National Park

SOCIAL STUDIES

Teacher’s Guide

National Park

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Welcome to 3 Days in The Legend Super Yosemite Yosemite of El Capitan Climbers

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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

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OC_SE_49107_5_U32_AD.indd All Pages Welcome to Yosemite 3 Days in Yosemite The Legend of El Capitan Super Climbers

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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)

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS

110.16. English Language Arts and Reading, Grade 5.

Reading/Comprehension Skills. Students use a flexible range National Park 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 NGL.Cengage.com 888-915-3276 complex texts as they become self-directed,930L critical readers. The Super 3 Days in The Legend student is expected to: (A) establish purposes for reading selected Welcome to Climbers Yosemite of El Capitan texts based upon own or others’ desired outcome to enhance Yosemite

comprehension; (B) ask literal, interpretive, evaluative, and 10/7/13 11:12 AM

universal questions of text; (C)OC_SE_49107_5_U32_AD.indd monitor Alland Pages adjust comprehension (e.g., using background knowledge, creating sensory images, CONTENT GOAL re-reading a portion aloud, generating questions); (F) make Students will read four selections in Yosemite National Park. connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual They will be introduced to the concept of human-environment evidence. interaction as they learn how and why Yosemite became a (b) Knowledge and skills. national park, tour different habitats and ecosystems in the park,

(6) Reading/Comprehension of Literary Text/Fiction. Students read a legend about El Capitan, and discover why super climbers understand, make inferences and draw conclusions about the are drawn to Yosemite. structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) explain the roles and functions of characters in various plots, including their relationships and conflicts. COMPREHENSION GOAL

(11) Reading/Comprehension of Informational Text/Expository Remind students that as thinking-intensive readers they must Text. Students analyze, make inferences and draw conclusions listen to their inner voice to monitor and repair comprehension as about expository text and provide evidence from text to support they read. Find opportunities to model and teach active thinking their understanding. Students are expected to: (B) determine the facts in text and verify them through established methods; strategies to help students access content. You may want to focus (C) analyze how the organizational pattern of a text (e.g., cause- on the following strategies for Yosemite National Park. and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among • Determine Importance: Readers need to sift out the most the ideas; (D) use multiple text features and graphics to gain an important information in a text. They must distinguish the overview of the contents of text and to locate information; important information from the interesting details to answer (E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or questions and arrive at main ideas. different genres. • Monitor and Repair Comprehension: Readers are (13) Reading/Comprehension of Informational Text/Procedural aware of their thinking as they read, listen, and view. They Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: notice when the text makes sense and use “fix-up” strategies (B) interpret factual or quantitative information presented in (e.g., re-reading) when it doesn’t. maps, charts, illustrations, graphs, timelines, tables, and diagrams.

Research 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

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Welcome to 3 Days in Yosemite The Legend Yosemite Super OC_SE_49107_5_U32_AD.indd All Pages of El Capitan Climbers

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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. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS Continental glaciers are huge, thick ice sheets that cover large 113.16. Social Studies, Grade 5. (b) Knowledge landmasses, such as the glaciers that cover Greenland and and skills. Antarctica. Valley, or alpine, glaciers form high in the mountains and slowly flow down the mountain valleys until the ice reaches (7) Geography. The student understands the concept of a point where the climate is warm enough to melt the ice. The regions in the United States. The student is expected to: ice, and the rocks that it carries, grinds against the floor and (B) describe a variety of regions in the United States such sides of the valley, carving out a deep, wide valley over time. as landform, climate, and vegetation regions that result from physical characteristics such as the Great Plains, • A habitat (student book, p. 4) is a place where a population, or Rocky Mountains, and Coastal Plains. a group of the same kind of plant or animal, lives. The canyons (9) Geography. The student understands how people and valleys of the Sierra Nevada range are home to many adapt to and modify their environment. The student different plants and animals that live in temperate conifer forest is expected to: (B) analyze the positive and negative and mountain habitats. The makeup of the conifer forests varies consequences of human modification of the environment by elevation, but ponderosa pine, sugar pine, Douglas fir, and in the United States, past and present. giant sequoia are some of the species found in the region. (24) Social studies skills. The student applies critical- • A grove (student book, p. 10) is a group of trees or a small section thinking skills to organize and use information acquired from a variety of valid sources, including electronic of a forest. The trees grow close together, usually without many technology. The student is expected to: (C) organize and shrubs between them. A grove of trees that produces fruits interpret information in outlines, reports, databases, and or nuts is called an orchard. Yosemite is famous for its sequoia visuals, including graphs, charts, timelines, and maps. 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. In addition to Yosemite, sequoia groves are found in Sequoia National Park, Kings Canyon National Park, Giant Sequoia National Monument, and several California state parks. 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. Yosemite National Park

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001-019_OTG_71250_G5.indd 4 1/31/14 6:34 PM WELCOME TO YOSEMITE 3 DAYS IN YOSEMITE Student Book, pp. 2–7 Student Book, pp. 8–15 Teacher’s Guide, pp. 7–8 Teacher’s Guide, pp. 9–10 In this selection, students will learn about the glaciers In this selection, students will learn about different (student book, p. 2) that formed Yosemite’s landscape geographic areas in Yosemite National Park and their and about the park’s founding and its varied habitats habitats (student book, p. 4), including Mariposa (student book, p. 4). Grove (student book, p. 10). Word of Yosemite’s amazing beauty was spread in the Yosemite has an elevation range of between 1,800 feet mid-1800s by the paintings of Thomas Hill and the and 13,000 feet. As a result, the park has a rich diversity photographs of Carleton E. Watkins. Concern over of plants. Visitors to the park can explore the shrub and protecting the environment grew as more people visited, chaparral vegetation at the lower elevations and oak settled, and developed the area. In response to this concern, and pine forests beginning around 3,000 feet. Around part of the Yosemite Valley and Mariposa Grove were 6,000 feet, the giant sequoias of the Mariposa, Merced, made a state park in 1864. Naturalist and writer John Muir and Tuolumne Groves are the main attraction. At higher first visited Yosemite Valley in 1868, drawn in part by his elevations, mixed pine forests and meadows of wildflowers interest in glaciers and forests. Muir was the first to suggest greet visitors. Around 9,500 feet, forests and meadows that erosion caused by glaciers produced Yosemite’s valleys give way to granite outcroppings and limited vegetation. and rock formations. Muir was instrumental in Yosemite There are some animals living in the park that are being declared a national park in 1890 and the state park specifically monitored by wildlife biologists because they being merged with the national park in 1906. are either endangered or threatened. The Sierra Nevada The glaciers that so interested Muir can still be seen at red fox, for example, is on California’s list of threatened higher elevations in the park. Lyell Glacier is the park’s animals. It is one of the two native fox species found largest. Scientists have determined that the glacier has in the park. Sightings of the animal are rare, but its stopped its down-valley movement in recent years and preferred habitat is at elevations above 6,000 feet, where has declined in size by about 60 percent since 1900 and it might be seen in the summer among the red fir and in thickness by about 120 vertical feet. Scientists believe lodgepole pines. Scientists think that it makes its dens in that Lyell Glacier has stopped moving because of the rock outcroppings, hollow logs, and burrows. thinning of the ice. Nearby Maclure Glacier is still moving Both the federal government and the state of California at the same rate that Muir noted in 1872—about one inch list the Sierra Nevada bighorn sheep as endangered. The per year. Although its ice is thinning, scientists believe bighorn’s wilderness habitat is found at elevations of that it is still thick enough to move and is being aided by 10,000 feet or higher. The animals live among rugged melting water that helps it slide downhill. peaks and look for grasses and other plants found in the Yosemite includes a wide variety of habitats, partly steep rocky landscape. By 2000, only about 125 bighorn because of the park’s different elevations. A variety of existed in the Sierra Nevada mountain range, with only habitats means a variety of living things. More than 400 20 in the Yosemite herd. Today, about 400 Sierra Nevada species of mammals, birds, reptiles, amphibians, and fish bighorn sheep live outside the park, with a herd of about live in the park. Many insects—including two species that 40 living near the park. It’s hoped that as the herds grow, may be unique to the area—make Yosemite home as well. they will find their way back to the park’s habitats.

Yosemite National Park

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001-019_OTG_71250_G5.indd 5 1/31/14 6:34 PM THE LEGEND OF EL CAPITAN SUPER CLIMBERS Student Book, pp. 16–23 Student Book, pp. 24–31 Teacher’s Guide, pp. 11–12 Teacher’s Guide, pp. 13–14 Modern science knows that glaciers (student book, In this selection, students will learn about the amazing p. 2) helped shape El Capitan, the towering granite and dangerous record-breaking ascents that super column rising above Yosemite Valley. Millions of years climbers make up the rocky cliffs carved by ancient ago, glaciers carved away softer granite, leaving the rock glaciers (student book, p. 2) in Yosemite. formation we see today. In this selection, students will The first climber to successfully scale the summit of learn the Miwok legend that explains how the rock— El Capitan was Warren Harding. Harding was a land To-to-kon-oo-lah in Miwok—came to be. surveyor by day but was best known as the person who Long ago, there were seven branches of the California helped to popularize rock climbing. Harding reached the Miwok Native Americans. The Southern Miwok settled top of El Capitan for the first time in 1958. Before then, in the western foothills of the Sierra Nevada mountain many people believed that this almost-vertical hunk of range. They likened Yosemite Valley to an open mouth granite could not be climbed. and called it awahni, meaning “place like a gaping mouth.” Before attempting to climb El Capitan, Harding studied They lived in earthen homes that were partially built the physical characteristics of the rock formation to underground. When they hunted animals higher in the determine the best route to take. He decided to climb mountains during the summer months, they fashioned the Nose, which is the part of the rock face that is temporary dwellings using sapling frameworks covered shaped a bit like a boat’s prow. It took Harding 47 days of in bark. Their main food source was acorns, which they repeated ascents over two climbing seasons to reach the stored in basket-like bins. Using mortars and pestles, summit. On each ascent, Harding and his team climbed women shelled and pounded the nuts, then used hot and a bit higher, using pitons and bolts to attach fixed lines cold water to leach out the tannin, or acid. They then to the rock face. On the next climb, they would use the used the ground acorn meal to make acorn soup, a thin fixed lines to reach their former height and then work mush that was cooked in baskets. their way up a new section. Finally, on November 12, Since the late 1800s, archaeologists have explored and 1958, Harding and two members of his team, George documented over 1,500 archaeological sites in Yosemite, Whitmore and Wayne Merry, made it to the top. including the remains of a Native American culture Harding and a fellow climber took a second route up dating back as far as 10,000 years. Buildings, food El Capitan in 1970. This route up the Wall of the Early remains, ornaments, tools, and changes in the landscape Morning Light took them 27 days, in part because of bad have helped archaeologists piece together a chronology weather. of Yosemite’s cultural history. Among the finds are fragments of obsidian, a glassy volcanic rock that Native Today, experienced climbers usually take several days to Americans used to sharpen stone tools long ago, and the climb the Nose. Rather than climbing down each day, rock mortar and pestles that the Miwok used to grind they sleep in hanging tents that they attach to the rock their acorn meal. Each year, archaeologists uncover and face. Remarkably, a few speed climbers have been able to document about 25 new sites. reach the summit in about two and a half hours.

Yosemite National Park

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001-019_OTG_71250_G5.indd 6 1/31/14 6:34 PM GENRE Social Studies Article Read to find out how Yosemite became a national park.

The glaciers did their most incredible work in the low valleys between the Welcome to mountains. Like giant bulldozers, they scraped away huge amounts of rock. Slowly, they made the valleys broader, steeper, and deeper. As the glaciers melted, they left huge piles of rock, sand, and mud that dammed streams and formed lakes. The streams carried more sand and mud and deposited it Yosemite behind the dams. The lakes slowly filled with mud and, over many thousands by Brett Gover of years, became green meadows. Millions of years ago, nature began shaping a beautiful landscape in what is now eastern California. Strong rivers carved deep valleys on the sides of a When the first humans reached the area, they found a land of rocky domes young mountain range we call the Sierra Nevada. Glaciers, or slow-moving and towering granite walls. They saw plunging waterfalls, vast meadows, and rivers of ice, formed along the tops of the mountains and crept down. As the gigantic trees. Today, this beautiful land is preserved as Yosemite (yo-SEH- glaciers moved, they pushed away soil and cut jagged peaks. mih-tee) National Park. Welcome to Yosemite Social Studies Article

Glaciers carved the Yosemite Valley from the rocks of the Sierra Nevada.

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02-07_SE49107_5U32_S1_R.indd 2 9/5/13 5:38 PM 02-07_SE49107_5U32_S1_R.indd 3 9/5/13 5:38 PM Reading OBJECTIVES Summary “Welcome to Yosemite” is a social studies article • Describe the relationship between ideas based on about the natural environment and history of the park. The article information in the text. introduces students to landforms and the park’s unique habitats and • Locate information from one or more sources. ecosystems and describes how and why the park was created and SOCIAL STUDIES OBJECTIVES preserved. • Evaluate the impact of human actions on the environment. • Describe the characteristics of a region. BUILD BACKGROUND FOR THE GENRE Tell students that they will read a social studies article. Point out that TEXAS ESSENTIAL KNOWLEDGE AND SKILLS “Welcome to Yosemite” is a social studies article with the following 110.16. English Language Arts and Reading, Grade 5. elements: Reading/Comprehension Skills. Students use a flexible • Facts and details describe Yosemite’s environment and explain how range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. and why the area was established as a national park. Students will continue to apply earlier standards with • A time line highlights key events in the park’s history. greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is • Photos and captions enhance the text and provide additional expected to: (A) establish purposes for reading selected information. texts based upon own or others’ desired outcome to enhance comprehension; (B) ask literal, interpretive, evaluative, and universal questions of text; (C) monitor and adjust comprehension (e.g., using background BUILD VOCABULARY & Concepts knowledge, creating sensory images, re-reading a portion aloud, generating questions). • glaciers • habitat • naturalist • ecosystems (b) Knowledge and skills. (11) Reading/Comprehension of Informational Text/ Remind students that Using Context Clues is a strategy to infer the Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide meaning of an unfamiliar word. They can “read around” the word, or evidence from text to support their understanding. read a few sentences before and after it, to make meaning from the Students are expected to: (E) synthesize and make logical context. Remind them to look at the photographs, too. connections between ideas within a text and across two or three texts representing similar or different genres. Another strategy to try is Creating an Online Image Bank. Select (13) Reading/Comprehension of Informational Text/ several images of glaciers from an Internet image site and project Procedural Texts. Students understand how to glean and use information in procedural texts and documents. them as you present the word glaciers. This will give students a Students are expected to: (B) interpret factual or chance to anchor the meaning of the word with the images. Invite quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. students to work with a partner and follow the same steps with the 113.16. Social Studies, Grade 5. (b) Knowledge and skills. remaining words. (9) Geography. The student understands how people You may want to point out other important words in the selection adapt to and modify their environment. The student is expected to: (B) analyze the positive and negative that could be challenging or unfamiliar, such as landscape, dome, and consequences of human modification of the environment granite. Create online image banks to help students determine the in the United States, past and present. meaning of these words.

Yosemite National Park | WELCOME TO YOSEMITE 7 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71250_G5.indd 7 1/31/14 6:34 PM READ Explain Relationships Pages 2 and 3 explain how glaciers shaped the landforms in Yosemite. Model how to The content goal for Yosemite National Park is for determine main ideas and explain relationships by saying students to explore human-environment interaction. something like: First, I learned that rivers carved valleys in Explain that “Welcome to Yosemite” discusses why the Sierra Nevada mountain ranges. Then the glaciers made Yosemite was established and introduces students to the the valleys wider, steeper, and deeper. Ask pairs to explain the wide variety of wildlife and landforms found in the park. relationships for how the beautiful landscape was formed. Point out the Read to find out statement at the top of (Possible response: As they melted, the glaciers deposited page 2 in the student book: Read to find out how Yosemite rocks, mud, and sand that blocked streams and made became a national park. lakes that eventually filled to became meadows.) Help students achieve the comprehension goal of Locate Information Use the time line on pages 4 and 5 accessing content by determining importance. Model to model locating information. You might say something this strategy by focusing on pages 2 and 3. You might say like: The time line on pages 4 and 5 places important events something like: The photo shows the rugged landscape of the in the park’s history in chronological order—the order in Yosemite Valley, and the caption says that glaciers carved the which they happened. The large dates tell me when the events valley. I see that glaciers is a boldface word on page 2. These happened, and the photos and captions explain the events. clues tell me that this text is about how Yosemite’s landscape To find what happened in 1890, I’ll look at the caption and was formed. As I read, I can look for information about what photo that are linked to the date. I see that the U.S. Congress shaped the Yosemite Valley. I think those will be the most established Yosemite National Park thanks to John Muir. The important details to understand and remember. photo shows Muir on the right and Theodore Roosevelt on Before students begin reading, say: As you read, look for the left. How do I know? The caption tells me. Ask students photos, captions, headings, and other text features that help you to describe other important events in the park’s history separate the most important information from colorful details. using the time line. They can also locate information about the giant sequoias using the icons in the feature on pages 6 and 7. TURN & TALK Revisit the Read to find out statement. Have students WRITE & ASSESS turn and talk about the landforms, wildlife, gigantic trees, and other features that characterize Yosemite You may want to have students do a “quick write” to National Park. To check understanding, have students assess understanding. It’s always helpful to have students turn and talk about the Check In question: Describe reflect on both the content of the selection and their some of Yosemite’s different ecosystems. (Possible response: thinking process. Yosemite has forest and mountain ecosystems. Giant • What are the different landforms and ecosystems found in sequoia trees are found in forests near the park’s western Yosemite? and southern boundaries. Black bears eat fish found in • What more would you like to learn about the park? rivers that flow through mountain meadows, while mule deer graze on meadow grass.)

Yosemite National Park | WELCOME TO YOSEMITE 8 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71250_G5.indd 8 1/31/14 6:34 PM GENRE Geography Tour Read to find out about the geographic features of Yosemite.

3 Days in Yosemite National Park

Yosemiteby Brett Gover Welcome to Yosemite National Park! This park is one of the most 3 Days in Yosemite popular in the national park system, and by the end of our three- Day day tour I think you’ll know why. It’s also one of the nation’s oldest 3 national parks. Many people know about Yosemite Valley with its high waterfalls, rock formations that look like giant domes, and cliffs that rise straight up for thousands of feet. But I think our towering mountains and humongous trees will amaze you, too. By the way, we won’t be seeing all the sights from the comfort of a Geography Tour Day car. We’ll be hiking, biking, and horseback riding, so get ready for 2 a real adventure.

Most people visit the park to see the towering cliffs and high waterfalls of Day Yosemite Valley. 1

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08-15_SE49107_5U32_S2_R.indd 8 9/5/13 5:45 PM 08-15_SE49107_5U32_S2_R.indd 9 9/5/13 5:45 PM Reading OBJECTIVES Summary “3 Days in Yosemite” is a geography tour that describes • Compare and contrast text structures in two or three different areas in the park. A map guides readers to these three more texts. areas, and the text and photos describe what they will see on each • Locate information from one or more sources. day of the tour. SOCIAL STUDIES OBJECTIVES • Use maps to identify location and physical characteristics. BUILD BACKGROUND FOR THE GENRE • Describe the characteristics of a region. Tell students that they will read a geography tour. Point out that “3 Days in Yosemite” is a geography tour with the following elements: TEXAS ESSENTIAL KNOWLEDGE AND SKILLS • A map locates three different areas in Yosemite. 110.16. English Language Arts and Reading, Grade 5. • The text describes each location and some of the landforms and Reading/Comprehension Skills. Students use a flexible plant life found there. range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. • Photographs provide visual descriptions of each area of the park. 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 • grove • decay • branch enhance comprehension; (B) ask literal, interpretive, evaluative, and universal questions of text; (C) monitor and adjust comprehension (e.g., using background Remind students that Using Context Clues is a strategy to infer the knowledge, creating sensory images, re-reading a portion meaning of an unfamiliar word. They can “read around” the word, or aloud, generating questions). 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/ Expository Text. Students analyze, make inferences Another strategy to try is Using Background Knowledge. Point and draw conclusions about expository text and provide out the word decay on page 10. Ask students if they have ever heard evidence from text to support their understanding. Students are expected to: (C) analyze how the this word before and if they know what it means. Invite students to organizational pattern of a text (e.g., cause-and-effect, share their ideas about the word’s meaning. Have a class discussion compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships and collaboratively construct a clear understanding. (Possible among the ideas; (D) use multiple text features and response: to break down, rot, or decompose) Then have partners turn graphics to gain an overview of the contents of text and to locate information. and talk and use their background knowledge to discuss what grove 113.16. Social Studies, Grade 5. (b) Knowledge and skills. and branch mean. (7) Geography. The student understands the concept of Point out other important words in the selection, such as humongous, regions in the United States. The student is expected to: (B) describe a variety of regions in the United States such sprouted, hollowed, and reflection. Have pairs use background as landform, climate, and vegetation regions that result knowledge and context clues to determine meaning for these words from physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains. and any words that might be unfamiliar or challenging to students. (24) 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: (C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.

Yosemite National Park | 3 DAYS IN YOSEMITE 9 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71250_G5.indd 9 1/31/14 6:34 PM READ Day 3. Day 1 is next to Mariposa Grove. When I turn the page, I see the heading “A Grove of Giants” and an icon that The content goal for Yosemite National Park is for says “Day 1.” I can tell from these clues that the author students to explore human-environment interaction. has organized the information in chronological order. This Explain that in “3 Days in Yosemite,” students will learn reminds me of the time line in the first selection. Invite about three different areas of the park and the distinct partners to turn and talk about how the organization habitats, landforms, and other geographic features that in this selection compares to the time line in the first exist in each location. Point out the Read to find out selection. (Both are in chronological order.) Then statement at the top of page 8 in the student book: Read encourage partners to discuss what happens on each to find out about the geographic features of Yosemite. of the three days in this selection and what they think Help students achieve the comprehension goal of is most interesting. (Possible response: Day 1, visit accessing content by determining importance. Use the Mariposa Grove to see giant sequoias; Day 2, visit first two paragraphs on page 10 to model the strategy. Yosemite Valley to see rock walls of El Capitan and Half You might say something like: I can tell from the heading Dome, waterfalls, and Mirror Lake; Day 3, visit Yosemite’s and the first sentence that this text describes the giant trees in high country to see Tuolumne Meadows.) Mariposa Grove. I think all of the information is interesting, Locate Information Use the map on page 9 to model especially that the Fallen Monarch is only starting to decay locating information. You might say: I can use the map to even though it fell hundreds of years ago and that you can better understand the three-day tour. I already know that the walk right through the California Tunnel Tree. These are yellow circles are the stops on the tour. The map key tells me terrific details to know and share. However, I think the most that the heavy blue line is the park boundary. The compass important information is that the trees are some of the largest rose in the upper left corner indicates direction. So I know and oldest living things on Earth. that Mariposa Grove is near the southwestern border of the Before students begin reading, say: As you read, sift out park. Ask: By using just the map, how would you describe important facts from interesting details. This will help you the tour’s route? What parts of the map did you use to form better comprehend and remember what you read. your description? (Possible response: The tour heads north along the western border of the park, then east to Half Dome for Day 2. It then heads west through the Wawona TURN & TALK Tunnel, turns northwest, and heads back east to the Revisit the Read to find out statement. Have students Tuolumne Meadows for Day 3. I used the compass rose, turn and talk about the geographic features discussed the path of the dashed line, and labels on the map.) in the selection. To check understanding, have students turn and talk about the Check In question: Which part WRITE & ASSESS of Yosemite National Park would you most like to explore? Describe it. (Answers will vary, but encourage students to You may want to have students do a “quick write” to explain their responses.) assess understanding. It’s always helpful to have students reflect on both the content of the selection and their Analyze Text Structure Remind students that thinking process. chronology is one way to organize information. Use pages 8–10 to model analyzing text structure. You might • On what day will you visit El Capitan and Bridalveil Fall? say something like: The title of the selection is “3 Days in • What part of Yosemite interests you most? Why? Yosemite.” On the map on page 9, I see Day 1, Day 2, and

Yosemite National Park | 3 DAYS IN YOSEMITE 10 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71250_G5.indd 10 1/31/14 6:34 PM GENRE Legend Read to find out how one legend says El Capitan was formed. “Oh, Mother,” Little Cub replied with a playing tag, chasing butterflies, roll of his little brown eyes. “You know and wading in the cool water at the we always do what we’re supposed river’s edge. to do.” Finally, as the sun smiled down on them “We promise we won’t run off or get into from the highest point in the sky, the any trouble,” said Small Cub with a nod exhausted cubs fell asleep on top of a of her small brown head. large, flat rock. As they slept soundly, the rock started to shake. Then it Mother Grizzly kissed each cub and began to grow, rising up so high that then ambled off down the riverbank to it nearly touched the clouds. check her traps.

While Mother Grizzly was gone, Little Cub and Small Cub had a grand time The Legend of El

retold by Elizabeth Massie illustrated by Anni Betts Legend Hundreds of years ago, Native Americans called the Miwok settled along creeks and rivers in what is now Yosemite National Park. They hunted, Capitan fished, and traded with neighboring tribes. Like other tribes, the Miwok told legends, or stories to explain the natural world around them. One awesome natural formation in Yosemite Valley is a gigantic stone column called El Capitan, the largest single piece of granite in the world and a favorite destination of rock climbers. The Miwok called it To-to-kon-oo-lah, and they created this legend to explain how the rock was formed and named.

One cool autumn morning, Mother “Stay here and don’t run off,” said Grizzly took her two cubs to the bank of Mother Grizzly to her cubs. “I must the Merced River. She wanted to check go up and down the river to see if I’ve the fish traps she had placed there the caught any fish. I don’t want to have to day before. look around for you when I return.”

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16-23_SE49107_5U32_S3_R.indd 16 9/5/13 5:50 PM 16-23_SE49107_5U32_S3_R.indd 17 9/5/13 5:50 PM Reading OBJECTIVES Summary “The Legend of El Capitan” is a Miwok legend that • Compare and contrast characters in a story. explains how El Capitan, the largest single piece of granite in the • Analyze the structure of a story. world, was created. Located in Yosemite Valley, this towering rock SOCIAL STUDIES OBJECTIVES formation was named To-to-kon-oo-lah by the Miwok. • Evaluate the impact of human actions on the environment. • Evaluate how changes to the environment affect BUILD BACKGROUND FOR THE GENRE people’s lives. Tell students they will read a legend. Explain that a legend is a story from an earlier time that sometimes includes a message that reveals TEXAS ESSENTIAL KNOWLEDGE AND SKILLS cultural values and beliefs. Share that “The Legend of El Capitan” has 110.16. English Language Arts and Reading, Grade 5. the following elements: Reading/Comprehension Skills. Students use a flexible • It has been handed down from one generation to the next. range of metacognitive reading skills in both assigned and • It is set in the past but not at any specific time. independent reading to understand an author’s message. Students will continue to apply earlier standards with • The plot is simple and can be easily remembered and retold. greater depth in increasingly more complex texts as they • It attempts to explain how something came to be. 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 evaluative, and universal questions of text; (C) monitor Remind students that Using Context Clues is a strategy to infer the and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion meaning of an unfamiliar word. They can “read around” the word, or aloud, generating questions). read a few sentences before and after it, to make meaning from the (b) Knowledge and skills. context. Remind them to look at the pictures, too. (6) Reading/Comprehension of Literary Text/ Another strategy to try is Playing Word Charades. Point to the Fiction. Students understand, make inferences and draw conclusions about the structure and elements of introductory paragraph on page 16 and read it aloud. Ask: What do fiction and provide evidence from text to support their you think the word gigantic means? Before students respond, invite understanding. Students are expected to: (B) explain a volunteer to act out the meaning. Have the class guess the word’s the roles and functions of characters in various plots, including their relationships and conflicts. meaning, and then ask the class if they know another word that has a

113.16. Social Studies, Grade 5. similar meaning. (Possible responses: enormous, huge) Encourage pairs (b) Knowledge and skills. of students to find other words or phrases from the selection to act

(9) Geography. The student understands how people out. Have them write the words or phrases on slips of paper. Collect adapt to and modify their environment. The student the slips in a container and have pairs blindly choose one. Invite pairs is expected to: (B) analyze the positive and negative to take turns acting out the words or phrases silently. Encourage the consequences of human modification of the environment in the United States, past and present. class to guess the word or phrase and come up with other words or phrases with a similar meaning. Some words or phrases that students choose may not lend themselves to charades. For these, encourage students to use context clues to determine meaning.

Yosemite National Park

THE LEGEND OF EL CAPITAN 11 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71250_G5.indd 11 1/31/14 6:34 PM READ Compare Story Elements Model how to compare story elements. You might say something like: One way to The content goal for Yosemite National Park is for students compare story elements is to focus on how the characters are to explore human-environment interaction. Explain that “The alike and different in their actions and ideas. In this legend, Legend of El Capitan” describes how a single slab of granite the animals try and fail to use their strength to leap up the came to exist in Yosemite. Point out the Read to find out mountain. To-to-kon-oo-lah has something better than statement at the top of page 16 in the student book: Read to strength—he has a plan and determination. Invite partners find out how one legend says El Capitan was formed. to turn and talk about how Gray Fox and To-to-kon- Help students achieve the comprehension goal oo-lah differ in their actions. (Possible response: Gray of accessing content by monitoring and repairing Fox is full of himself and dismisses To-to-kon-oo-lah, comprehension. Model the fix-up strategy of re- saying that he is much too small to help. Gray Fox, like reading. You might say: As I read, I keep track of whether the others, gives up when he can’t leap up the mountain. I understand what I’m reading. If something doesn’t make To-to-kon-oo-lah uses his sticky feet to inch up the sense, I often stop and re-read. For example, I read the mountain and doesn’t give up.) beginning of this story quickly. Now that I get to page 18, I’m Analyze Structure Model how to analyze the structure not sure why Mother Grizzly can’t find her cubs. I remember of the story. You might say something like: I think this that they fell asleep on a flat rock, so where are they now? I legend uses suspense and a surprising turn of events to move the can re-read the last paragraph on page 17 to see if I missed story along. After Mother Grizzly sets off to check her fish traps, something. When I do that, I discover that I missed that the the cubs go missing when the rock they’re sleeping on rises into rock grew so high that it nearly touched the clouds. That the sky. The suspense builds as one animal after another tries explains why Mother Grizzly can’t find her cubs. and fails to climb the mountain to rescue the cubs. The twist Before students begin reading, say: As you read, stop every in the story is tiny To-to-kon-oo-lah’s success. Ask partners to once in a while to summarize the ideas in your own words. turn and talk about specific examples of how the suspense Listen to your inner voice and notice when the text makes builds toward the inchworm’s surprising success. (Possible sense and when it doesn’t. Think about whether you need to response: First Deer Mouse, then Black Rat, Gray Fox, re-read a portion of the text, chunk the text, or slow down. Bobcat, and Mountain Lion try and fail. Mother Grizzly becomes more upset. All of a sudden, they see To-to-kon- oo-lah inching up the mountain. It takes all winter for the TURN & TALK inchworm to reach the top and help the cubs down.) Revisit the Read to find out statement. Have students turn and talk about how the Miwok explained the WRITE & ASSESS existence of To-to-kon-oo-lah. (Possible response: It was a large, flat rock. One day, it began to shake and grow, rising You may want to have students do a “quick write” to up so high that it nearly touched the clouds.) To check assess understanding. It’s always helpful to have students understanding, have students turn and talk about the reflect on both the content of the selection and their Check In question: What did the legend teach you about the thinking process. shape of El Capitan? (Possible response: It is a towering rock • Why did the animals name the mountain To-to-kon-oo-lah? with a flat top and steep sides that are hard to climb.) • What did the legend make you think about?

Yosemite National Park

THE LEGEND OF EL CAPITAN 12 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71250_G5.indd 12 1/31/14 6:34 PM GENRE Reference Article Read to find out about extreme rock climbing in Yosemite. Climber: Dean Potter

Record-breaking super climber Dean Potter feels at home at Yosemite. He can ascend, or climb up, some of Yosemite’s granite cliffs faster than the time it takes to watch a movie.

Climbing Style: Free Solo

Potter uses a dangerous style of climbing called by Grace Coffey free solo. He climbs with no ropes or safety equipment. Without supplies or gear to haul, he Super Climbers magine clinging to a cliff 3,000 feet above only needs to pull up the weight of his own body. the ground with only the strength of your fingers and toes to keep you from falling. Location: No ropes. No other safety equipment. Just you and Glacier Point the cliff. That’s what some super climbers do. Rock climbing is an extreme sport that requires skill and Potter climbs to a popular lookout area called Glacier Point. Glacier Point is 3,214 feet high and Reference Article a thirst for adventure. The soaring rocks and steep cliffs of Yosemite attract climbers from all over offers outstanding views of Yosemite. This is one of the toughest Dean Potter clings to the world, but only a few of them take the risks that free climbs in the park. Glacier Point in Yosemite make them super climbers. A super climber is a rock National Park. climber who makes very dangerous climbs in the most challenging locations. First, super climbers pick out a route. Then they climb it quickly, with little or no equipment. Super climbers train for years before making climbs like these, so don’t try this yourself!

Half Dome is another tempting challenge for super climbers. Long ago, a river of ice, or glacier, moved through Yosemite Valley, cutting off part of Half Dome. Today, this peak has a rounded slope on one side and a sharp cliff on the other side.

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24-31_SE49107_5U32_S4_R.indd 24 9/5/13 6:10 PM 24-31_SE49107_5U32_S4_R.indd 25 9/5/13 6:10 PM Reading OBJECTIVES Summary “Super Climbers” is a reference article that describes • Quote accurately from the text when explaining what it’s like to engage in extreme rock climbing—a dangerous and or making inferences. physically demanding sport that uses little or no equipment—to scale • Describe the relationship between individuals the rocks and cliffs of Yosemite. based on information in the text.

SOCIAL STUDIES OBJECTIVES • Evaluate the impact of human actions on the BUILD BACKGROUND FOR THE GENRE environment. Tell students they will be reading a reference article. Share that the • Evaluate how changes to the environment affect reference article they will read, “Super Climbers,” has the following people’s lives. elements: • Boldface words highlight important concepts. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS • Descriptive callouts introduce the exploits of different climbers 110.16. English Language Arts and Reading, Grade 5. who have scaled the rock formations and cliffs of Yosemite. Reading/Comprehension Skills. Students use a flexible • Dramatic photographs and text illustrate the adventures of super range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. climbers. 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 BUILD VOCABULARY & Concepts expected to: (A) establish purposes for reading selected texts based upon own or others’ desired outcome to • ascend • monolith enhance comprehension; (B) ask literal, interpretive, • descending • BASE jump evaluative, and universal questions of text; (C) monitor and adjust comprehension (e.g., using background Remind students that Using Context Clues is a strategy to infer the knowledge, creating sensory images, re-reading a portion meaning of an unfamiliar word. They can “read around” the word, or aloud, generating questions). 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/ Expository Text. Students analyze, make inferences Another strategy is Using Graphic Organizer Notes. Draw and and draw conclusions about expository text and provide display a graphic organizer with four columns on the board. Label the evidence from text to support their understanding. Students are expected to: (B) determine the facts in text columns Word, Inferred Meaning, Clue, and Sentence or Picture. Have and verify them through established methods; students copy the graphic organizer. Then ask them to turn to page (E) synthesize and make logical connections between 25 and read the text in the first paragraph. Have partners turn and ideas within a text and across two or three texts talk about what they infer ascend to mean. Have them write ascend in representing similar or different genres. the first column and the meaning in the second column. Tell students 113.16. Social Studies, Grade 5. (b) Knowledge and skills. to write the clue that helped them infer meaning in the third column.

(9) Geography. The student understands how people Finally, they should write a sentence or draw a picture that shows the adapt to and modify their environment. The student meaning of the word in the fourth column. Repeat the steps with the is expected to: (B) analyze the positive and negative remaining words: descending, monolith, and BASE jump. consequences of human modification of the environment in the United States, past and present. Then suggest pairs of students search the selection for other important words, such as extreme, soaring, pitons, caribiners, and expeditions, and follow the same steps to determine meaning.

Yosemite National Park | SUPER CLIMBERS 13 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71250_G5.indd 13 1/31/14 6:34 PM READ Explain Text Model using details to explain the text. You might say something like: When I want to explain what The content goal for Yosemite National Park is for the text is about, I re-read, paying attention to details. For students to explore human-environment interaction. example, I can use details on pages 24 and 25 to explain why Explain that “Super Climbers” describes what is involved climbers flock to Yosemite. On page 24, it says that Yosemite in different kinds of extreme rock climbing in Yosemite, attracts super climbers because of the steep cliffs. Then on including the difference between free solo, free page 25, I read that Glacier Point, a popular climbing spot, climbing, and aid climbing. Point out the Read to find offers outstanding views of Yosemite from its 3,214-foot-high out statement at the top of page 24 in the student book: summit. Invite partners to locate details in the selection Read to find out about extreme rock climbing in Yosemite. to explain how climbers have adapted to Yosemite’s Help students achieve the comprehension goal environment. (Possible response: Climbers pick routes of accessing content by monitoring and repairing before they climb, train for years, and use different styles comprehension. Use page 25 to model the fix-up strategy of climbing.) of re-reading. You might say something like: I read in the Explain Relationships Model how to explain last paragraph on page 25 that Glacier Point is one of the relationships between sections of a text. You might say: toughest free climbs in the park. I don’t understand what a When I read, I think about how details in the different sections free climb is. I think I need to re-read this information about are related. I notice that pages 25 and 27 focus on two different Dean Potter to see if I’ve missed something. I see that Potter’s super climbers. Both climbers free climb, which means they use climbing style is free solo. When I re-read the paragraph, I note their fingers and toes to ascend. Dean Potter doesn’t use any that he climbs without ropes or safety equipment. I think that safety equipment. Kevin Jorgeson, however, uses pitons and free solo climbing must be one kind of free climbing. Climbing carabiners to attach ropes between his harness and the rock 3,214 feet without ropes or equipment would be a tough climb! face in case he falls. Invite partners to turn and talk about Before students begin reading, say: As you read, stop every how Jorgeson’s style of climbing compares with Chin’s once in a while to summarize the ideas in your own words. style and why Jorgeson’s style wouldn’t work for Chin. Listen to your inner voice and notice when the text makes (Possible response: Chin uses pitons, ropes, carabiners, sense and when it doesn’t. Think about whether you need hammers, pulleys, and other safety equipment to ascend to re-read a portion of the text or whether another strategy the mountain. He can’t free climb because he needs to might be better. hold the camera and needs to watch the climbers.)

TURN & TALK WRITE & ASSESS Revisit the Read to find out statement. Have You may want to have students do a “quick write” to students turn and talk about the different rock climbing assess understanding. It’s always helpful to have students techniques that people use to scale cliffs in Yosemite reflect on both the content of the selection and their National Park. To check understanding, have students thinking process. turn and talk about the Check In question: Why are these • How do you think the climbers limit their impact on adventurers called “super climbers”? (Possible response: Yosemite’s environment? They are rock climbers who make very dangerous climbs • What questions do you still have after reading the selection? in the most challenging locations.)

Yosemite National Park | SUPER CLIMBERS 14 © National Geographic Learning, Cengage Learning, Inc.

001-019_OTG_71250_G5.indd 14 1/31/14 6:34 PM how Yosemite became a national park. about the geographic features of Yosemite. about extreme rock climbing in Yosemite. how one legend says El Capitan was formed.

GENRE Social Studies Article Read to find out GENRE Geography Tour Read to find out GENRE Legend Read to find out GENRE Reference Article Read to find out Welcome to Yosemiteby Brett Gover 3Days in , or slow-moving

Millions of years ago, nature began shaping a beautiful landscape in what is by Grace Coffey now eastern California. Strong rivers carved deep valleys on the sides of a by Brett Gover young mountain range we call the Sierra Nevada. Glaciers Yosemite rivers of ice, formed along the tops of the mountains and crept down. As the magine clinging to a cliff 3,000 feet above glaciers moved, they pushed away soil and cut jagged peaks. Welcome to Yosemite National Park! This park is one of the most the ground with only the strength of your popular in the national park system, and by the end of our three- fingers and toes to keep you from falling. day tour I think you’ll know why. It’s also one of the nation’s oldest national parks. Many people know about Yosemite Valley with its No ropes. No other safety equipment. Just you and Discuss high waterfalls, rock formations that look like giant domes, and the cliff. That’s what some super climbers do. Rock cliffs that rise straight up for thousands of feet. But I think our climbing is an extreme sport that requires skill and towering mountains and humongous trees will amaze you, too. By a thirst for adventure. The soaring rocks and steep the way, we won’t be seeing all the sights from theretold comfort by Elizabeth of a Massie cliffs of Yosemite attract climbers from all over car. We’ll be hiking, biking, and horseback riding, soillustrated get ready by forAnni Betts the world, but only a few of them take the risks that a real adventure. make them super climbers. A super climber is a rock Dean Potter clings to Glacier Point in Yosemite climber who makes very dangerous climbs in the Most people visit the park to see the National Park. most challenging locations. First, super climbers pick towering cliffs and high waterfalls of Yosemite Valley. Hundreds of years ago, Native Americans called the Miwok settled along out a route. Then they climb it quickly, with little or creeks and rivers in what is now Yosemite National Park. They hunted, no equipment. Super climbers train for years before Glaciers carved the Yosemite fished, and traded with neighboring tribes. Like other tribes, the Miwok told making climbs like these, so don’t try this yourself! Valley from the rocks of the Sierra Nevada. legends, or stories to explain the natural world around them. One awesome natural formation in Yosemite Valley is a gigantic stone column called El Capitan, the largest single piece of granite in the world and a favorite destination of rock climbers. The Miwok called“Stay it To-to-kon-oo-lah, here and don’t run and off,” said they created this legend to explain how the rockMother was formedGrizzly to and her named. cubs. “I must go up and down the river to see if I’ve One cool autumn morning, Mother caught any fish. I don’t want to have to Grizzly took her two cubs to the bank of look around for you when I return.” the Merced River. She wanted to check the fish traps she had placed there the 9/5/13 5:38 PM day before. 9/5/13 5:45 PM 9/5/13 5:50 PM 9/5/13 6:10 PM

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02-07_SE49107_5U32_S1_R.indd 2 08-15_SE49107_5U32_S2_R.indd 8 16-23_SE49107_5U32_S3_R.indd 16 24-31_SE49107_5U32_S4_R.indd 24 READING OBJECTIVES Content & Comprehension Goals • Integrate information from several texts on the same topic. Foster a discussion about the selections in Yosemite National Park. Ask: • Analyze multiple accounts of the same topic. What did you learn about why Yosemite is worth protecting? (Possible SOCIAL STUDIES OBJECTIVES responses are given in the concept map.) • Evaluate the impact of human actions on the environment. Millions of people visit Yosemite • Describe the characteristics of a region. Yosemite National Park is home to groves of each year to observe the beauty giant sequoia trees, some of the landscape, observe wildlife, of the largest living and engage in a variety of TEXAS ESSENTIAL KNOWLEDGE AND SKILLS things on Earth. recreational activities. 110.16. English Language Arts and Reading, Grade 5.

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 What did you learn about why become self-directed, critical readers. The student is expected to: (F) make connections (e.g., thematic links, Yosemite is worth protecting? author analysis) between and across multiple texts of various genres and provide textual evidence.

(b) Knowledge and skills.

(11) Reading/Comprehension of Informational Text/ Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide There are diverse Native Americans, including evidence from text to support their understanding. habitats in Yosemite’s the Miwok, have lived in Students are expected to: (B) determine the facts in mountain and forest Yosemite for thousands of text and verify them through established methods; ecosystems. years and have a rich cultural (E) synthesize and make logical connections between history that needs to be ideas within a text and across two or three texts preserved. representing similar or different genres.

113.16. Social Studies, Grade 5. (b) Knowledge and skills. The four selections in Yosemite National Park are a social studies article, a geography tour, a legend, and a reference article. Social (7) Geography. The student understands the concept of regions in the United States. The student is expected to: studies concepts (glaciers, habitat, and grove) thread through the (B) describe a variety of regions in the United States such selections. Guide a discussion about these social studies concepts. as landform, climate, and vegetation regions that result from physical characteristics such as the Great Plains, What makes the selections especially interesting to read, though, Rocky Mountains, and Coastal Plains. is the interdisciplinary context—real-life stories and events that (9) Geography. The student understands how people include history, culture, geography, and Earth science. After you have adapt to and modify their environment. The student described what interdisciplinary means, you might ask: How is reading is expected to: (B) analyze the positive and negative consequences of human modification of the environment Yosemite National Park different from reading a textbook about glaciers in the United States, past and present. and habitats? Also ask them to consider differences in the ways the selections were written (such as genre, text structure, and point of view) and how the writing style helps the concepts come alive.

001-019_OTG_71250_G5.indd 15 1/31/14 6:34 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 book support and scaffold student conversations and clarify are linked. 2. Discuss the history of the park and tell what people have done and misconceptions. continue to do to protect the park’s habitats and ecosystems. 3. The first and the second selections both describe the geography and sights of Yosemite National Park. Describe how some of the park’s 1. Tell about some of the ways you think the four selections natural features were formed and continue to form. in this book are linked. (Each selection includes 4. What makes a super climber different from a regular rock climber? What do you think about the risks super climbers take?

information about Yosemite’s natural environment. 5. What do you still want to know about the wonders of Yosemite “Welcome to Yosemite” describes the geography National Park and why people try to keep this special place safe? and history of the park and the reasons why the 32 park’s habitats and their ecosystems have been 32_SE49107_5U32_R.indd 32 preserved. “3 Days in Yosemite” offers a closer look at some of the unique physical characteristics of 9/5/13 6:12 PM three distinct areas in the park. “The Legend of El the park’s western and southern boundaries, can Capitan” shares a Miwok legend about how one of grow over 300 feet tall and can live for more than Yosemite’s famous landforms came to be. “Super 3,000 years. They are some of the largest living Climbers” describes how people take advantage things on Earth. One tree, called the Grizzly Giant, of Yosemite’s tall mountains and the reasons why sprouted from a seed more than 1,800 years ago.) climbers are attracted to the steep cliffs.) 4. What makes a super climber different from a regular 2. Discuss the history of the park and tell what people have climber? What do you think about the risks super done and continue to do to protect the park’s habitats climbers take? (A super climber climbs in very and ecosystems. (Yosemite was formed millions challenging locations with little or no safety of years ago by glaciers that scraped away large equipment. Opinions about the risks will vary, but amounts of rock to form valleys, which in turn students should explain their responses.) created lakes and rivers. Native Americans were 5. What do you still want to know about the wonders of the first people to live in Yosemite, but soon others Yosemite National Park and why people try to keep this settled there. John Muir fell in love with the beauty special place safe? (Answers will vary, but students of the area and wanted to preserve it, so he worked should explain their responses.) to protect the land and its wildlife. Today, people visit the park and are respectful of its habitats and ecosystems.) 3. The first and second selections both describe the geography and sights of Yosemite National Park. Describe how some of the park’s natural features were formed and continue to form. (Possible response: As glaciers melted, they left huge piles of rock, sand, and mud that dammed streams and formed lakes. The lakes slowly filled with mud and, over many thousands of years, became green meadows. In addition, giant sequoia trees, found in forests near

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National Park

NGL.Cengage.com 888-915-3276 930L

The Legend Super Welcome to 3 Days in of El Capitan Climbers Yosemite Yosemite

10/7/13 11:12 AM

OC_SE_49107_5_U32_AD.indd All Pages OBJECTIVES In small groups or individually, offer students the chance to explore • Ask questions based on reading Yosemite National questions they have or ideas they still wonder about, based on their Park. reading in Yosemite National Park. Use question 5 on the Discuss page • Research, document, and share information. of the student book as a springboard for student questions and ideas for further research. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS 110.16. English Language Arts and Reading, Grade 5. (b) Knowledge and skills. EXPLORE (23) Research/Research Plan. Students ask open-ended Encourage students to express their curiosity in their own way. The research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult questions students have matter. You might have students talk with with others, decide upon a topic, and formulate open- peers, write about what they wonder, or create drawings based on ended questions to address the major research topic; (B) generate a research plan for gathering relevant what they learned from reading the different selections in Yosemite information about the major research question. National Park. Guide them to immerse themselves in resources related (24) Research/Gathering Sources. Students determine, to what they are most interested in learning more about. They might locate, and explore the full range of relevant sources ask questions or make statements about their interests, for example: addressing a research question and systematically record the information they gather. Students are expected to: • What other animals and plants are found in Yosemite National Park? (A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, • What are other ways you can experience the wonders of the park periodicals, web pages, online sources) and data from besides super climbing? experts; (B) differentiate between primary and secondary sources; (C) record data, utilizing available technology • What is being done to prevent invasive plants from harming the (e.g., word processors) in order to see the relationships natural resources and native plants in the park? between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes; (D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources GATHER INFORMATION according to a standard format; (E) differentiate between paraphrasing and plagiarism and identify the importance After students explore, they should arrive at a question that will of citing valid and reliable sources. drive their research. Students may want to read, listen to, and view (25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize information with their question in mind. Guide students to use collected information. Students are expected to: resources, such as reliable sites on the Internet, social studies texts (A) refine the major research question, if necessary, and articles, library books, and magazines, that address the question guided by the answers to a secondary set of questions; (B) evaluate the relevance, validity, and reliability of they posed. Collecting information may lead students to revise or sources for the research. narrow their question. (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and You may want students to follow a specific note taking system to information according to the purpose of the research and keep track of their thinking and findings as they gather information. their audience. Students are expected to synthesize the research into a written or an oral presentation that: In addition to taking notes, ask students to make a list of their (A) compiles important information from multiple sources. You may want to model how to take notes by interacting sources; (B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions; with text, jotting down your thoughts in the margins or on sticky (C) presents the findings in a consistent format; notes, and demonstrating how to summarize the most important (D) uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., information. Remind students that their question will drive their bibliography, works cited). research and note taking.

001-019_OTG_71250_G5.indd 17 1/31/14 6:34 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 finding out • Revise any misconceptions. more about what is being done to prevent invasive plants • Notice incongruities in their information. from harming the natural resources and native plants in • Evaluate all the various pieces of information. Yosemite can learn more about the issue by visiting the • Pull together the most pertinent information that National Park Service website. Here, they can find out addresses their question. information about nonnative animal species, such as the While analyzing and synthesizing their research, students New Zealand mud snail, which can alter the ecosystem may realize that the more they learn, the more they because it can take over a river streambed. Other plants, wonder. To help focus their thinking, students may want such as Himalayan blackberry, can also take over native to talk with classmates or write in a research notebook. vegetation and cause ecological damage. Remind them that just as in real-world research, there When students are given the time to gather information may not be a final answer to the question they posed. about a topic that interests them, they will find unique and individual ways to share what they learned. Some options you can suggest might include the following: • A multimedia presentation with images of both native and nonnative plant species and descriptions of both • An illustrated map that shows the location of invasive plants or noxious weeds found within park boundaries • A blog about ongoing efforts to prevent the spread of nonnative plant species

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

Texas Essential Knowledge and Skills Yosemite National Park 110.16. English Language Arts and Reading, Grade 5. Teacher’s Guide Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others’ desired outcome to Pages 7–14 enhance comprehension; (B) ask literal, interpretive, evaluative, and universal questions of text; Pages 7–14 (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, Pages 7–14 re-reading a portion aloud, generating questions); (F) make connections (e.g., thematic links, author analysis) between and across multiple texts of Pages 15–16 various genres and provide textual evidence. (b) Knowledge and skills. (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: (B) explain the roles and functions of characters in various plots, including their relationships and Pages 11–12 conflicts. (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: (B) determine the facts in text and verify them through established methods; Pages 13–16 (C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, Pages 9–10 sequential order, logical order, classification schemes) influences the relationships among the ideas; (D) use multiple text features and graphics to gain an overview of the contents of text and to locate Pages 9–10 information; (E) synthesize and make logical connections between ideas within a text and across two or three Pages 7–8, 13–16 texts representing similar or different genres. (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) interpret factual or quantitative information presented in maps, charts, illustrations, graphs, Pages 7–8 timelines, tables, and diagrams. (23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to Pages 17–18 address the major research topic; (B) generate a research plan for gathering relevant information about the major research question. Pages 17–18

(cont. on p. 20)

001-019_OTG_71250_G5.indd 19 1/31/14 6:34 PM (24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to collect data from a range of print and electronic resources (e.g., Pages 17–18 reference texts, periodicals, web pages, online sources) and data from experts; (B) differentiate between primary and secondary sources; Pages 17–18 (C) record data, utilizing available technology (e.g., word processors) in order to see the Pages 17–18 relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes; (D) identify the source of notes (e.g., author, title, page number) and record bibliographic Pages 17–18 information concerning those sources according to a standard format; (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid Pages 17–18 and reliable sources. (25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) refine the major research question, if necessary, guided by the answers to a secondary set of Pages 17–18 questions; (B) evaluate the relevance, validity, and reliability of sources for the research. Pages 17–18 (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) compiles important information from multiple sources; Pages 17–18 (B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions; Pages 17–18 (C) presents the findings in a consistent format; Pages 17–18 (D) uses quotations to support ideas and an appropriate form of documentation to acknowledge Pages 17–18 sources (e.g., bibliography, works cited).

Texas Essential Knowledge and Skills Yosemite National Park 113.16. Social Studies, Grade 5. Teacher’s Guide (b) Knowledge and skills. (7) Geography. The student understands the concept of regions in the United States. The student is expected to: (B) describe a variety of regions in the United States such as landform, climate, and vegetation Pages 9–10, 15–16 regions that result from physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains. (9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (B) analyze the positive and negative consequences of human modification of the environment in Pages 7–8, 11–16 the United States, past and present. (24) 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: (C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, Pages 9–10 charts, timelines, and maps.

001-019_OTG_71250_G5.indd 20 1/31/14 6:34 PM Glossary

ascend (verb) to go up ACKNOWLEDGMENTS Grateful acknowledgment is given to the authors, artists, photographers, museums, BASE jump (verb) to jump from a high place such as a cliff or publishers, and agents for permission to reprint copyrighted material. Every effort bridge using a parachute or special “wingsuit” to land safely has been made to secure the appropriate permission. If any omissions have been made or if corrections are required, please contact the Publisher.

branch (noun) a stream that flows into a larger stream; Credits a tributary 1, 2, 3, 4, 17 (bg) ©Thomas Kurmeier/Flickr/Getty Images. (bl) ©Tim Fitzharris/ Minden Pictures. (bcl) ©Janusz Gniadek/Alamy. (bcr) Anni Betts. (br) ©Mikey decay (verb) to rot or break down Schaefer/National Geographic Stock. 7 (bg) ©Aaron Meyers. 9 (bg) ©Torsten Wolf. (cr) ©D. Hurst/Alamy. 11 Anni Betts. 13 (bg) ©Mikey Schaefer/National Geographic descend (verb) to go down Stock. 16 (bg) ©Janusz Gniadek/Alamy. (tl) Anni Betts. (tc) ©Mikey Schaefer/ National Geographic Stock. (tr) ©Tim Fitzharris/Minden Pictures. All maps provided ecosystem (noun) all the plants, animals, and nonliving things by Mapping Specialists. in an environment Copyright © 2015 National Geographic Learning, Cengage Learning glacier (noun) slow-moving rivers of ice that carved out ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, landforms long ago electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, web distribution, information networks, or information grove (noun) a group of trees; a small section of a forest or storage and retrieval systems, except as permitted under Section 107 or 108 of woods the 1976 United States Copyright Act, without the prior written permission of the publisher. habitat (noun) a place where plants and animals live naturally National Geographic and the Yellow Border are registered trademarks of the monolith (noun) a very large block of stone National Geographic Society. For permission to use material from this text or product, submit all requests naturalist (noun) a person who studies plants and animals online at cengage.com/permissions

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