notes to determine the big ideas related to their question. teachers, consider how their ideas were shaped by the As students prepare to use the information they’ve investigation, and pose new questions. Students may gathered to formulate an answer to their question, express their knowledge by writing, speaking, creating a support them as they analyze and synthesize. 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 educating • Revise any misconceptions. others about what could happen if the falls erode all the • Notice incongruities in their information. way back to Lake Erie can create a diagram or 3-D model • Evaluate all the various pieces of information. of the event. • Pull together the most pertinent information that addresses their question. When students are given the time to gather information about a topic that interests them, they will find unique While analyzing and synthesizing their research, students and individual ways to share what they learned. Some may realize that the more they learn, the more they options you can suggest might include the following: wonder. To help focus their thinking, students may want to talk with classmates or write in a research notebook. • An annotated map of North America showing the Remind them that just as in real-world research, there locations of falls and/or lakes created by the actions of may not be a final answer to the question they posed. glaciers during the last ice age • A student-written legend about the creation of the falls • A fictitious documentary covering a stunt performed at the falls

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Grade 4 Texas Essential Knowledge and Skills English Language Arts and Reading and Texas Essential Knowledge and Skills Social Studies correlated to National Geographic Ladders Social Studies

Texas Essential Knowledge and Skills Niagara Falls 110.15. English Language Arts and Reading, Grade 4. Teacher’s Guide Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others’ desired outcome to Pages 7–14 enhance comprehension; (B) ask literal, interpretive, and evaluative questions of text; Pages 7–14 (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, Pages 7–14 re-reading a portion aloud, generating questions); (D) make inferences about text and use textual evidence to support understanding; Pages 13–14 (E) summarize information in text, maintaining meaning and logical order; Pages 7–14 (F) make connections (e.g., thematic links, author analysis) between literary and informational texts Pages 15–16 with similar ideas and provide textual evidence. (b) Knowledge and skills. (6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) sequence and summarize the plot’s main events and explain their influence on future events. Pages 11–12 (11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main idea and supporting details in a text in ways that maintain meaning; Pages 7–8 (C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, Pages 13–14 sequence, or comparison; (D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview Pages 15–16 of the contents of text and to locate information. (13) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (B) explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations). Pages 9–10 (23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) generate research topics from personal interests or by brainstorming with others, narrow to one Pages 17–18 topic, and formulate open-ended questions about the major research topic; (B) generate a research plan for gathering relevant information (e.g., surveys, interviews, Pages 17–18 encyclopedias) about the major research question.

(cont. on p. 20)

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(24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to collect information from multiple sources of information both oral and written, including: (i) student-initiated surveys, on-site inspections, and interviews; Pages 17–18 (ii) data from experts, reference texts, and online searches; Pages 17–18 (iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate. Pages 17–18 (B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold Pages 17–18 print, italics); (C) take simple notes and sort evidence into provided categories or an organizer; Pages 17–18 (D) identify the author, title, publisher, and publication year of sources; Pages 17–18 (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid Pages 17–18 and reliable sources. (25) Research/Synthesizing Information. Students clarify research questions and evaluate and Pages 17–18 synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic). (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and Pages 17–18 information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used.

Texas Essential Knowledge and Skills Niagara Falls 113.15. Social Studies, Grade 4. Teacher’s Guide (b) Knowledge and skills. (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, Pages 9–16 comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, Pages 7–8 charts, timelines, and maps; (D) identify different points of view about an issue, topic, historical event, or current event. Pages 15–16

001-020_OTG_71502_G4.indd 20 3/6/14 4:09 PM Glossary

basin (noun) a low area drained by a river or rivers ACKNOWLEDGMENTS Grateful acknowledgment is given to the authors, artists, photographers, museums, cascade (noun) a steep waterfall, often, but not always, with publishers, and agents for permission to reprint copyrighted material. Every effort several steplike stages has been made to secure the appropriate permission. If any omissions have been made or if corrections are required, please contact the Publisher.

daredevil (noun) a person who is foolishly bold and seems not Credits to care about danger 1, 2, 3, 4, 17 (bg) ©vns24/Flickr/Getty Images. (bl) ©Travel Ink/Gallo Images/ Getty Images. (bcl) ©SurangaWeeratunga/Shutterstock. (bcr) Craig Phillips. erosion (noun) the wearing away of material by ice, water, (br) ©Frank Gunn, The Canadian Press/AP Images. 7 (bg) ©Darwin Wiggett/ or wind First Light/Getty Images. (c) ©bgfoto/E+/Getty Images. (bl) Mapping Specialists. 9 (bg) ©SurangaWeeratunga/Shutterstock. 11 Craig Phillips. 13 (bg) Niagara Falls gorge (noun) a deep, narrow passage on Earth’s surface; (Ontario) Public Library. (tl) Library of Congress, Prints & Photographs Division, LC-USZ62-61406. (tr) ©Universal Images Group/Getty Images. (b) ©Niagara Falls a canyon Public Library/Syracuse Newspapers/The Image Works. 16 (bg) Craig Phillips. (tl) ©Travel Ink/Gallo Images/Getty Images. (tc) ©SurangaWeeratunga/Shutterstock. ice age (noun) one of several geologic periods when thick ice (tr) ©Frank Gunn, The Canadian Press/AP Images.

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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.

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