EXPLORER · remains as the sediments turn into rock over time. • Fossils are an important tool for scientists. By studying fossils, scientists can learn many things about ancient

TEACHER’S GUIDE

ExtrEmEExplorEr.org April 2013

E X P L O R E R

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Dear Educator:This year, you’ve taken your students on an incredible adventure in learning. Now, engage them with a new age of exploration as National Geographic celebrates its 125th anniversary.

The best days of exploration and learning lie ahead. So next year, take your students around the globe with us. Dive deep under the ocean and blast far out into space. Open their eyes to the exciting possibilities of the future.

How? Renew ExtrEmE ExplorEr for the coming school year. We have lots of new adventures planned. They’ll engage and inspire your students. And they’ll give you the tools you need to bring the Common Core standards to life.

Our interactive app makes learning even more exciting. With video, audio, interactive graphics, and extra information, students get a 21st-century education. Try a free sample and see how it can bring learning to life.

For more information on how to download the app for iPad, Mac, and PC, go to our Teachers tab at extremeexplorer.org.

In the meantime, get set for adventure. In this issue, we travel back to a time when giant frogs, bugs, and other critters roamed Earth. Then we hop across the globe to explore three very different deserts. Finally, we dive into the sea with an amazing underwater photographer. See how his pictures inspire your students.

As always, if you have any questions, please don’t hesitate to contact me. Happy exploring!

Macon MorehouseEditor, ExtrEmE ExplorEr

[email protected]

April 2013

National Geographic Extreme Explorer April 2013

Standards in This IssueThe Land of Giants(Teacher’s Guide pages T1-T7)

• Fossils provide evidence about the types of organisms (both visible and microscopic) that lived long ago and also about the nature of their environments. Fossils can be compared with one another and to living organisms.

• Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Discovering Deserts(Teacher’s Guide pages T8-T14)

• Climate describes the range of an area’s typical weather conditions and the extent to which those conditions vary over time.

• Earth’s major systems are the geosphere, hydrosphere, atmosphere, and the biosphere. These systems interact in multiple ways to affect Earth’s surface materials and processes.

• Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Getting the Shot(Teacher’s Guide pages T15-T20)

• Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

• Explain how specific images contribute to and clarify a text.

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Use the projectable edition of this issue to enhance this activity.

Website (see extremeexplorer.org)

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Summary• Fossils are mineral replacements, preserved remains, or

traces of organisms that lived in the past.

• The fossil record enables scientists to compare and contrast organisms that live today with those that lived long ago. These comparisons help us see how organisms have changed over time.

• Based upon fossil evidence, scientists know that some organisms were extremely large as compared to their modern-day counterparts.

• Scientists measure geologic time in specially named divisions of time, including eras, periods, and epochs.

Learning ObjectivesStudents will:

• understand what a fossil is;

• recognize the similarities and differences between modern-day organisms and their ancestors;

• recognize and understand the fossil record;

• cite textual evidence to support analysis of what the text says explicitly and be able to draw inferences from the text; and

• integrate information presented in different media or formats, such as a time line, to develop a coherent understanding of a topic.

National Geographic Extreme Explorer Page T1 April 2013

The Land of Giants: OverviewMaterials Needed• index cards (10 per group)

• chart paper (3 sheets)

• plain, white paper (several sheets per student)

• art supplies

• “Forming Fossils” poster

• a long sheet of white paper

• three flat pans

• three different colors of finger paint

• the geologic time scale at: http://www.geosociety.org/science/timescale/timescl.pdf

Resources• Visit the Virtual Fossil Museum:

http://www.fossilmuseum.net

• Learn more about paleontology: http://education.nationalgeographic.com/education/encyclopedia/paleontology/?ar_a=1

• Watch a National Geographic video about fossils: http://www.natgeoeducationvideo.com/film/1033/our-knowledge-of-geologic-time

• Watch a National Geographic video about the geologic time scale: http://www.natgeoeducationvideo.com/film/1032/the-geologic-time-scale

http://www.geosociety.org/science/timescale/timescl.pdf

http://www.fossilmuseum.net

http://education.nationalgeographic.com/education/encyclopedia/paleontology/?ar_a=1

http://education.nationalgeographic.com/education/encyclopedia/paleontology/?ar_a=1

http://www.natgeoeducationvideo.com/film/1033/our-knowledge-of-geologic-time

http://www.natgeoeducationvideo.com/film/1033/our-knowledge-of-geologic-time

http://www.natgeoeducationvideo.com/film/1032/the-geologic-time-scale

http://www.natgeoeducationvideo.com/film/1032/the-geologic-time-scale

• Fossils are preserved bones, footprints, or other traces of ancient life. Many are found in sedimentary rock, which builds up in layers that trap and preserve the remains as the sediments turn into rock over time.

• Fossils are an important tool for scientists. By studying fossils, scientists can learn many things about ancient organisms including what they ate, how they lived, how they behaved and interacted, and how they grew.

• By comparing fossils found in rocks, scientists can also determine the age of layered rocks. The complete collection of fossils and their placement in Earth’s layers is called the fossil record.

• The study of fossils is called paleontology. Scientists who study fossils are paleontologists. They specialize in such areas as fossils of microscopic organisms, plants, pollen and spores, invertebrates, vertebrates, or humans. They may also focus on the processes of decay and preservation, trace fossils such as tracks or footprints, or the study of past climates.

• Earth is more than 4.5 billion years old. Geologic time on Earth is divided into units that may last for thousands, millions, or even billions of years. These categories include eons, eras, periods, epochs, and ages.

• The animals featured in this article include:

▶ a giant insect resembling a dragonfly that lived during the Carboniferous period (360 to 299 mya (million years ago)). Sea life flourished during this time. On land the first reptiles and amphibians appeared, and insects began to develop wings. Although seeds had appeared, most plants including ferns reproduced via spores.

▶ a giant frog, which lived during the Cretaceous period (145.5 to 65.5 mya). This period is known as the “Age of the Dinosaurs.” The first modern mammals and birds appeared. So did the first flowering plants.

▶ a giant turtle and a giant penguin, which lived during the Paleogene period (65.5 to 23 mya). Fish, sharks, squid, sea snails, and the first whales appeared in oceans. Snakes, birds, crocodiles, lizards, and a growing array of mammals could be found on land. Conifers and flowering plants flourished. The first grasses appeared.


▶ a giant sloth, which lived during the Quaternary period (2.588 million year ago to present). Other animals that lived during this time include mammoths, saber-toothed cats, and giant birds with a 7.6-meter wingspan. Plants included conifers, mosses, and flowering plants. Many of the earliest plant and animal life forms that emerged during this period closely resemble those we see today.

Fast Facts• The word fossils comes from the Latin word fossilis,

which means “dug up.”

• In 2012, scientists found the fossil of a turtle that lived in the area of Colombia, South America, 60 million years ago. Its shell was 1.5 meters across, and the turtle was the size of a small car.

• The biggest known rabbit species was the Nuralagus Rex. It weighed 12 kilograms, had short ears, and couldn’t hop. It lived between three million to five million years ago.

• About 99 percent of all organisms that ever lived are believed to be extinct, and less than 1 percent of those organisms ever became fossilized.

• Fossil evidence reveals that a sea scorpion that lived 390 million years ago was the size of a large crocodile. It was 2.5 meters long, and scientists estimate that its spiked claw was 46 centimeters long!

The Land of Giants: Background

Activate Prior KnowledgeJust How Big Were They?

1. Divide the class into small groups. Give each group 10 index cards. Tell students to write the following words on the index cards: turtle, sloth, frog, beach ball, dragonfly, seagull, penguin, man, car, and giraffe.

2. Tell students they are about to read an article about some very large animals that lived long ago. The cards they just created list those animals, along with a modern-day animal or object that is about the same size. Challenge students to correctly match each ancient animal with its modern-day counterpart.

3. Give the groups time to create their matches. When they are finished, discuss with students how large each of these objects is today. Then show students the correct matches: turtle/car, frog/beach ball, dragonfly/seagull, penguin/man, and sloth/giraffe. Have students share their thoughts on these revelations.


VocabularyAnalyzing Vocabulary Words

1. Prior to this activity, create three graphic organizers like the one below on the separate sheets of chart paper:

2. Display the Wordwise vocabulary on page 7 of the projectable edition. Invite a volunteer to read aloud the definition of the word period. Invite another volunteer to add the word and its scientific definition to the first graphic organizer.

3. Ask students what the word and its scientific definition remind them of. Have a volunteer add that information to the organizer. Invite two more volunteers to write a sentence correctly using the vocabulary word and to draw a picture depicting the word’s scientific meaning. Repeat this process with the two remaining vocabulary words. You may wish to have students copy the information in their notebooks.

ELL ConnectionMaking Connections Between Words

1. Invite students to share what they know about each vocabulary word. Brainstorm with students ways in which the three vocabulary words are connected. Help them find as many links as possible.

2. Guide students to understand that a paleontologist is a scientists who studies fossils. A period is a division of geologic time, from which paleontologists can determine the age of a fossil.

The Land of Giants: Prepare to Read

Vocabulary word

Write what it reminds you of

Use it in a sentence

Draw a picture

Write the definition

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The Land of Giants: Reading and WritingExplore ReadingMaking Inferences About Extinct Animals

1. Remind students that an inference is not a fact. It is a knowledgeable judgement based upon the evidence presented in a text. Inferences are not directly stated in a text. Because of that, it is up to the reader to “read between the lines” to come to an accurate conclusion about what the author is trying to say.

2. Point out to students that this process is similar to what paleontologists do when they study fossil evidence. They cannot see an extinct animal, so they must use evidence from fossils and what they know about the present-day relatives of extinct organisms to make inferences about what an organism was like.

3. Give each student a copy of the Activity Master. As they read the article, tell them to record details about fossil evidence and facts about their present-day relatives that have helped paleontologists make inferences about the extinct animals that are written about in the article. Have students share their results in small groups.

Using Images to Make Inferences

1. Display the illustration on pages 2-3 of the projectable edition. Cover everything except for the turtle. Ask students to describe what they see.

2. Remove the cover, and have students describe the rest of the illustration. What do they see? (tall trees) Discuss how this additional information changes the perspective of the illustration. Point out that images and illustrations can add a lot of information to an article. That information can be just as valuable as words in helping readers make inferences about a text.

3. Have students examine the remaining illustrations with a partner. Tell them to use what they see and what they know about the present-day relatives of these animals to make inferences about these ancient organisms. Then regroup as a class and have students share the inferences they have made about how these ancient animals are similar to or different from their present-day counterparts.

Explore WritingUsing Clues to Make Inferences

1. Write the words inference and clue on the board. Point out to students that an inference is based on clues. Just like detectives, if you combine several different clues you can infer, or make an educated guess.

2. Tell students to think of a specific animal or organism that others in the class would know about. Tell them not to tell what it is. Rather, have them write down five clues on a piece of paper that describe specific characteristics of the animal or organism.

3. Have students read their clues, one at a time, to a partner. See how many clues their partners need before they can make a logical guess, or inference, about the animal or organism the student is describing.

Extend Language ArtsWriting Riddles Based on False Inferences

1. Point out to students that inferences can be tricky to write because they can easily be misinterpreted. People may assume a connection is correct when it is not. Read the following example to students:

Julia was having a birthday party, and she had invited several of her best friends. When Marianne got to the party, she had her cousin with her. That was fine with Julia, but the cousin was so demanding! She wouldn’t talk, she wouldn’t eat the food that Julia’s mother had prepared, and she constantly tried to be the center of attention. What was her problem?

2. Discuss the riddle, and invite volunteers to offer their ideas. How many students think that the cousin is being difficult for no reason? If no one solves the riddle, tell them the answer: The cousin was a baby. Discuss reasons why this is a logical conclusion and reasons why students may have made false inferences when trying to solve the riddle.

3. Have students write their own riddles with misleading clues that could lead to false inferences. When they are finished, have them attempt to solve one another’s riddles.

Activity Master

The Land of Giants Name:


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Making Inferences About Extinct Animals

Imagine you are a paleontologist. Using the article, record details or facts about fossil evidence and modern-day relatives for each animal. Then use these clues to make inferences about the extinct animals.

Details or Facts Inferences

Giant Frog

Giant Dragonfly

Giant Penguin

Giant Sloth

Activity Master, page T6

Design:

Please insert the correct Activity Master.

Explore ScienceDifferent Types of Fossils

1. Explain to students that there are many different types of fossils. The most commonly recognized are preserved bones, which are on display at many museums. Fossils can also be the preserved imprints of footprints or other traces of a living thing.

2. Have students conduct research to learn about the different types of fossils. Then give them paper and art supplies. Have students create a book with a photo/illustration and information about each fossil and the organism it came from as well as two or more examples of fossils that are preserved bones, footprints, and traces of other remains.

How Fossils Form

1. Display the poster “Forming Fossils” for students. Tell students the poster explains one way that fossils form.

2. Invite volunteers to read aloud what happens at each step. Discuss the process with students, and invite volunteers to share any additional facts they know or have learned about fossil formation.

3. As an additional challenge, have students conduct research to learn about other ways that fossils can form. Have students share their findings with the class.

How Movement Can Impact Fossil Formation

1. Prior to this activity, set out a long sheet of white paper on a floor that can be easily cleaned. Pour a different color of finger paint in each of three flat pans.

2. Ask three volunteers to remove their shoes and step into the pans. Make sure the bottoms of their feet are thoroughly covered with finger paint.

3. Have the first student walk slowly, the second student jump, and the third student run down the length of the paper. Tell the students not to step on one another’s footprints.

4. Have students examine the footprints. How did the type of movement affect the resulting print? Discuss with students what a paleontologist could learn from fossil evidence that shows different movements by the same animal.


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Examining the Fossil Record

1. Display pages 6-7 of the projectable edition. Point out the time line at the bottom of the page. Tell students that this time line represents the geologic time scale. It outlines the different geologic time periods on Earth and highlights when the animals in the article lived. Note that the time line is not drawn to scale. For a to-scale geologic time scale, go to: http://www.geosociety.org/science/timescale/timescl.pdf.

2. Explain to students how to read the time line. Point out that the labels below the time line represent divisions of time called periods. Periods are one category of geologic time. Larger divisions are eons and eras. Smaller divisions include epochs and ages.

3. Tell students that paleontologists study fossils to learn about ancient organisms. They also compare the fossils found in rocks to determine the age of layered rocks. The complete collection of fossils and their placement in Earth’s layers is called the fossil record.

4. Have students create a time line and research examples of animals that lived during each time period. Invite volunteers to share their time lines with the class.

Why Were They So Big?

1. Have students review the section of the article about the giant insect to learn why the bug was so big. Guide them to understand that scientists think extra oxygen in the air at that time helped insects grow huge.

2. Have students conduct research to learn why the other animals in the article grew so big. Invite volunteers to share their findings with the class.

Extend ScienceBacktracking Through the Fossil Record

1. Have each student select a present-day animal. e-edition

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(For ideas, they can play the Photo Safari game at extremeexplorer.org.) Tell students to research to find a fossil record related to the animal. Then have them trace the animal’s ancestry through the fossil record.

2. Have students create a presentation telling about the animal’s fossil record. Invite volunteers to share their findings with the class.

The Land of Giants: Science

http://www.geosociety.org/science/timescale/timescl.pdf


Activity Master



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Giant Frog

Giant Dragonfly

Giant Penguin

Giant Sloth

Assessment



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Read each question. Fill in the circle next to the correct answer or write your response on the lines.

1. Which statement about fossils is true?

A All fossils come from dinosaurs.

B Fossils are the preserved bones, footprints, or other traces of a living thing.

C Fossils prove that ancient animals looked just like animals on Earth today.

2. What do you call a scientist who studies fossils?

A a geologist

B a fossilologist

C a paleontologist

3. Why do scientists think ancient insects from the Carboniferous period grew so large?

A They ate a lot of lizards and frogs.

B They had no competition.

C There was more oxygen in the air.

4. Which of the following is NOT a division of geologic time?

A a year

B an era

C a period

5. Select one giant animal from the article. Tell one way in which it is like its present-day counterpart and one way in which it is different.

Scientists found a skeleton with a chubby body, thick skull, and a wide mouth. It resembled today’s Amazon horned frog but was three times larger and 10 times heavier. Horned frogs bury themselves, leap out, and swallow prey whole.

The ancient frog looked like today’s horned frog, so it likely acted like the frog. It was probably a great hunter or a “devil frog.”

The giant insect looked like a dragonfly but was the size of a seagull. It had four wings on its back, spines on its six legs, and sharp mouthparts. There were no birds at this time, but there was more oxygen in the air. Present-day dragonflies are fierce hunters.

Because present-day dragonflies are fierce hunters, this insect probably was, too. The extra oxygen caused the insect to be huge. Because it was so big, it was slow. That was OK, because there were no birds yet and the insect likely had few predators.

Today’s penguins waddle, have wings that work like flippers, float, and swim. They dive hundreds of meters deep, chasing squid and leopard seals. Giant penguins looked a lot like today’s penguins but were as big as a man.

Today’s penguins are excellent divers and hunters, so giant penguins probably were, too. Ancient penguins were large. Because of that, they likely were powerful swimmers.

Giant sloths roamed the chilly plains, walking on their back feet like bears. They were 6 meters tall. Today’s sloths are much smaller, live in trees, and barely move. They cannot walk on their weak back legs.

Giant sloths were tall, so they must have nibbled leaves from the tops of trees. Their footprints show they walked upright like bears. Today’s tree sloths are very different perhaps because they live in a different habitat.


Giant Frog

Giant Insect

Giant Penguin

Giant Sloth

Activity Master


National Geographic Extreme Explorer Page T6A April 2013

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1. Which statement about fossils is true?

A All fossils come from dinosaurs.

B Fossils are the preserved bones, footprints, or other traces of a living thing.

C Fossils prove that ancient animals looked just like animals on Earth today.

2. What do you call a scientist who studies fossils?

A a geologist

B a fossilologist

C a paleontologist

3. Why do scientists think ancient insects from the Carboniferous period were so huge?

A They ate a lot of lizards and frogs.

B They had no competition.

C There was more oxygen in the air.

4. Which of the following is NOT a division of geologic time?

A a year

B an era

C a period

5. Select one fossil animal from the article. Tell one way in which it is like its modern-day relative and one way in which it is different.

Assessment



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Possible answers: The giant frog’s skeleton looked like the skeleton of today’s Amazon horned frog, but it was three times bigger and 10 times heavier. The giant dragonfly hunted flying insects, like today’s dragonfly. It was so big, though, that it likely was slower and less agile. The giant penguin had wings that worked like flippers allowing it to dive deep, just like a modern penguin. It had a long spear-like beak. Today’s penguins have shorter beaks. The giant sloth ate leaves, just like today’s sloth’s. The giant sloth walked on its back legs. Today’s sloths mostly stay in trees and have weak back legs. Note: All the fossil animals were bigger than their modern-day relatives.

Summary• Desert ecosystems are found in many different

places on Earth, from the cold Poles to the hot areas surrounding the Equator.

• The climate in each desert region is unique. Deserts can be cold and windy, hot and sandy, or windy and rocky. These climates represent each area’s typical weather conditions and the extent to which those conditions vary over time.

• The one thing all desert regions have in common is the lack of rainfall. To be considered a desert, a region must receive less than 25 centimeters (10 inches) of rain or snow each year.


• understand that the one similarity among all deserts is the lack of precipitation;

• recognize that the climate in desert regions can vary greatly;

• integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably;

• determine the meaning of general academic and domain-specific words and phrases; and

• understand how to make connections to what they already know as they read.


Discovering Deserts: OverviewMaterials Needed• slips of paper (11 per student)

• index cards (2 per pair)

• slips of paper numbered 1-7 (1 per student)

• a paper bag

• access to texts and resources about deserts

• “Desert Dwellers” poster

• plain white paper (3 sheets per student)

• a stapler

• art supplies

Resources• Learn more about deserts:

▶ http://environment.nationalgeographic.com/ environment/habitats/desert-profile/

▶ http://pubs.usgs.gov/gip/deserts/what/

▶ http://www.bbc.co.uk/nature/habitats/Deserts_and_ xeric_shrublands#intro

• Learn more about desert climates: http://www.eoearth.org/article/Desert_biome

• View photos of desert animals: http://environment.nationalgeographic.com/environment/photos/desert-wildlife/#/military-sand-dragon_293_600x450.jpg

• Watch a video about the Sahara: http://www.bbc.co.uk/nature/habitats/Deserts_and_xeric_shrublands#p00ld2q1

Find the free Interactive Whiteboard lesson for this article at www.prometheanplanet.com/nationalgeographicexplorer

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http://environment.nationalgeographic.com/environment/habitats/desert-profile/

http://environment.nationalgeographic.com/environment/habitats/desert-profile/

http://pubs.usgs.gov/gip/deserts/what/

http://www.bbc.co.uk/nature/habitats/Deserts_and_xeric_shrublands#intro

http://www.bbc.co.uk/nature/habitats/Deserts_and_xeric_shrublands#intro

http://www.eoearth.org/article/Desert_biome

http://environment.nationalgeographic.com/environment/photos/desert-wildlife/#/military-sand-dragon_293_600x450.jpg



http://www.bbc.co.uk/nature/habitats/Deserts_and_xeric_shrublands#p00ld2q1

http://www.bbc.co.uk/nature/habitats/Deserts_and_xeric_shrublands#p00ld2q1

http://www.prometheanplanet.com/nationalgeographicexplorer

http://www.prometheanplanet.com/nationalgeographicexplorer

• A desert is defined as a region that receives less than 25 centimeters (10 inches) of rain or snow each year. This extreme environment affects what kind of plants and animals can live there.

• Deserts appear in dry areas that are created by global atmospheric circulation patterns. Because of this, deserts can occur at many longitudes, latitudes, or elevations on Earth.

• Desert climates can be:

▶ Hot and dry: In some areas, two belts of trade winds move toward the Equator. This results in the elimination of all cloud cover, allowing the sun to continuously heat the land. This results in hot, dry areas with little to no vegetation. Most of the world’s deserts, including the Sahara in Africa, are created in this way. Plant life includes ground-level shrubs and short woody trees. Most animals are nocturnal or live in burrows.

▶ Semiarid: These deserts, including the Gobi in northern China, are found far inland a great distance from any water source. They are mostly sunny and have a wide range of temperatures. Although rainfall is irregular and unpredictable, these deserts do get more moisture than hot, sandy deserts. Many plants here have spines or silvery or glossy leaves that allow them to reflect sunlight. Animals include reptiles, insects, and burrowing mammals.

▶ Coastal: Cold ocean currents running parallel to the coast help form these deserts, which are usually found on the western edges of continents near the Tropics of Cancer and Capricorn. As the seawater cools the air, it decreases its ability to hold moisture. Plants and animals found here have adaptations that allow them to overcome the heat and lack of water. Plants, for instance, may have extensive root systems close to the surface or fleshy, expandable leaves or stems. Animals may hibernate in burrows, remain in the larval stage, or remain dormant for extended periods of time. The Atacama, a coastal desert in South America, is the driest desert on Earth. It may only receive measurable rainfall— 1 millimeter or more—once every 20 years!


Discovering Deserts: Background▶ Cold: These deserts, found at the Poles, are not

only dry. They are also extremely cold, with high temperatures only reaching 10° Celsius. Rather than sand dunes, they have snow dunes. Antarctica is a large polar desert. Few plants and animals live here. Those that do are widely scattered.

• Deserts are formed by natural processes over many years, and their borders change as the climate changes. However, human activities such as farming and the grazing of livestock along desert borders are causing desert areas to expand. This process, known as desertification \di-zәr-tә-fә-’kā-shәn\, results in the transformation of grasslands to deserts, leading to drought and a change in local climate.

Fast Facts• Deserts cover about one-fifth of Earth’s land surface.

• More than 1 billion people live in desert regions.

• Only 10 percent of deserts are covered by sand dunes. Most desert surfaces are covered with loose gravel.

• Earth is not the only planet to have deserts. Except for its Poles, the entire surface of Mars is a desert. There may also be deserts on Venus.

Activate Prior KnowledgeWhat is a Desert?

1. Give each student a slip of paper. Then write the following sentence on the board: A desert is _____.

2. Give students 30 seconds to think of a word that completes the sentence and write it on their paper.

3. Have students share their responses with the class. As they do, ask them to explain why they chose the word they did to complete the sentence.

4. Then write this sentence on the board: All deserts are _____. Ask students which word or words they would use to complete the sentence. Write students’ responses on the board. Tell students that you will revisit the list after they have read the article.

VocabularyPutting Desert Words in Context

1. Display the Wordwise words on page 15 of the projectable edition. Have volunteers read aloud each vocabulary word and its definition. Discuss with students the meaning of each word. Invite volunteers to offer sentences that put the words in context.

2. Then give each student two slips of paper for each vocabulary word. Have each student write one true statement and one false statement about each word.

3. Divide the class into small groups. Have the students in each group combine their papers. Then, in their groups, have students read the statements one at a time. Tell them to discuss what each statement says and then sort the papers into piles of true and false statements. As each student’s responses are being read, tell that student to act as the judge and tell the group if the answers are right or wrong.

4. Regroup as a class. Invite the groups to share what they learned. Discuss any words that students still find difficult to understand.


Using Photos to Understand Word Meaning

1. Display the projectable edition for students. Draw students’ attention to the photos, one at a time, and have them describe what they see.

2. Write the vocabulary words on the board. Then revisit the photos. Challenge students to identify photos that, in some way, depict the meaning of each vocabulary word.

Pronunciation Challenge: Desertification

1. Write the word desertification on the board. Point out to students that this word is quite long and can be hard to pronounce. Ask students how they could figure out the correct pronunciation of the word. If necessary, remind them that a dictionary contains both definitions and guides to pronunciation.

2. Invite volunteers to look the word up in an online dictionary and listen to the pronunciation. Have them compare what they hear to the written pronunciation that they can see. \di-zәr-tә-fә-’kā-shәn\ Have each student practice the correct pronunciation with a partner.

ELL ConnectionMatching Words to Definitions

1. Assign each student a partner. Give each pair two index cards for each vocabulary word. Have them write the vocabulary word on one card and the definition on the other.

2. Tell students to shuffle their cards. Have them work with their partners to match each vocabulary word with its definition.

3. As an added challenge, have two groups combine their cards and place them face-down on a table. Have students play a memory game in which they create matching pairs of words and definitions.

Discovering Deserts: Prepare to Read

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Discovering Deserts: Reading and WritingExplore ReadingMake Connections to Recognize Deserts

1. Display the projectable edition for students. As you display each set of pages, have students examine the photos. Ask students what each photo reminds them of. Have they ever been to any places like this? Have they read about places like this? Have they ever read about any of the plants or animals that are shown? Invite volunteers to share what they know.

2. After viewing the entire article, ask students what the photos have in common. Guide them to understand that each photo shows a different type of desert.

What Is It Like in a Desert?

1. Write the question posed in the deck of the article’s opening page on the board: Are all deserts vast, bleak, and empty? If necessary, discuss with students what the words vast and bleak mean. Then have each student cast a vote on this question. Tally the total number of “yes” and “no” responses.

2. Divide the class into three groups. Assign each group one desert from the article: Antarctica, the Sahara, or the Gobi. Then have each student create a two-column chart. Tell them to label the first column “Yes” and the second column “No.”

3. Have students read the section about their desert. As they read, tell them to find evidence in the article that answers the question on the board. They are likely to recognize that the size of each desert indicates that deserts are vast. However, the landforms and plant and animal life mentioned in the article prove that all deserts are not necessarily bleak or empty. Have students record the information in their charts.

4. Give students time to read and record information. When they are finished, have students rejoin their desert groups. Tell them to compare their lists and combine the information they gathered. Challenge them to write a simple response that answers the question and explains why it is or is not true.

5. Regroup as a class. Have a spokesperson for each group deliver the group’s response. Then discuss the groups’ responses and have students recast their votes to the original question.

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Explore WritingWriting in Second Person

1. Prior to this activity, write the numbers 1 through 7 on separate slips of paper. Have one number for each student. Put the slips of paper in a bag.

2. Ask students if they notice anything different about the way the author wrote this article. Guide them to recognize how many times the author used the words you and your. Point out that the article is written in second person.

3. Explain the difference between first person (I), second person (you/your), and third person (he/she/it/they). Discuss how each approach changes the point of view of the article. Guide students to understand that using second person helps the author write the article from the reader’s point of view.

4. Bring out the bag. Have each student draw a number from the bag. Then, count off, assigning each student a number 1, 2, or 3.

5. Number the photos in the article. Have students write a short vignette about the photo that matches the number they drew. Tell them to write the vignette in first, second, or third person, based on the number they received when they counted off. Encourage students to use other texts to learn more about the setting in their photo and to flesh out their writing.

6. After students have written their vignettes, have those who wrote about each photo form a group to share their writing. Then regroup as a class. Discuss how changing the point of view affected both the writing and how the reader felt when reading about the topic.

Extend Language ArtsDesert Guessing Game

1. Point out the subhead of each section. Discuss how each title uses two words to describe a desert.

2. Have each student create a list with as many words as possible that describe each desert. Have them consult other texts for additional information and ideas.

3. When they are finished, have students read their lists to a partner. Have students guess which desert their partner is describing.


Explore ScienceDefining a Desert

1. Draw students’ attention to the list of words that you wrote on the board before reading the article. Remind them that these are the words that they suggested to complete the sentence: All deserts are _____.

2. Review the words with students. Have students use what they have learned about deserts to revise the list. Which words do they want to add? Which words should they delete?

3. Help students identify the one thing that all deserts have in common: All deserts are dry. They receive less than 25 centimeters of rain or snow per year.

Desert Animal Adaptations

1. Display the poster “Desert Dwellers” for students. Invite volunteers to read aloud the description of each animal.

2. Have students work with a partner to identify each animal’s adaptations and how those adaptations help the animal survive. Challenge students to identify the type of desert where each animal is found. Discuss as a class how and why the animals’ adaptations are well suited to the various climates.

The Desert Ecosystem

1. Give each student a copy of the Activity Master. As they read the article, tell students to record information about the climate, landscape, and plants and animals found in each desert mentioned in the article.

2. Tell students to conduct further research, using at least two more sources, to flesh out their findings.

3. When students have finished recording information, have them conclude how climate has impacted the landscape, plants, and animals found in each desert.

Create a Book About Deserts

1. Give each student three sheets of plain white paper. Have them align the papers and fold them in half horizontally. Staple the papers together at the spine.

2. Using information gathered on the Activity Master, have students create a book about deserts. It may be a nonfiction book aimed at their age group or younger students. Suggested guidelines:

▶ The opening page should identify the general characteristics of all deserts.

▶ There should be one section on each desert. Each section should tell about the climate, landscape, plants, and animals of that desert as well as any other interesting facts they have learned.

▶ The final section should summarize what they have learned about deserts.

▶ Each section should contain both writing and images (either drawings or photos).

3. Give students time to compile their books. Then host a book review with the class.

What Is Desertification?

1. Read aloud the definition of desertification. Then read aloud the paragraph about desertification on page 14.

2. Discuss with students what this term means. Have them make connections between this process and any environmental changes they know about or have seen.

Extend ScienceCompare and Contrast Deserts

1. Have students identify a desert not mentioned in the article. Using at least two outside resources, have students conduct research to learn about the landscape, climate, plants, and animals in this desert. Tell them to use the Activity Master as a guide.

2. Once students have completed their research, have them compare and contrast their deserts with the three deserts in the article.

Discovering Deserts: Science


Activity Master

Discovering Deserts Name:


Read the article. Record information about the climate, landscape, and plants and animals found in each desert. Use at least two other sources to find additional information. Then explain how climate has impacted each desert.


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Antarctica Sahara Gobi

Climate

Landscape

Plants and Animals

Conclusion: How does climate affect the landscape of and plants and animals found in this desert?


Activity Master





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Climate

Landscape

Plants and Animals




1. What is the one thing that all deserts have in common?

A They are hot.

B They are dry.

C They have sand.

2. Which of these describes the desert in Antarctica?

A cold and icy

B hot and sandy

C windy and rocky

3. Which of these deserts is the hottest?

A Antarctica

B Sahara

C Gobi

4. Which animal might you find in the Gobi?

A a snow leopard

B a fennec fox

C a springtail

5. Choose two of the deserts mentioned in the article. Compare and contrast them.

Assessment


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Name:

Activity Master

Discovering Deserts


Climate

cold; icy; windy; snowy; dry; no rain or snow in some parts for thousands of years; so cold snow doesn’t melt; whiteout blizzards

hot; temperatures over 50° Celsius; windy; less than 7.6 centimeters of rain per year; rain can evaporate before reaching ground

fierce winds; temperatures ranging from 38° Celsius to -29° Celsius; about 10 centimeters of rain and snow per year; semiarid; becoming drier over time

Landscape

snow piles up to form ice sheets up to 4 kilometers thick; patches of soil in some places

sandy; steep, golden sand dunes; rocky soil under the sand dunes; oases form where groundwater rises to the surface

covered by rocks; changing due to desertification

Plants and Animals

moss; fungi; penguins; springtails; bacteria; tiny flies called midges

grasses; peach trees; tall palm trees around an oasis; lizards; camels; jerboas; fennec foxes

desert grasses; Bactrian camels; snow leopards


Answers will vary but should mention that the landscape is covered with snow and ice. They should also note any ways that plants and animals have adapted to survive the cold, icy environment.

Answers will vary but should mention that lack of water has caused the landscape to be covered with sand and steep sand dunes. They should also note any ways that plants and animals have adapted to survive the hot, sandy environment.

Answers will vary but should mention that the climate is becoming drier, which is causing the desert to grow. They should also note any ways that plants and animals have adapted to survive the windy, rocky environment.




1. What is the one thing that all deserts have in common?

A They are hot.

B They are dry.

C They have sand.

2. Which of these describes the desert in Antarctica?

A cold and icy

B hot and sandy

C windy and rocky

3. Which of these deserts is the hottest?

A Antarctica

B Sahara

C Gobi

4. Which animal might you find in the Gobi?

A a snow leopard

B a fennec fox

C a springtail

5. Choose two of the deserts mentioned in the article. Compare and contrast them.


Assessment


Students should note that all deserts are alike in that they are very dry, receiving less than 25 centimeters of rain a year. For differences, they may note that Antarctica is cold, has thick sheets of ice, and penguins live there. The Sahara is scorching hot, has large sand dunes, and oases where animals gather. The Gobi is semiarid and very rocky. It is getting drier and growing due to desertification.

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Getting the Shot: OverviewSummary• Photographs can be a valuable tool for supporting

context and adding further meaning to a text.

• Although photographs of nature can be beautiful, getting the perfect shot can be challenging for the photographer.

• The right image can be as powerful—or even more so—than words.

• Photographers have a point of view and a purpose, both of which can be expressed in their photography.


• understand how photographs add to the meaning of an article;

• recognize the risks and rewards of nature photography;

• recognize key details and use them to identify the author’s purpose; and

• understand how to interpret the meaning of a photograph and why the photograph is important.

Materials Needed• Earthjustice interview with David Doubilet at: http://

earthjustice.org/blog/2011-november/stormy-waters-national-geographic-s-david-doubilet-part-i

• David Doubilet’s website at: http://daviddoubilet.com

• National Geographic’s “Frame What Matters” website at: http://www.framewhatmatters.org

• digital cameras

• access to video equipment (optional)

• paper and art supplies (optional)

Resources• Learn more about David Doubilet:

▶ http://daviddoubilet.com/about.asp

▶ http://ocean.nationalgeographic.com/ocean/take-action/ ocean-hero-david-doubilet/

• Watch a video about Doubilet’s experience as an underwater photographer: http://video.nationalgeographic.com/video/photography/photographers/underwater-photography-doubilet/

• Learn more about the ocean: http://oceanservice.noaa.gov/facts/

• Learn more about threats to the health of the ocean: http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/education_threats.html

http://earthjustice.org/blog/2011-november/stormy-waters-national-geographic-s-david-doubilet-part-i



http://daviddoubilet.com

http://www.framewhatmatters.org

http://daviddoubilet.com/about.asp

http://ocean.nationalgeographic.com/ocean/take-action/ocean-hero-david-doubilet/

http://ocean.nationalgeographic.com/ocean/take-action/ocean-hero-david-doubilet/

http://video.nationalgeographic.com/video/photography/photographers/underwater-photography-doubilet/

http://video.nationalgeographic.com/video/photography/photographers/underwater-photography-doubilet/

http://oceanservice.noaa.gov/facts/

http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/education_threats.html

http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/education_threats.html

• David Doubilet is an award-winning underwater photographer/photojournalist who began his professional career in his late teens. He shot his first assignment for National Geographic magazine in 1971 and has had nearly 70 articles published in the magazine since.

• The field of underwater photography was born in 1926 when Dr. William Longley and National Geographic staff photographer Charles Martin took a photo of a hogfish. It was the first underwater color photograph ever taken.

• In 1956, underwater photographer Luis Marden and the legendary French oceanographer Jacques Cousteau joined forces. Their efforts gave birth to the field of ocean exploration through photography. Successors in the field include Doubilet, who mastered the use of light to capture images of marine life. To learn more about milestones in underwater photography, go to: http://photography.nationalgeographic.com/photography/photos/milestones-underwater-photography/#/hogfish_1428_600x450.jpg.

• Today, photography provides a window into the world under the sea. Through photos, people can see ocean plants and animals in their natural habitats and learn how they live. Photos can also teach people about the many issues that are threatening our oceans, including overfishing, pollution, acidification, global warming, and habitat destruction. To learn more about these issues, go to: http://ocean.nationalgeographic.com/ocean/protect/.


Fast Facts • Oceans cover more than 71 percent of Earth’s surface

and contain 96.5 percent of its water.

• Of the 1.5 million known species on Earth, some 250,000 live in the ocean.

• When Doubilet shoots in the deep sea (in 46 meters of water), the water pressure is so great that he has only 15 minutes to actually take photos. After that, he must spend hours in a decompression chamber.

Getting the Shot: Background

http://photography.nationalgeographic.com/photography/photos/milestones-underwater-photography/#/hogfish_1428_600x450.jpg



http://ocean.nationalgeographic.com/ocean/protect/

http://ocean.nationalgeographic.com/ocean/protect/

Activate Prior KnowledgeInterpreting Photography

1. Display the projectable edition for students, and give students time to study each photo.

2. Discuss each photo. Ask: What does this photo show? What makes it special? Have students select their favorite photos and explain why they like them. Encourage them to share what they think the photographer hoped to communicate in each photo.

Explore ReadingIdentifying Author’s Purpose

1. Remind students that authors write for four key reasons: to persuade, to inform, to entertain, and to share a personal experience.

2. Give each student a copy of the Activity Master. Divide the class into four groups. Have each group read the article and then select what they think is the author’s purpose and write it in the middle circle. Tell them to write the details that support that purpose in the outer circles. Students may draw more circles for additional details.

3. Have the groups craft an argument explaining why theirs is the correct author’s purpose. Hold a debate to select the best author’s purpose for the article.

Analyzing Details to Support a Purpose

1. Ask students: Why would a photographer put himself or herself in potentially dangerous situations to take photos of ocean animals? Invite volunteers to share their thoughts.

2. Have students read the interview with David Doubilet at: http://earthjustice.org/blog/2011-november/stormy-waters-national-geographic-s-david-doubilet-part-i.

3. As a class, discuss Doubilet’s reasons for taking underwater photos. Guide students to understand that Doubilet’s ultimate goals are to raise awareness of ocean animals, to help conserve ocean habitats, and to inspire people to care about the planet.


4. Have students work with a partner to find details and examples from the article that support Doubilet’s mission. Then discuss whether or not students think Doubilet accomplishes these objectives through his photos.

Explore WritingWrite a Review of David Doubilet’s Work

1. Have students visit Doubilet’s website at: http://daviddoubilet.com. Tell them to click on Doubilet’s portfolio and review his work.

2. Tell students to pretend that David Doubilet is giving a presentation in their town. They are newspaper reporters and must cover the event. Have students write a review that describes Doubilet’s photos, expresses his passion for his work, and relates the ultimate purpose of ocean photography.

Create a Job Description

1. Point out to students that while underwater photography might be an exciting profession, it can also be challenging. Find examples in the article.

2. Have students conduct research to learn more about this profession. Have them write a job description and tell what kind of person would be good for this job.

Extend Language ArtsAnalyzing and Taking Photos that Matter

1. Tell students that there are many parts to a great photo including composition (angle, lighting, proximity, etc.), emotion, and purpose. Great photographers use these elements to tell a story. Discuss the importance of these elements in each photo in the article.

2. As homework, have students take photos of something that is important to them. Remind them to use the principles of good photography. Then go to http://www.framewhatmatters.org. Follow instructions on the screen, and submit the photos to National Geographic. You can also email them to Extreme Explorer.

Getting the Shot: Prepare to Read/Reading and Writing


Activity Master

Getting the Shot Name:

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Identifying Author’s Purpose

Choose the author’s purpose that you think fits this article. Write it in the middle circle. Then read the article. Find details that support that purpose, and write them in the outer circles. If you find extra details, make more circles.


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Explore ScienceLearning About Marine Animals

1. Assign each student a partner. Have the pairs select one animal from the article.

2. Tell students to conduct research on their animal. They should find: a description of the animal, where it lives, what it eats, potential threats to the animal, and actions people can take or are taking to help protect the animal. They should also find at least three photos of the animal in its natural environment.

3. When students have finished their research, have them create a short presentation. This may be a report, a slide show, or any other method that students think will effectively deliver their information.

4. Have students share their completed presentations with the class. Discuss with students ways in which this type of photography can contribute to science and to the awareness of challenges facing marine life.


Extend ScienceHelp Solve an Environmental Problem

1. Ask students to brainstorm examples of environmental problems they know about or have seen, such as littering. Guide them to understand that these problems occur everywhere, and they can have a huge impact on the world around us.

2. Have students identify an environmental problem that affects them directly. Tell them to take photos of the issue and investigate to uncover the cause of the problem and how it can be resolved.

3. Have students create a public awareness video or brochure about their local environment issue. You may want to do this as an individual project, in small groups, or as a whole-class campaign. When the project is complete, have students share their work with someone who can help resolve the problem.

Getting the Shot: Science


Activity Master


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Assessment


Read each question. Fill in the circle next to the correct answer.

1. Where does David Doubilet go to take photographs?

A zoos

B the ocean

C rain forests

2. According to Doubilet, which animal is the most dangerous to photograph?

A a shark

B a jelly

C a crocodile

3. Why does Doubilet say it is hard to take good photos of fish?

A Fish swim very fast.

B Fish are afraid of humans.

C Fish are hard to find in the ocean.

4. How did Doubilet get his famous shot of a parrotfish?

A He took the photo when the fish was asleep.

B He stood far away and used a powerful camera lens.

C He took the photo of the fish in an aquarium.

5. What does Doubilet do when he shares his photos?

A He shows people how to avoid sharks.

B He proves to people that all sea creatures are shy.

C He teaches people about ocean habitats.


Activity Master

Name:

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The middle circle should state the selected author’s purpose: to persuade, to inform, to entertain, or to share a personal experience. Content of the outer circles will vary depending upon the identified author’s purpose.

Getting the Shot

Read each question. Fill in the circle next to the correct answer.

1. Where does David Doubilet go to take photographs?

A zoos

B the ocean

C rain forests

2. According to Doubilet, which animal is the most dangerous to photograph?

A a shark

B a jelly

C a crocodile

3. Why does Doubilet say it is hard to take good photos of fish?

A Fish swim very fast.

B Fish are afraid of humans.

C Fish are hard to find in the ocean.

4. How did Doubilet get his famous shot of a parrotfish?

A He took the photo when the fish was asleep.

B He stood far away and used a powerful camera lens.

C He took the photo of the fish in an aquarium.

5. What does Doubilet do when he shares his photos?

A He shows people how to avoid sharks.

B He proves to people that all sea creatures are shy.

C He teaches people about ocean habitats.


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Assessment


Documents

EXPLORER · remains as the sediments turn into rock over time. • Fossils are an important tool for scientists. By studying fossils, scientists can learn many things about ancient