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National Park SOCIAL STUDIES TEACHER’S GUIDE National Park NGL.Cengage.com 888-915-3276 930L Welcome to 3 Days in The Legend Super Yosemite Yosemite of El Capitan Climbers OC_SE_49107_5_U32_AD.indd All Pages 10/7/13 11:12 AM 001-019_OTG_71250_G5.indd 1 1/31/14 6:33 PM Contents Yosemite National Park Literacy Overview . 2 Social Studies Background �������������������������������������������������������� 4 Welcome to Yosemite. 7 3 Days in Yosemite ��������������������������������������������������������������������� 9 The Legend of El Capitan . 11 Super Climbers. 13 Discuss . 15 SOCIAL STUDIES Research & Share . 17 Correlation . 19 Glossary 930L National Park NGL.Cengage.com 888-915-3276 OC_SE_49107_5_U32_AD.indd All Pages Welcome to Yosemite 3 Days in Yosemite The Legend of El Capitan Super Climbers 10/7/13 11:12 AM YOSEMITE NATIONAL Park | CoNTENTS © National Geographic Learning, Cengage Learning, Inc. 001-019_OTG_71250_G5.indd 1 1/31/14 6:33 PM Literacy Overview SOCIAL STUDIES Reading Selections • Welcome to Yosemite (social studies article) • 3 Days in Yosemite (geography tour) • The Legend of El Capitan (legend) • Super Climbers (reference article) COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS National Park CC.5.RLit.3 Compare and contrast two or more characters, settings, or events in a story or drama, NGL.Cengage.com 888-915-3276 drawing on specific details in the text (e.g., how characters 930L interact). The Legend Super Welcome to 3 Days in of El Capitan Climbers Yosemite Yosemite CC.5.RLit.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a 10/7/13 11:12 AM particular story, drama, orOC_SE_49107_5_U32_AD.indd poem. All Pages CONTENT GOAL CC.5.RInfo.1 Quote accurately from a text when Students will read four selections in Yosemite National Park. explaining what the text says explicitly and when drawing They will be introduced to the concept of human-environment inferences from the text. interaction as they learn how and why Yosemite became a CC.5.RInfo.3 Explain the relationships or interactions national park, tour different habitats and ecosystems in the park, between two or more individuals, events, ideas, or read a legend about El Capitan, and discover why super climbers concepts in a historical, scientific, or technical text based are drawn to Yosemite. on specific information in the text. CC.5.RInfo.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/ COMPREHENSION GOAL solution) of events, ideas, concepts, or information in two Remind students that as thinking-intensive readers they must or more texts. listen to their inner voice to monitor and repair comprehension as CC.5.RInfo.6 Analyze multiple accounts of the same they read. Find opportunities to model and teach active thinking event or topic, noting important similarities and strategies to help students access content. You may want to focus differences in the point of view they represent. on the following strategies for Yosemite National Park. CC.5.RInfo.7 Draw on information from multiple print • Determine Importance: Readers need to sift out the most or digital sources, demonstrating the ability to locate important information in a text. They must distinguish the an answer to a question quickly or to solve a problem efficiently. important information from the interesting details to answer questions and arrive at main ideas. CC.5.RInfo.9. Integrate information from several texts on the same topic in order to write or speak about the • Monitor and Repair Comprehension: Readers are subject knowledgeably. aware of their thinking as they read, listen, and view. They notice when the text makes sense and use “fix-up” strategies (e.g., re-reading) when it doesn’t. Writing Standards (page 17) YOSEMITE NATIONAL PARK LITERacY OVERVIEW 2 © National Geographic Learning, Cengage Learning, Inc. 001-019_OTG_71250_G5.indd 2 1/31/14 6:33 PM The NG Ladders on-level eBook for Yosemite National Park 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. National Park 930L NGL.Cengage.com 888-915-3276 Welcome to 3 Days in Yosemite The Legend Yosemite Super OC_SE_49107_5_U32_AD.indd All Pages of El Capitan Climbers 10/7/13 11:12 AM Why are national parks worth protecting? Ask students to Turn and Talk about what they know about national parks from experience, books, or movies. Students can then Share by adding their ideas to the graphic organizer about what they think they know about the value of protecting national parks. 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: Why are social studies concepts relate to each selection in Yosemite national parks worth protecting? Write students’ responses National Park. This information will provide you with in the graphic organizer. social studies background knowledge as you plan your teaching for this book. Model for students by thinking aloud. Say something like: I haven’t visited Yosemite, but I know that it has wide Help students access background knowledge related meadows, gigantic trees, and beautiful mountains with to the social studies concepts. Support the concepts of amazing cliffs and waterfalls. If Yosemite wasn’t a national glaciers, habitat, and grove in ways that are familiar to park, we might not be able to enjoy this beautiful landscape your students. and the wildlife that lives there. National parks protect natural • glaciers: Display pictures of glaciers. Help students habitats. They also provide places where people can spend time understand that glaciers are slow-moving rivers of ice hiking, camping, viewing wildlife, and enjoying the natural that cut and grind away soil and rock as they move. beauty of a place. • habitat: Write bear cub, pine tree, and duck on the Explain that national parks are created to protect the board. Invite students to do a “quick write” of what landscape and natural habitats in special places. Thus would be found in each of these living things’ habitats. visitors need to follow rules. Say: Rules and laws help protect • grove: Explain that a grove is a group of trees standing the land and wildlife in national parks. When we visit national together. Display several small objects, such as paper parks, we need to follow these rules and laws so that plants and clips, to represent trees. Invite students to arrange the animals—and their homes—remain healthy and safe. objects to represent two or more groves. YOSEMITE NATIONAL PArk | LITERacY OVERVIEW 3 © National Geographic Learning, Cengage Learning, Inc. 001-019_OTG_71250_G5.indd 3 1/31/14 6:33 PM SOCIAL STUDIES Social Studies Background Social studies concepts are a critical part of each selection in Yosemite National Park. 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 National Park selections in the book. • A glacier (student book, p. 2) is a huge mass of slow-moving ice. NGL.Cengage.com 888-915-3276 Glaciers form from snow that turns into ice over many, many 930L years. This happens when winter snowfall exceeds summer The Legend Super Welcome to 3 Days in of El Capitan Climbers Yosemite Yosemite melting year after year. Over a long period of time, the layers of 10/7/13 11:12 AM snow compress into glacial ice. OC_SE_49107_5_U32_AD.indd All Pages The two major kinds of glaciers are continental and valley. C3 FRAMEWORK FOR SOCIAL STUDIES STATE Continental glaciers are huge, thick ice sheets that cover large STANDARDS landmasses, such as the glaciers that cover Greenland and Antarctica. Valley, or alpine, glaciers form high in the mountains D2.Geo.3.3-5. Use maps of different scales to and slowly flow down the mountain valleys until the ice reaches describe the locations of cultural and environmental a point where the climate is warm enough to melt the ice. The characteristics. ice, and the rocks that it carries, grinds against the floor and D2.Geo.5.3-5. Explain how the cultural and sides of the valley, carving out a deep, wide valley over time. environmental characteristics of places change over time. • A habitat (student book, p. 4) is a place where a population, or NATIONAL CURRICULUM STANDARDS FOR a group of the same kind of plant or animal, lives. The canyons SOCIAL STUDIES and valleys of the Sierra Nevada range are home to many different plants and animals that live in temperate conifer forest 3. People, Places, and Environments How do human and mountain habitats. The makeup of the conifer forests varies actions change the environment, and how does the environment influence the lives of people? Evaluate the by elevation, but ponderosa pine, sugar pine, Douglas fir, and consequences of human actions in environmental terms. giant sequoia are some of the species found in the region. 3. People, Places, and Environments How are regions • A grove (student book, p. 10) is a group of trees or a small section defined by various characteristics? Ask and find answers of a forest. The trees grow close together, usually without many to geographic questions related to regions, nations, and shrubs between them. A grove of trees that produces fruits the world in the past and present. or nuts is called an orchard. Yosemite is famous for its sequoia groves. These giant conifers grow along the western slope of the Sierra Nevada range, most often at an altitude of between 5,000 to 8,000 feet.
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