TEACHER'S GUIDE NATGEO.ORG/EXPLORERMAG | VOL. 19 NO. 4 Scout and Voyager ’ C H O I C S S R E M E A Vol. 19 No. 4 H W C A A R E D T FOR THE CLASSROOM L E 2019 E A I N R Z N A I ® G N G M A IN THIS GUIDE: About the Learning Framework ���������2 Language Arts Lesson and Think Sheet������������������3–7 I Spy Black Bears Science Lesson and BLM ����������������8–9 Snowman Weather Science Lesson and BLM ������������10–11 All About Manatees Science Lesson and BLM ������������12–13 Answer Key ���������������������������������������14 R, I Spy Educational consultant Stephanie Harvey 2 Black Bears has helped shape the instructional vision for this Teacher's Guide. Her goal is to Snowman Weather 8 Manatees 16 ensure you have the tools you need to enhance student understanding and engagement with nonfiction text. Jan/Feb 2020 VO draft6.indd 1 10/2/19 12:15 PM Lexile® Framework Levels Standards Supported Scout • Common Core State Standards (CCSS) Some articles with characteristics of emergent text will • Next Generation Science Standards (NGSS) be easier for students to read. You may find that other • C3 Framework for Social Studies State Standards (C3) articles are better suited for teacher read-alouds. See each lesson for the specific standard covered. Voyager I Spy Black Bears ............................................ 350L Snowman Weather .......................................... 290L All About Manatees ......................................... 390L Log in at ExplorerMag.org • Interactive Digital Magazine with videos and activities to access additional resources including: • Projectable PDF for one-to-one instruction National Geographic Young Explorer, Scout/Voyager Page 1 Vol. 19 No. 4 National Geographic Learning Framework INTRODUCTION BACKGROUND Since 1888, the National MINDSET OF AN EXPLORER: KEY FOCUS AREAS Geographic Society has funded Attitudes scientists and explorers and A shared their findings with the CURIOSITY An explorer remains curious about how the world world. To support educators works throughout his or her life. An explorer is adventurous, seeking who use our resources, we have out new and challenging experiences. created a Learning Framework, RESPONSIBILITY An explorer has concern for the welfare of other which lays out what we believe people, cultural resources, and the natural world. An explorer is students should learn from their respectful, considers multiple perspectives, and honors others experiences with the Society. regardless of differences. PURPOSE EMPOWERMENT An explorer acts on curiosity, respect, responsibility, The Learning Framework was and adventurousness and persists in the face of challenges. designed to convey the Society's core beliefs and values. It is built Skills around a set of attitudes, skills, S and knowledge that embody the OBSERVATION An explorer notices and documents the world explorer mindset. around her or him and is able to make sense of those observations. To determine the learning COMMUNICATION An explorer is a storyteller, communicating experiences outcomes within the Learning and ideas effectively through language and media. An explorer has literacy Framework, we dug deep skills, interpreting and creating new understanding from spoken language, into national standards in key writing, and a wide variety of visual and audio media. subject areas. We also sought COLLABORATION An explorer works effectively with others to achieve goals. advice from subject matter and child development experts, PROBLEM SOLVING An explorer is able to generate, evaluate, and along with the combined implement solutions to problems. An explorer is a capable decision expertise of NG instructional maker—able to identify alternatives and weigh trade-offs to make a designers, researchers, and well-reasoned decision. content developers. To learn more, go to: https://www. Knowledge nationalgeographic.org/ K education/learningframework/. THE HUMAN JOURNEY An explorer understands where we came from, how we live today, and where we may find ourselves tomorrow. IMPLEMENTATION OUR CHANGING PLANET An explorer understands the amazing, Each article in this magazine has intricate, and interconnected systems of the changing planet we live on. a knowledge-based link to the Learning Framework. WILDLIFE AND WILD PLACES An explorer reveals, celebrates, and helps to protect the amazing and diverse creatures we share our world with. National Geographic Young Explorer, Scout/Voyager Page 2 Vol. 19 No. 4 LANGUAGE ARTS Make Connections Kindergarten Standard Supported What You Will Need • CCSS Reading Informational Text: With prompting and support, • “Snowman Weather” (Young Explorer, describe the connection between two individuals, events, ideas, or pages 8–15) pieces of information in a text. (K-3) • Think Sheet (Teacher’s Guide, page 5) First Grade Standard Supported • Clipboards • CCSS Reading Informational Text: Describe the connection • Pencils between two individuals, events, ideas, or pieces of information in a text. (1-3) CONNECT & ENGAGE (5 minutes) Read aloud pages 8–9. Kids are in a group on the floor in front of you. Sit on a The text tells me that the weather is cold and that low chair and hold up pages 8–9. snow is falling from clouds� I grew up in a place Reading is thinking� Thinking is like our inner where it snowed a lot in the winter� I know what voice� When we listen to or read something, we weather like this feels like� I understand and can are thinking—kind of silently talking to ourselves� make a connection to what snowman weather is We start to make connections to what we might like� I’m going to write my connections on a chart� already know and consider the new things we are In the first column of the chart, I’m going to write “I learning� Pretty cool, isn’t it? grew up in a place where it snowed a lot in winter�” In the second column, I’m going to write how this Let’s explore this a little more� When I look at helps me understand� I’m going to write “I know pages 8–9 of the article “Snowman Weather,” my how snow looks, feels, and tastes�” inner voice starts having a conversation with the pictures and the words on these pages� I know My connection How it helps me understand these pages have so much they want to tell me� I grew up in a I know how snow looks, Go ahead and look at these pages� What do you see place where it feels, and tastes. here? What do you think is happening? Turn and snowed a lot in talk about what your inner voice is telling you� winter. Kids turn and talk and then share out their thinking. There is one thing I want to make sure you remember before we move on� We don’t make connections just to make them� We make MODEL (10 minutes) connections as we read to help us better Kids sit in a group on the floor, with you in a low chair understand the text� Take some time to turn in front of them. and talk about that� How do you think making connections helps us better understand the text? When we read and look at pictures, it’s important to think about what we already know about what Kids turn and talk. we are reading and viewing� That is called making connections� I’ll show you what I mean� As I look at the picture on pages 8–9, I make a connection to what I know� I think about a time when I was little and tried to taste snow like the child in the picture� It was so much fun� I remember how cold it was outside and how wet the snow was� Next, I’m going to read the text� National Geographic Young Explorer, Scout/Voyager Page 3 Vol. 19 No. 4 LANGUAGE ARTS Make Connections GUIDE (10 minutes) • On their Think Sheets, have kids write or draw their Hand out the Think Sheets attached to clipboards. connections and how those connections help them Kids remain grouped in front of you on the floor. understand. Before we begin, know that you and your partner Now it’s your turn� I am going to read page 10� As I may have different connections� You can talk about read, listen to your inner voice and think about the that� It’s interesting that we can all connect to what connections you have to the text and pictures� we are reading in different ways� We all have our Read aloud page 10. After reading, have kids turn and own unique experiences� talk about the connections they have. After I read aloud the text, I’m going to move Let’s talk about some of the connections you have around the classroom, so let me know if you to the picture and the text, but first, did you figure need help� out the answer? Fantastic! Yes, the answer is 2� Partners work together. Move around the room, snowflake� Look how beautiful that snowflake conferring with partners. picture is� That’s a picture of a snowflake that is magnified, or made much bigger, so we can see its shape� Did you know that snowflakes have many SHARE THE LEARNING (10 minutes) different shapes? Kids join a sharing circle. Take some time to talk about page 10. You might also Who would like to share a connection they had to want to talk more about snowflakes and show pictures “Snowman Weather”? Before we start, remember of different snowflake shapes and patterns. how we share politely with the class� First, share Now, let’s make sure to take some time to write your connection, and don’t forget to also tell how your connections on your Think Sheets� In the first that connection helped you better understand what column, write your connection� Then in the second we read� When you are finished sharing, always column, write or draw how that connection helps ask if there are any questions or comments� you understand what you are reading and viewing� Allow time for kids to share their learning.