SOCIAL STUDIES TEACHER’S GUIDE AMERICAN WONDERS NGL.Cengage.com 888-915-3276 790L Mist-ified Niagara Falls Thunder Over the On the Move Speaks Falls OC_SE_48384_4_U14.indd All Pages 12/17/13 4:16 PM 001-020_OTG_71502_G4.indd 1 3/6/14 4:08 PM Contents Niagara Falls Literacy Overview . 2 Social Studies Background ��������������������������������������������������������� 4 Mist-ified: My Very Wet Trip to Niagara Falls . 7 Niagara Falls On the Move ��������������������������������������������������������� 9 Thunder Speaks ������������������������������������������������������������������������� 11 Over the Falls! ���������������������������������������������������������������������������� 13 Discuss . 15 SOCIAL STUDIES Research & Share . 17 Correlation ���������������������������������������������������������������������������������� 19 Glossary AMERICAN WONDERS 790L NGL.Cengage.com 888-915-3276 OC_SE_48384_4_U14.indd All Pages Mist-ified Niagara Falls On the Move Thunder Speaks Over the Falls 12/17/13 4:16 PM NIAGARA Falls | CoNTENTS © National Geographic Learning, Cengage Learning, Inc. 001-020_OTG_71502_G4.indd 1 3/6/14 4:08 PM Literacy Overview SOCIAL STUDIES Reading Selections • Mist-ified: My Very Wet Trip to Niagara Falls (first-person narrative) • Niagara Falls On the Move (science article) • Thunder Speaks (legend) • Over the Falls! (narrative) AMERICAN WONDERS TEXAS ESSENTIAL KNOWLEDGE AND SKILLS 110.15. English Language Arts and Reading, Grade 4. Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continueNGL.Cengage.com 888-915-3276 to apply earlier standards with greater790L depth in increasingly more Thunder Over the complex texts as they become self-directed, critical readers. Mist-ified Niagara Falls Falls On the Move Speaks The student is expected to: (A) establish purposes for reading selected texts based upon own or others’ desired outcome to 12/17/13 4:16 PM enhance comprehension; (B) askOC_SE_48384_4_U14.indd literal, All Pages interpretive, and evaluative questions of text; (C) monitor and adjust comprehension (e.g., CONTENT GOAL using background knowledge, creating sensory images, re-reading Students will read four selections in Niagara Falls. They will be a portion aloud, generating questions); (D) make inferences about text and use textual evidence to support understanding; introduced to the concept of how the environment changes over (E) summarize information in text, maintaining meaning and logical time as they learn about Niagara Falls, including how the falls order; (F) make connections (e.g., thematic links, author analysis) formed and how they continue to change. between literary and informational texts with similar ideas and provide textual evidence. (b) Knowledge and skills. COMPREHENSION GOAL (6) Reading/Comprehension of Literary Text/Fiction. Remind students that as thinking-intensive readers they must Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence listen to their inner voice to monitor and repair comprehension as from text to support their understanding. Students are expected they read. Find opportunities to model and teach active thinking to: (A) sequence and summarize the plot’s main events and strategies to help students access content. You may want to focus explain their influence on future events. on the following strategies for Niagara Falls. (11) Reading/Comprehension of Informational Text/ Expository Text. Students analyze, make inferences and draw • Determine Importance: Readers need to sift out the most conclusions about expository text and provide evidence from important information in a text. They must distinguish the text to support their understanding. Students are expected to: (A) summarize the main idea and supporting details in a text in important information from the interesting details to answer ways that maintain meaning; (C) describe explicit and implicit questions and arrive at main ideas. relationships among ideas in texts organized by cause-and- effect, sequence, or comparison; (D) use multiple text features • Summarize and Synthesize: Readers synthesize and (e.g., guide words, topic and concluding sentences) to gain an summarize information to see the bigger picture. They piece overview of the contents of text and to locate information . together the parts to come up with the whole. They integrate (13) Reading/Comprehension of Informational Text/ new information with what they already know to get a more Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students complete understanding of the ideas in the text. are expected to: (B) explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations). Research Standards (page 17) NIAGARA FALLS | LITEracY OVERVIEW 2 © National Geographic Learning, Cengage Learning, Inc. 001-020_OTG_71502_G4.indd 2 3/6/14 4:08 PM The NG Ladders on-level eBook for Niagara Falls is available in .pdf format. Project the eBook on your interactive whiteboard, or have students listen to or SOCIAL STUDIES read it on tablets or other mobile devices. AMERICAN WONDERS 790L NGL.Cengage.com 888-915-3276 Mist-ified Niagara Falls Thunder On the Move Over the OC_SE_48384_4_U14.indd All Pages Speaks Falls 12/17/13 4:16 PM How have Niagara Falls and the surrounding Ask students to Turn and Talk about what they think they know about Niagara Falls and how the falls have area changed over time? changed over time. Students can then Share their ideas and add them to the graphic organizer. You may want to return to the graphic organizer to add more information after students read each selection. BUILD SOCIAL STUDIES ACTIVATE & BUILD BACKGROUND BACKGROUND Pages 4–6 of this teacher’s guide address how certain Draw the graphic organizer shown above. Ask: How have social studies concepts relate to each selection in Niagara Niagara Falls and the surrounding area changed over time? Falls. This information will provide you with social studies Write students’ responses in the graphic organizer. background knowledge as you plan your teaching for this book. Model for students by thinking aloud. Hold up the book cover and say something like: Look at this picture of the falls. Help students access background knowledge related to the That’s a big boat, but it looks tiny compared with the falls. This social studies concepts. Support the concepts of erosion, picture makes me think of the power of the falls. I can hear the gorge, and ice age in ways that are familiar to your students. roar of the water rushing over the edge and crashing into the • erosion: Help students understand erosion by rocks and river below. I wonder if all that power changes the observing as you slowly push an ice cube over sand in a falls in any way. If so, how? pan. Ask students to describe what they see. Then have Explain that Earth’s surface changes over time. You might them observe the bottom of the ice cube, and ask what say: I remember a small creek in a park near my house when they notice. You might show images of erosion to add to I was a kid. The creek was usually a gentle, narrow trickle. students’ understanding. I could jump over it. During rainstorms, though, the creek • gorge: A gorge is a narrow valley with steep sides. flooded. The water rose and flowed faster. It washed away a lot Show students pictures of Royal Gorge in Colorado, of mud and gravel from the banks. Every storm changed the Three Gorges in China, or another gorge, and point out creek a bit. Explain that forces of nature change the surface how steep the sides of the valley are. of Earth and so do people. Say: Think about how the area • ice age: Explain that an ice age is a time when it is so around Niagara Falls may have changed over time. Natural cold for long periods that huge ice sheets cover much of forces have altered the falls and the area below them. People the land. Display a map that shows the extent of the ice have changed the area, too. Can you guess how? sheets during the last ice age. NIAGARA FALLS | LITEracY OVERVIEW 3 © National Geographic Learning, Cengage Learning, Inc. 001-020_OTG_71502_G4.indd 3 3/6/14 4:08 PM SOCIAL STUDIES Social Studies Background Social studies concepts are a critical part of each selection in Niagara Falls. These pages will help you build content knowledge so that you may more effectively have discussions with students as AMERICAN WONDERS they read each selection of the book. The following big idea social studies concepts apply to several selections in the book. • Erosion (student book, p. 9) is the wearing away of rock that NGL.Cengage.com 888-915-3276 has been broken down, or weathered, into smaller pieces. 790L Water, wind, and ice are the main agents that erode the land and Thunder Over the Mist-ified Niagara Falls Falls On the Move Speaks constantly reshape it. Moving water is the most dominant agent 12/17/13 4:16 PM of erosion. Its action can be seen on many scales, from tiny ruts OC_SE_48384_4_U14.indd All Pages that form in soil as rain runs down a hillside, to steep valleys carved by rivers, to seaside cliffs shaped by pounding waves. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS Masses of moving ice—glaciers—are the most powerful agents 113.15. Social Studies, Grade 4. of erosion. Over millions of years, glaciers may advance and (b) Knowledge and skills. retreat (melt back) many times over the same area. The gouging (21) Social studies skills. The student applies and grinding of the glaciers against the bedrock can completely critical-thinking skills to organize and use information change the landscape. acquired from a variety of valid sources, including electronic technology. The student is expected to: • An ice age (student book, p. 13) is a geologic period of time (B) analyze information by sequencing, categorizing, when Earth’s surface temperatures drop enough to form ice identifying cause-and-effect relationships, comparing, sheets that spread out from polar regions.