teacher’s guide—pioneer -...

TEACHER’S GUIDE—PIONEER

PIONEEr EdItION NGPIONEEr.OrG JaNuary–FEbruary 2013

http://www.ngpathfinder.org

Dear Educator:Happy New Year! This month, you and your students will fly to an island to find some of the weirdest, loudest, and most dazzling birds. Find out how these colorful birds live in their island paradise. Then you’ll put on your inventor’s cap and discover how the invention of some everyday objects changed the world. Finally, you’ll follow a scientist along an ancient river of ice. Her trek up a glacier will reveal how Earth is changing.

We’d love to take even more teachers and students on these adventures. It’s not too late! Your colleagues can take advantage of our new half-year subscription. Starting with this issue, they’ll get four issues per student, plus free teacher’s Guides, posters, projectable issue, and one free whiteboard lesson per issue.

In addition, it’s also not too late to subscribe to our new interactive edition, now’s the time to do it! This captivating version of the magazine includes: videos and audio; additional photos; interactive diagrams; an expanded glossary; and more.

We know this app will engage your students like never before in the full Explorer Experience. Now your students will be able not only to read about our amazing world, but to experience it as well.

If you haven’t done so already, we encourage you to visit ngpioneer.org to learn how to access a free sample. Find ordering information at NGSP.com, or by calling 888-915-3276.

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

Brenna MaloneyEditorNational Geographic [email protected]

January–February 2013

National Geographic Explorer, Pioneer January–February 2013

Standards in this IssueFancy Feathers(Teacher’s Guide pages T1-T7)

• All animals have external parts and structures that serve various functions in survival, behavior, and reproduction.

• Sometimes the differences in characteristics between individuals of the same species provide advantages in survival, finding mates, and reproduction.

Eureka!(Teacher’s Guide pages T8-T14)

• Designs can be conveyed through sketches, drawings, or physical models.

• People depend on various technologies in their lives; human life would be very different without technology.

• Over time, people’s needs and wants change, as do their demands for new and improved technologies.

Extreme Ice(Teacher’s Guide pages T15-T21)

• Water is found almost everywhere on Earth as ice, snow, and liquid water on land and in the ocean. Most fresh water is found in glaciers or underground.

• If Earth’s global mean temperature continues to rise, the lives of humans and other organisms will be affected in many different ways.

Look for these icons throughout the lesson:

Interactive Whiteboard Lesson (see www.prometheanplanet.com/

nationalgeographicexplorer) Look for parts of these activities in the free IWB lesson.

Projectable Edition (see ngpioneer.org)

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

Website (see ngpioneer.org) e-edition

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mailto:[email protected]

http://www.prometheanplanet.com/nationalgeographicexplorer




Summary• New Guinea is a tropical island north of Australia.

Its remote location has led to the development of birds with many unique adaptations.

• Birds on New Guinea and nearby islands have few natural predators and face little competition for food and space.

• Because their environment is relatively safe, many New Guinea birds have adapted in ways that make them stand out.

Learning ObjectivesStudents will:

• understand that most animal adaptations serve a purpose;

• understand that New Guinea’s remote location makes it possible for island birds to develop unique adaptations;

• recognize adaptations in various birds;

• understand how to use descriptive words and phrases to visualize when reading.

National Geographic Explorer, Pioneer Page T1 January–February 2013

Fancy Feathers: OverviewMaterials Needed• a map of New Guinea located at:

http://www.nationsonline.org/oneworld/map/google_map_papua.htm

• plain white paper (2 sheets per student)

• crayons, colored pencils, or markers

• nature video “Superb Bird of Paradise” at: http://video.pbs.org/video/1756843728

• access to the Internet or research materials

• poster board (1 sheet per group)

• slips of paper labeled “predator,” “prey that hides,” and “prey that shows off ” (1 slip per student)

• a variety of art supplies such as construction paper, pipe cleaners, scissors, glue, and glitter

• “Fine Feats” poster

Resources• Read about birds of paradise in National

Geographic: http://ngm.nationalgeographic.com/2012/12/birds-of-paradise/white-text

• Learn more about New Guinea: http://www.britannica.com/EBchecked/topic/411548/New-Guinea

• Learn more about New Guinea birds: http://wwf.panda.org/what_we_do/where_we_work/new_guinea_forests/area_forests_new_guinea/plants_animals_new_guinea_forests/birds_forests_new_guinea

• Learn more about birds of paradise: http://animals.nationalgeographic.com/animals/birds/bird-of-paradise

• See photos of different birds of paradise: http://ngm.nationalgeographic.com/2007/07/birds-of-paradise/laman-photography



http://video.pbs.org/video/1756843728

http://ngm.nationalgeographic.com/2012/12/birds-of-paradise/white-text

http://ngm.nationalgeographic.com/2012/12/birds-of-paradise/white-text

http://www.britannica.com/EBchecked/topic/411548/New-Guinea

http://www.britannica.com/EBchecked/topic/411548/New-Guinea

http://wwf.panda.org/what_we_do/where_we_work/new_guinea_forests/area_forests_new_guinea/plants_animals_new_guinea_forests/birds_forests_new_guinea



http://animals.nationalgeographic.com/animals/birds/bird-of-paradise

http://animals.nationalgeographic.com/animals/birds/bird-of-paradise

http://ngm.nationalgeographic.com/2007/07/birds-of-paradise/laman-photography

http://ngm.nationalgeographic.com/2007/07/birds-of-paradise/laman-photography

• New Guinea, the second largest island in the world, is located north of Australia and southeast of Asia. It lies just south of the Equator.

• New Guinea is divided by an unbroken chain of mountains, the highest of which reach above 4,000 meters (13,000 feet). Geography and a tropical climate lead to a rich variety of habitats—everything from glaciated summits and lowland rain forests to swampy plains and savannah grasslands.

• Because of the island’s remote location, its habitats are home to some of the world’s most diverse plant and animal populations. New Guinea covers less than 0.5 percent of Earth’s surface, but between 5 percent and 10 percent of all species live there.

• On New Guinea, there are few natural predators and there is little competition for food and space. Because of this, many of the birds of New Guinea have developed unique adaptations. These adaptations allow the birds to stand out instead of hide.

• The amazing birds that live on New Guinea include:

▶ Victoria crowned pigeon: At 74 centimeters (29.1 inches) tall, it is the world’s largest pigeon;

▶ kookaburra: This bird’s early morning call sounds like laughter; and

▶ feline owlet nightjar: This bird has whiskers like a cat’s.

• The Huli people are indigenous people who have lived in the central mountains of New Guinea for more than 1,000 years. Traditionally, Huli men hunt and Huli women gather plants and grow crops. Europeans first discovered the Huli in 1936. About 80,000 people speak the Huli language today.


Fast Facts• Colorful birds of paradise are related to crows and

ravens.

• It took photographer Tim Laman and ornithologist Edwin Scholes eight years to find and photograph all 39 species of birds of paradise.

• New Guinea is also home to some of the most unusual animals on Earth, including:

▶ a kangaroo that climbs trees;

▶ the Queen Alexandra’s birdwing, the world’s largest butterfly;

▶ prickly echidnas, one of the world’s few egg-laying mammals.

• Male cassowaries incubate the eggs and raise the chicks.

Fancy Feathers: Background

Activate Prior KnowledgeReview Adaptations

1. Invite a volunteer to define the term adaptation. If necessary, remind students that an adaptation is a behavior or body part that helps an animal survive.

2. Divide the class into small groups. Give each group five minutes to list as many animals and their adaptations as possible.

3. Allow each group to share its ideas. Then ask students to summarize reasons why animals have adaptations. (Possible reasons: to hide from predators; to get food more easily; to survive in a specific environment, etc.) List the reasons on the board.

4. Then have students flip through the article in their magazines and examine the photos. Ask students to identify any adaptations that they see. Then discuss if the adaptations they see fit into the categories they named.

5. Tell students that they will be reading an article about birds found on New Guinea and nearby islands. These birds have some very unique adaptations. Tell students they will discover what those adaptations are and why the birds have adapted in this way as they read the article.

Location Is Everything

1. Prior to this activity, access a map of New Guinea at: http://www.nationsonline.org/oneworld/map/google_map_papua.htm

2. Ask students if they know where the island of New Guinea is located. Allow volunteers to share their ideas.

3. Show students the close-up image of the map. Have them describe what they see. Then click the minus sign on the sizing tool a few times to pull back from the map. Have students discuss New Guinea’s location in relation to other area landmasses. Point out the distance to Australia and the vast amount of water surrounding the island.

4. Discuss with students how the island’s location away from other land could be linked to animals with special adaptations.


VocabularyCompetition as a Relationship

1. Display the Wordwise words on page 9 of the projectable edition. Invite a volunteer to read aloud the definition of competition.

2. Point out that the definition describes competition as a relationship. Invite volunteers to explain how this can be correct. (Possible response: A relationship is a connection between two things. In a competition, two things are connected as they compete for the same things.)

3. Have students identify other types of relationships that exist between animals, such as predator and prey. Discuss with students the roles in each of these relationships and how they are connected.

Fancy Feathers: Prepare to Read

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Fancy Feathers: Reading and Writing

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Explore ReadingVisualizing the Birds of New Guinea

1. Ask students what it means to visualize. Ask what, besides pictures, can help them visualize as they read. Point out that everything they read contains descriptive words and phrases, which they can use to create a movie in their heads of what they are reading.

2. Create a 3-column chart like the one below on the board. Tell students they will fill in the chart as you read aloud the introduction to the article.

What It Looks Like

What It Sounds Like

What It Does

3. Divide the class into groups. Have students close their magazines. Tell them to jot down words or phrases they hear that describe the bird in the introduction.

4. Read aloud, stopping after each paragraph to record students’ ideas on the master chart. After you have finished reading the introduction, display page 4 of the projectable edition. Have groups compare the information they collected with the photo of the bird on the page.

5. Then give each student a copy of the Activity Master on page T6. Have students read the article in their small groups. Tell them to look for descriptive language as they read that tells what the birds in the article look like and what they do. Have students record the information and share their findings with another group.

Explore WritingDrawing Descriptive Images

1. Prior to this activity, access the video about the superb bird of paradise at: http://video.pbs.org/video/1756843728

2. After students have read the article, have them revisit the section entitled “Flight of Fancy.”

3. Give each student a sheet of plain white paper and access to crayons or colored pencils. Tell them to use the information about the superb bird of paradise to draw a picture showing what they think this bird looks like when it is showing off.

4. Have students compare their drawings in small groups, pointing out how the descriptive language from the text helped them draw their pictures.

5. Then show students the video. Invite students to come up with their own descriptive words and phrases to describe what they see in the video.

Using Alliteration to Describe

1. Have students revisit pages 2-3 of the article. Invite a volunteer to read aloud the headline and deck.

2. Ask students if they notice any patterns in the text. Explain that the writer used alliteration, or repeating sounds, to make the headline and deck interesting, lively, and noticeable—just like the birds in the article.

3. Divide the class into small groups. Challenge each group to use alliteration to write a new headline and deck for the article.

Extend Language ArtsDescribing New Guinea Birds

1. Display the poster “Fine Feats.” Explain to students that this poster tells about more amazing birds that live on New Guinea.

2. Have students describe each bird. Then invite volunteers to read aloud the captions. Discuss what makes each of these birds’ adaptations unique.

Activity Master, page T6

Design:

Please insert the correct Activity Master.

Activity Master

Fancy Feathers Name:

Visualizing the Birds of New Guinea

As you read the article, look for descriptive words and phrases about each bird. Record what these bird look like and what they do.

National Geographic Explorer, Pathfinder PageT6 January–February2013

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Bird Name What It Looks Like What It Does

Wilson’s bird of paradise

ribbon-tailed astrapia

superb bird of paradise

king bird of paradise

bowerbird

pygmy parrot

cassowary

pitohui



Explore ScienceRelationships in Nature

1. Prior to this activity, prepare slips of paper that say “predator,” “prey that hides,” or “prey that shows off.” Create one “predator” slip for every five “prey” slips.

2. Review the terms predator and prey. Invite a volunteer to explain how the predator/prey relationship works.

3. If possible, take students to a gym or outdoor area. Give each student a slip of paper. Tell them to act like the type of animal listed on their papers. A predator “catches” prey by lightly tagging another student.

4. Play the game twice, each time for two minutes. After the first game, have students analyze and discuss their results. If you wanted to survive the game, was it better to be prey that hid or prey that showed off?

5. For the second game, tell “predators” that they should now act like show-off birds that are looking for other birds. After the game, have students analyze their results. Considering that the captor was another bird rather than a predator, was it good or bad to be captured in this version of the game?

6. Help students make the connection that in an area with few predators, such as New Guinea, birds have adapted so that they will be easily noticed by other birds. Being “captured” by another bird leads to survival of the species.

Blending In or Standing Out

1. Give each student a piece of plain white paper and access to crayons or colored pencils. Have students decorate their papers so they blend in with or stand out from the background somewhere in the room.

2. Post finished designs around the classroom. Then give students three minutes to search for the designs. Analyze the results. Which designs were easiest to find? Which were the hardest? Are any designs still hidden?


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3. Ask students how this activity is connected to the bold adaptations of New Guinea birds. (The birds’ physical and behavioral adaptations make them easy to spot.) Point out that the birds of New Guinea were able to develop these unique adaptations for two main reasons: lack of predators and lack of competition for food and space. Discuss reasons why these conditions could lead to the birds’ dramatic looks, sounds, and behaviors. If necessary, remind students that the flashiest designs were the first to be found.

Extend ScienceDesigning Unique Birds

1. Tell students that they are going to create a bird with unique physical and behavioral characteristics. Give students access to a variety of art supplies such as construction paper, pipe cleaners, scissors, glue, and glitter to create their birds.

2. When students’ designs are complete, have them write a short description telling how their bird acts. Invite volunteers to share their designs and descriptions with the class.

Explore Social StudiesWho Are the Huli People?

1. Display page 7 of the projectable edition. Tell students to examine the photograph in the sidebar. How would they describe these people?

2. Invite a volunteer to read aloud the sidebar. Discuss the Huli people and their connection to birds of paradise.

3. Have students work in small groups to find out more about the Huli people. If you wish, assign each group one topic, such as food, clothing, homes, history, etc.

4. Give groups time to research their topic. Then, using a variety of art materials, have each group create a model of something they learned about when studying the Huli people. For example, groups could use feathers to create a ceremonial headdress or they could build a Huli home.

5. Have groups present their models to the class.

Fancy Feathers: Science and Social Studies

Activity Master


The Birds of New Guinea

As you read the article, look for descriptive words and phrases about each bird. Record what these birds look like and what they do in the

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bowerbird

cassowary

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. Where do the birds in the article live?

A New Guinea

B New York

C New Zealand

2. What is one reason these birds have such unique adaptations?

A They must hide.

B They don’t need to hide

C They need to get food.

3. Which word best describes birds of paradise?

A plain

B flashy

C common

4. Which bird in the article builds amazing nests?

A a cassowary

B a pitohui

C a bowerbird

5. Choose one bird from the article. Describe its adaptations. Then explain how its habitat and its adaptations are connected.

Activity Master


National Geographic Explorer, Pioneer PageT6A January–February2013

The Birds of New Guinea

As you read the article, look for descriptive words and phrases about each bird. Record what these birds look like and what they do in the

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bowerbird

cassowary

bright blue head; red and yellow back feathers; green chest feathers; two curly tail feathers

fans out its neck feathers; rustles its chest feathers; hops and twists back and forth; shakes its tail feathers

black; two spots of shiny blue feathers that look like eyes; blue feathers that form an oval that looks like a grinning mouth

neck feathers flip over its head; blue feathers appear; hops around; snaps tail feathers with loud click; shows off feathers

(as seen in photo) red head, white stomach, reddish-brown wings

flaps wings and screams; flips tail feathers over its head and waves them; digs toes into branch; hangs upside down, stiffens body, swings back and forth

brown; not fancy collects sticks and twigs; leans them against tree trunk, making towering teepee; collects items to pile in front of nest; struts and calls out to attract other birds

huge; can grow to 1.7 meters (5.6 feet) tall; shaggy black feathers; blue head; big horn on its head

can’t fly; shy; booming call; runs up to 50 kilometers (31 miles) per hour; if threatened, fluffs feathers, hisses, and kicks with sharp claws

Assessment


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1. Where do the birds in the article live?

A New Guinea

B New York

C New Zealand

2. What is one reason these birds have such unique adaptations?

A They must hide.

B They don’t need to hide

C They need to get food.

3. Which word best describes birds of paradise?

A plain

B flashy

C common

4. Which bird in the article builds amazing nests?

A cassowary

B pitohui

C bowerbird

5. Choose one bird from the article. Describe its adaptations. Then explain how its habitat and its adaptations are connected.

Descriptions of adaptations will vary. Answers should incorporate the ideas of few predators

and little need to compete for food or space.

Summary• An invention can be an original device, system, or

process. It can also be an improvement on something that currently exists.

• If an invention is unwanted or does not meet a need, it will not succeed.

• People’s wants and needs are constantly changing. New technologies and products are created to meet these changing needs.


• understand that inventors define problems and design solutions. In doing this, they develop and test models and analyze and interpret data;

• recognize that many inventions have changed the way we live;

• synthesize information by combining existing knowledge with new information to form new ideas.


Eureka: Overview

Materials Needed• plain white paper (3 sheets per group)

• drawing supplies

• a variety of supplies to build invention prototypes (You may wish to have students bring supplies from home.)

Resources• Visit the Lemelson Center for the Study of Invention

and Innovation: http://invention.smithsonian.org/home

• Play games and have fun learning about inventions: http://www.inventivekids.com/games.html

http://invention.smithsonian.org/home

http://www.inventivekids.com/games.html

• As outlined in this article, people create inventions in many different ways:

▶ An invention can be a sudden good idea.

▶ It can be achieved through many trials.

▶ An invention may be an improvement on something that already exists.

▶ An invention can simply be the result of an accident.

• Some inventions helped changed the world. For example:

▶ The wheel made it possible for people to create the cart and other primitive forms of transportation.

▶ With boats, people were able to travel on water and explore new lands.

▶ The steam engine, which was at the center of the industrial revolution, made boat and train travel faster and more reliable. This had a huge impact on how and where goods and services could be delivered.

▶ The invention of the internal combustion engine made modern automobiles a possibility. Easy travel shifted population centers. The dependency on petroleum shifted global power.

▶ Airplanes made it possible for people to travel long distances, leading to increased globalization.


Eureka: BackgroundFast Facts• Chester Greenwood, who invented earmuffs at

the age of 15, specialized in creating products that helped people complete hard tasks more simply and comfortably. Among his other inventions were: the wide-bottom kettle, a spring steel rake, a shock absorber that led to modern airplane-landing gear, a new type of spark plug, and a folding bed.

• Garrett Morgan had a reputation for fixing things. In 1916, he made national news when, wearing a gas mask of his design, he rescued 32 people who were trapped after an explosion in an underground tunnel 76 meters (250 feet) below Lake Erie. Morgan’s gas mask became a mainstay in fire departments around the country. Soldiers in the U.S. Army used a version of his gas mask in World War I. Morgan also patented his own sewing machine and a T-shape traffic light.

• When Margaret Knight was only 12 years old, she saw an accident at a textile mill. She then invented a device that would automatically stop the machines if something got caught in them. Knight—most famous for inventing a machine to cut, fold, and paste paper bags—went on to receive 26 patents for an array of inventions including: a window frame and sash, machinery for cutting shoe soles, improvements to internal combustion engines, and a rotary engine.

• In 2011, the U.S. Patent and Trademark Office received 535,188 patent applications. Fifty-one percent of those patent applications were granted.

Activate Prior KnowledgeWhat Is an Invention?

1. Tell students that they are about to read an article about inventions. Ask students to name famous inventions they know about.

2. Ask students if they know how the people who created these inventions came up with their ideas. If so, allow students to share their ideas.

3. Point out that inventions are created in many different ways. Some inventors have a sudden good idea. Some improve upon something that already exists, and others go through a meticulous process of trial and error. Some inventors even find their creations by accident. Tell students they will learn about inventions that came about in each of these ways as they read the article.

The Importance of Inventions

1. Invite students to think of an invention that almost everyone uses, such as the telephone. Ask students to imagine what the world would be like if that invention suddenly disappeared.

2. Point out that many inventions are created to fill a need. Invite students to identify some inventions and the need they fill. Discuss what happens to inventions that do not successfully fill a need.


VocabularyDefining the Process of Invention

1. Have students turn to the Wordwise vocabulary on page 15 of the article.

2. Invite volunteers to read aloud each vocabulary word and its definition. Ask students how these words are connected. Guide students to understand that the words provide the steps in the process of invention.

3. Divide the class into small groups. Give each group a piece of plain white paper. Have each group create a step-by-step list, using the vocabulary words, that shows the process of invention.

4. Have groups share their finished lists with the class.

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Eureka: Reading and WritingExplore ReadingSynthesizing Information About Inventions

1. Divide the class into small groups. Assign each group one invention from the article. Tell students to read the section in their groups. As they do, they should identify the invention, what they know about it, the need it fills, and how the inventor came up with the idea for the invention.

2. Create a chart like the one below on the board. Have each group create a similar chart to record their ideas.

The Invention

What I Know

About the Invention

The Need It Filled

The Invention Process

What I Learned About Inventions:

3. When groups have finished reading their sections, have them synthesize what they learned about inventions.

4. Read the article together as a class. After each section, stop and have the groups share with the class their ideas about the invention they explored.

Explore WritingCreate an Advertisement

1. Tell students to select one invention mentioned in the article. Working in small groups, have them draw a simple advertisement explaining how that invention will change the world.

2. Have students share their advertisements with the class.

Extend Language ArtsInterview an Inventor

1. Ask students what happens during an interview. Guide them to understand that during an interview, the reporter, or the person conducting the interview, asks questions. Each of these questions has a point. The reporter is getting important information about something to tell a story.

2. Tell students that, as a class, they are going to come up with questions that a reporter might ask during an interview with one inventor from the article.

3. Have students vote on which inventor they would like the class to interview. Once an inventor is selected, solicit ideas for questions that students would like to ask the inventor. Write students’ questions on the board.

4. When you are finished, have students read the information about the inventor in small groups. Have them try to find answers to some of the questions.

5. If you would like, invite volunteers to act out the interview for the class.


Explore STEM and Social StudiesOutlining the Engineering Process 1. Just as scientists follow the scientific process, inventors follow the engineering process to develop their inventions. List the steps and discuss what each one means. The key steps in the engineering process include:

▶ defining a problem;

▶ designing a solution;

▶ developing and testing models;

▶ and analyzing and interpreting data.

2. Divide the class into small groups. Create a chart like the one below on the board, and have each group make a copy of the chart.

Invention:Define

ProblemDesign

SolutionDevelop and Test Model

Analyze and

Interpret Data

3. Have each group choose one invention from the article. Tell them to outline and record how the inventor would have progressed through the steps of the engineering process while creating and perfecting this invention.

4. After the groups have completed the chart, give each student a copy of the Activity Master on page T13. Tell them to imagine that they are one of the inventors from the article. Have them create an inventor’s notebook recording their thoughts during each step of the invention process.

Extend STEM and Social StudiesCreate an Invention1. Divide the class into small groups. Tell students that

each group should identify a problem and brainstorm ideas to create an invention that would provide a solution to that problem.

2. Once groups have their ideas, have them draw or build a prototype of their inventions. Provide paper and drawing materials along with a variety of supplies to build students’ prototypes. You may wish to have students bring additional supplies from home.

3. Have groups present their finished prototypes to the class. Tell them they must explain what their invention is, how it works, why it works, and how it addresses a need.

Eureka: STEM and Social Studies



Activity Master

Eureka! Name:

The Engineering Process

Imagine that you are one of the inventors in the article. Record your thoughts as you move through the engineering process.

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MyInvention:

MyExperience:

WhatIObserved:

MyIdeasforHowtoAddresstheProblem:

HowtheInventionWorks:

Activity Master

Eureka! Name:

Inventor’s Notebook

Imagine that you are one of the inventors in the article. Record your thoughts as you move through the engineering process.


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MyInvention:

MyExperience:

WhatIObserved:

MyIdeasforHowtoAddresstheProblem:

HowtheInventionWorks:



1. What is an invention?

A an object, an idea, a way of doing something

B an early model of something

C a small object that represents another object

2. Which of the following statements is true?

A An invention is always a new product.

B All inventions are successful.

C Sometimes an invention is created by accident.

3. Why are new inventions important?

A People break old things.

B People’s needs change.

C People are bored.

4. Why would an inventor want a patent?

A A patent guarantees that people will buy the invention.

B A patent gives the inventor rights to be the only one to make, use, or sell the invention.

C A patent tells the inventor how to build and sell their invention.

5. Choose one invention mentioned in the article. Tell how that invention changed the world.

Assessment

Eureka! Name:

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Assessment

Eureka! Name:

Answers will vary depending upon the invention selected.


1. What is an invention?

A an object, an idea, a way of doing something

B an early model of something

C a small object that represents another object

2. Which of the following statements is true?

A An invention is always a new product.

B All inventions are successful.

C Sometimes an invention is created by accident.

3. Why are new inventions important?

A People break old things.

B People’s needs change.

C People are bored.

4. Why would an inventor want a patent?

A A patent guarantees that people will buy the invention.

B A patent gives the inventor rights to be the only one to make, use, or sell the invention.

C A patent tells the inventor how to build and sell their invention.

5. Choose one invention mentioned in the article. Tell how that invention changed the world. ©

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Extreme Ice: OverviewSummary• Glaciers are huge rivers of ice that move slowly over

Earth’s surface.

• When glaciers move, they change the shape of the land.

• Many of Earth’s glaciers are shrinking.


• understand what glaciers are and how they impact Earth’s surface;

• recognize that animals and people depend upon glaciers for many reasons;

• understand why many of Earth’s glaciers are shrinking;

• understand how to ask questions and look for answers while reading.

Materials Needed• photos of an ice cube, a bulldozer, and a river

• plain white paper (several sheets per pair)

• art materials such as construction paper, markers, colored pencils, and scissors

• a stapler

• a bowl

• finely shaved ice

• a glove (optional)

• PBS video “Fastest Glaciers” at: http://www.pbs.org/wgbh/nova/earth/fastest-glacier.html

• “River of Ice” poster

Resources• Watch a cartoon about how glaciers form:

http://magma.nationalgeographic.com/ngexplorer/0501/quickflicks

• Learn more about glaciers: http://nsidc.org/cryosphere/glaciers/index.html

• Learn about animals that live on, in, or near glaciers: ▶ http://glacierbay.org/wildlife.html

▶ http://www-es.s.chiba-u.ac.jp/~takeuchi/glanimals.html

e-edition

webFind free interactive whiteboard lessons for this article at

www.prometheanplanet.com/nationalgeographicexplorer

http://www.pbs.org/wgbh/nova/earth/fastest-glacier.html



http://nsidc.org/cryosphere/glaciers/index.html

http://glacierbay.org/wildlife.html

http://www-es.s.chiba-u.ac.jp/~takeuchi/glanimals.html



• A glacier is an ancient river of ice that moves slowly over Earth’s surface. Key parts of a glacier include:

▶ crevasse: a deep crack in the ice;▶ terminus: the end point of a glacier; and▶ iceberg: a floating piece of ice that has broken off

from a glacier.

• Most of Earth’s glaciers are located in mountainous areas or polar regions. The majority of glacial ice is found in Antarctica and Greenland. However, glaciers are found on nearly every continent.

• Glaciers transport material as they move. As they dump this material, they form tall ridges called moraines. Glaciers also sculpt the land beneath them. Ice erodes the land, creating shapes such as cirques, which are bowl-shape hollows found in mountainsides.

• A glacier ecosystem is full of life. Animals that live on, in, or near glaciers include: whales, seals, fish, birds, and worms. Scientists have even discovered microorganisms living below the ice that survive without light or oxygen.

• Currently, about 10 percent of Earth’s surface is covered by glacial ice. About 75 percent of the world’s freshwater supply is found in glaciers.


Fast Facts• Despite the fact that they are composed of ice, glaciers

can occur at or near the Equator in locations that have very high altitudes. Glaciers are found in the mountains of Ecuador, Kenya, Uganda, and New Guinea.

• Antarctic ice shelves may calve icebergs that are over 80 kilometers (50 miles) long.

• If all land ice melted, sea level would rise approximately 70 meters (230 feet) worldwide.

• Almost 90 percent of an iceberg is below water—only about 10 percent shows above water.

• Glacier ice crystals can grow to be as large as baseballs.

Extreme Ice: Background

Activate Prior KnowledgeIdentifying Characteristics of Glaciers

1. Prior to this activity, collect photos of an ice cube, a bulldozer, and a river.

2. Write the following sentences on the board:

▶ Glaciers are made of _____.▶ Glaciers push the ground like a _____.▶ Glaciers flow like a _____.

3. Ask students to complete the sentences. Then display the photos, one at a time. Ask students how each of these objects is related to a glacier. Have students try again to complete the sentences on the board.

4. Invite students to share other facts they know about glaciers.


VocabularyUnderstanding Glacier Words

1. Display the Wordwise vocabulary on page 23 of the article. Have students take out a piece of paper and write down each of the vocabulary words.

2. Ask students if they know what these words mean. Invite volunteers to read aloud the definitions and have students write the definitions on their papers.

3. Write the words crevasse, terminus, and iceberg on the board. Have students write the words on their papers.

4. Ask students if they have ever heard of any of these words. Invite volunteers to share their ideas. Tell students that each of these terms describes a part of a glacier.

5. Display the “River of Ice” poster. Draw students’ attention to the photo of the crevasse. Invite a volunteer to read aloud the caption. Guide students to understand that a another word for crevasse is crack. Have students write the definition for crevasse on their papers.

6. Repeat with the words terminus and iceberg. Guide students to understand that the word terminus means “end” and an iceberg is a large chunk of ice. Have students write the definitions on their papers.

Extreme Ice: Prepare to Read

e-edition

web

Explore ReadingAsk and Answer Questions

1. Divide the class into small groups. Tell students to make a list of questions they have about glaciers. Have them flip through the article to generate questions. Tell students that they can look at the photos and read the captions and subheads for inspiration, but they should not read the article until they have completed their list of questions.

2. Once students’ lists are complete, have them read the article in their groups. Challenge them to find answers to each of their questions as they read.

3. After all groups have finished, have each group share one thing they learned about glaciers. If any questions remain unanswered, have students conduct research to find the answers and report their findings to the class.

Explore WritingCreate a Book About Glaciers

1. Divide the class into pairs. Have each pair pick three key questions they have about glaciers. Tell them to use the information in the article to write answers.

2. Tell students to use their questions and answers to create a short book about glaciers. The books should present the information in an engaging manner and contain accurate illustrations about each point.

3. Give each pair several sheets of paper and access to art materials such as construction paper, markers, colored pencils, and scissors. Give students time to complete their books. Staple each book when they are finished.

4. Have the pairs share their books with the class.


Extend Language ArtsWrite a Newspaper Article

1. Ask students to compare a magazine article and a newspaper article. Point out that magazine articles tend to be longer and contain more description. Many newspaper articles stick to the basic questions: who, what, where, when, why, and how.

2. Tell students that they just read a magazine article. Now they are going to use the information it contains to write a newspaper article about Michele Koppes, the glaciologist at the center of the article, and her research trip.

3. Divide the class into small groups. Give the groups time to compile facts and craft their article. Remind them to answer the basic questions, or the 5 Ws and the H.

4. Invite volunteers to share their finished articles with the class.

Extreme Ice: Reading and Writing

Explore ScienceHow Do Glaciers Form and Flow?

1. Gather a bowl and a cup of finely shaved ice.

2. Demonstrate the formation of a glacier. Pour a small amount of ice shavings into the bowl. Tell students that the ice shavings represent snow.

3. Have a volunteer press down on the shavings until they freeze and form a solid sheet of ice. (The volunteer may wish to wear a glove.) Show the rest of the class what happened. Then ask a second volunteer to pour more ice shavings into the bowl and press again. Show students the new layer of ice.

4. Have students explain that as layers of snow on a glacier pile up, pressure from their weight turns the snow into ice. The pressure of a hand did the same thing to the layers of ice shavings in the bowl.

5. Display the poster, “River of Ice.” Point out Step 1 in the diagram on the right-hand side of the poster. Help students make the connection between the layering of the ice shavings and the first step on the poster.

6. Walk students through the remaining steps on the poster to learn more about how glaciers form and flow. As you do, help students make connections between glacier formation and movement and the vocabulary words on the left-hand side of the poster.

How Glaciers Impact Land

1. Tell students that there are two main types of glaciers—sheets of ice and mountain glaciers. Explain that each type of glacier impacts land differently.

2. Divide the class into small groups. Give each student a copy of the Activity Master on page T20. Tell students to scan the article to learn what sheets of ice and mountain glaciers look like and how they impact the land. Have them draw a picture of each type of glacier.

3. Invite volunteers to share their findings with the class.


Explore ScienceHuman Impact on Glaciers

1. Review with students the information on page 22 of the article (“Shrinking Ice” and “Melting Glaciers” sections). Then have students watch the video, “Fastest Glacier,” at: http://www.pbs.org/wgbh/nova/earth/fastest-glacier.html

2. Have students discuss the video and the consequences of climate change on glaciers. Then have them identify further cause-and-effect relationships by exploring what causes climate change and the long-term impact of glacial melting.

Extend ScienceDocumenting Changes in Glaciers

1. Divide the class into small groups. Have each group identify one glacier and conduct research to determine how that glacier has changed over time.

2. Tell students to draw before and after pictures to show how much the glacier has changed. Remind them to include the dates.

3. Then have students write one or two paragraphs describing how the glacier has changed and the impact of this shrinking glacier on the surrounding ecosystem.

4. Have groups present their reports to the class.

Extreme Ice: Science


Design

Please insert an image of the correct Activity Master.

National Geographic Explorer, Pathfinder PageT20 January–February 2013

Activity Master

Extreme Ice Name:

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How Glaciers Change LandScan the article to learn more aabout two types of glaciers. Record your answers. Then draw a picture of each.

icecaps

Whatdoesitlooklike?Howdoesitchangeland?Illustration

mountainglaciers



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Assessment

Extreme Ice Name:

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

1. Which phrase best describes a glacier?

A a block of ice

B a river of ice

C a stream of water

2. What is the end of a glacier called?

A a crevasse

B an iceberg

C a terminus

3. Which continent does not have any glaciers?

A Africa

B Asia

C Australia

4. Which animal lives inside the ice of a glacier?

A an ice worm

B a seabird

C a pika

5. What is one reason many of the world’s glaciers are melting?

A Glaciers contain too much fresh water.

B Earth’s atmosphere is getting warmer.

C Glaciers are changing Earth’s surface.

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the

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©2

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Assessment

Extreme Ice Name:

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

1. Which phrase best describes a glacier?

A a block of ice

B a river of ice

C a stream of water

2. What is the end of a glacier called?

A a crevasse

B an iceberg

C a terminus

3. Which continent does not have any glaciers?

A Africa

B Asia

C Australia

4. Which animal lives inside the ice of a glacier?

A an ice worm

B a seabird

C a pika

5. What is one reason many of the world’s glaciers are melting?

A Glaciers contain too much fresh water.

B Earth’s atmosphere is getting warmer.

C Glaciers are changing Earth’s surface.

teacher’s guide—pioneer -...

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