TEACHER'S GUIDE Adventurer Vol. 16 No. 3

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TEACHER'S GUIDEAdventurerVol. 16 No. 3In This GuideThis guide contains languagearts and science lessons forarticles in this issue of ExplorerAdventurer.Explorer MagazineExplorer classroom magazinesare specifically written foreach grade, 2-5. Throughgreat storytelling and stunningphotographs, the Explorermagazines develop literacyskills and teach standardsbased science content.The Explorer magazines striveto offer a variety of readingexperiences for students withdifferent ability levels in thesame class. Thus, all articleshave been measured using theLexile Framework for Reading.Some articles will be easier toread than others, but all articlesin Explorer Adventurer will bewithin the 520-950L range.Explorer is part of NationalGeographic Explorer's Educationprogram. For more resources,visit the "For Teachers" tab onExplorer's website, natgeo.org/explorermag-resources.Your Subscription Includes: Magazines Classroom Posters P rojectable Magazine Interactive Whiteboard Lesson Teacher’s Guide App (additional subscription required)National Geographic Explorer, AdventurerPage 1Vol. 16 No. 3

ExplorerWandering WaysLANGUAGE ARTS610LObjectivesREAD Students will predict definitions and then writesentences to better understand unfamiliar words. Students will interpret and explain informationvisually, orally, and quantitatively to quicklyanswer questions about the text.Inform students that the purpose of this article is tointroduce them to different nomadic cultures foundacross the world. Discuss what a nomadic culture is.Resources Vocabulary Assessment Master (page 6) Language Arts Assessment Master (page 7)Summary The article “Wandering Ways” introduces studentsto three nomadic tribes across the world andexplores how they live.BUILD VOCABULARY AND CONCEPTS nomad trade traditionGive each student a copy of the VocabularyAssessment Master. Point out to students that theymay have heard some or all of these words before.Using that background knowledge as a base,instruct students to predict and write a definition foreach word. Then have them write a sentence usingeach word, based on the definitions they wrote.Display the Wordwise feature on page 9 of theprojectable magazine. Review the definitions as aclass. Have students add these definitions to theirworksheets. Instruct them to write new sentences,using each word as it is defined in the article.Display pages 2-3 of the projectable magazine. Tellstudents to look at the photo. Say: When people read,they usually focus on the words. But photos can tellyou a lot, too. For example, when I look at this photo, Iknow that this person lives in a desert. He uses camelsto carry his things. Ask: What else can you learn bylooking at the photo? Encourage students to sharetheir ideas.Then pose one more question to the class. Ask:Where do you think this person lives? Invite volunteersto answer the question. Then zoom in on the mapof Africa at the bottom of the page. Point out tothe class that you might have been able to answerthis question by reading the text. But that wasn'tnecessary in this case. All you had to do waslook at the map. Say: Many times, readers can getinformation from photos, captions, diagrams, andother text elements in an article. That information canquickly answer some of the questions they have.Give each student a copy of the Language ArtsAssessment Master. Review the questions on theworksheet with the class. Then have students readthe article on their own. As they do, instruct them toanswer each question and find four facts about eachtribe. Tell students to record where they found eachanswer or fact in the article.Invite volunteers to read aloud the before andafter sentences they wrote for each word. In smallgroups, have students examine how new knowledgecontributed to their understanding of each word.National Geographic Explorer, AdventurerPage 2Vol. 16 No. 3

ExplorerWandering WaysLANGUAGE ARTSTURN AND TALKWRITE AND ASSESSHave students turn and talk to discuss what theylearned about nomads. Ask: What is a nomad? (amember of a group of people that has no permanenthome and moves from place to place) On whatcontinents do the nomadic groups featured in thearticle live? (Africa and Asia) Which two groups moveto find food for their animals? (Wodaabe and Tsaatan)What animals do they raise? (cows and reindeer)Invite students to share what else they learnedabout the nomads introduced in the article.You may want students to write about what theylearned to assess understanding. Encouragestudents to reflect upon what they read and how itaffected their ideas about the topic. W hat is life like for the Wodaabe during the dryseason? How do their lives change when it rains? W hy don't the Mokens live on boats all year long? W hat surprised you about what you read? Predicting Definitions Have students turn andtalk to discuss what they learned about the threevocabulary words. Encourage them to compare theirresults with a partner. Instruct students to discusshow examining the information they collectedimpacted their understanding of each term. Interpreting Information After reading the article,remind students that articles contain much morethan text. They often contain photos, diagrams,captions, and other text elements, too. These textelements usually highlight important points inthe text. Because of that, readers can often findanswers to questions more quickly if they studythe text elements on the page. Have studentsshare their Language Arts Assessment Masterswith a partner. Instruct students to compare theanswers they recorded for each question. If theiranswers differ, suggest that they revisit the textthey elements identified as sources and reevaluatetheir responses. Then have them share the factsthey collected. If any facts are questionable,instruct students to refer to the source to clarify theinformation.National Geographic Explorer, AdventurerPage 3Vol. 16 No. 3

ExplorerWandering WaysSOCIAL STUDIESObjectives Students will compare and contrast three nomadiccultures. Students will understand that nomads live all overthe world.Resources Content Assessment Master (page 8) "Nomads" poster (Teacher's Edition) Comprehension Check (page 9)Social Studies BackgroundThey live in groups, moving from place to placein search of food and a temporary home. Theytake all that they own with them. They arenomads and this is their way of life.Although it has become increasingly difficult toavoid modern infrastructure, many groups ofnomads still exist. Some, like the Tuareg, live indeserts. The Tuareg live in the Sahara. Long ago,they were nomadic herders of camels, goats, andsheep. Now, they are well-known traders whotravel in caravans across the desert.The Wodaabe also live in the Sahara. Theseherders depend on cows for survival. During thedry season, they move around in search of grassfor their cows to eat. During the rainy season,when grass is plentiful, the tribe reunites.The Tsaatan are nomads that live in northernMongolia. Each family keeps a small herd ofreindeer, which is why the Tsaatan are alsoknown as the Reindeer People. Reindeer takecare of most of the Tsaatan's needs. To ensurethat their reindeer have food, the Tsaatan moveto new pastures every five weeks or so.Not all nomads live on land. For nearly 4,000years, the Moken have sailed around the islandsoff the cast of Myanmar (Burma). These seagypsies live on boats, hunting and gatheringcreatures from the ocean. During monsoonseason, they transition to land to avoid thedangerous storms at sea.National Geographic Explorer, AdventurerENGAGETap Prior KnowledgeInstruct students to think about the last time theywent outside and just wandered around. Invitevolunteers to tell what they did. Now tell students toimagine that this was their normal life. They had nopermanent home. There were no grocery stores tobuy food. They constantly moved from place to placeand had to take everything they owned with them.Would students like to live like this? Encouragethem to share their opinions.EXPLOREPreview the LessonDisplay pages 2-3 of the projectable magazine. Asa class, compare and contrast this person's lifeto what it's like where you live. Guide the class tounderstand that this person is a Tuareg, a type ofnomad that lives in the Sahara in Africa. Say: TheTuareg are nomads. Different groups of nomads liveall over the world. Although nomads are always on themove, no two groups of nomads are exactly alike. Tellstudents they will learn more about the similaritiesand differences among nomad groups as they readthe article.Set a Purpose and ReadHave students read the article in order to compareand contrast three nomadic cultures and understandthat nomads live all over the world.EXPLAINCompare and Contrast CulturesAs a class, review the images in the article. Invitestudents to describe the people they see in eachphoto. With a partner, have students discuss whatlife would be like in each nomadic culture. Giveeach student a copy of the Content AssessmentMaster. Encourage students to use informationfrom the article and notes from their Language ArtsAssessment Masters to compare and contrast theWodaabe, Tsaatan, and Moken nomadic groups.Page 4Vol. 16 No. 3

ExplorerWandering WaysSOCIAL STUDIESEXPLAINEVALUATE(continued)Have students record their answers to theassessment questions in their science notebooks oron a separate sheet of paper.Recognizing a World of NomadsDisplay pages 2-3 of the projectable magazine.Zoom in on the second paragraph of text and invitea volunteer to read that paragraph aloud. Say:According to the text, at one time, many people livedas nomads. But the world changed. It's difficult—butnot impossible—to roam free in the modern world.Remind students that they read about three groupsof nomads in the article. Inform them that othernomadic groups do exist. Display the "Nomads"poster. Zoom in on the photo and informationrelated to the Inuit. Invite a volunteer to read the textaloud. Encourage students to share what else theyknow about the Inuit. Then locate where the Inuitlive on the world map. As a class, discuss how thislocation and the climate found here could influencethe way the Inuit live. Explore the remaining groupsof nomads in this same way. W hat is a Gerewol? (a traditional celebration of theWodaabe people in which they dance and feastduring the rainy season) H ow are the Moken and Tsaatan people alike? (Bothlive in Asia.) How are they different? (The Moken livein warm ocean areas. Part of the year they live onboats hunting for seafood. The Tsaatan live on cold,high plains. They raise reindeer.)If you wish, have students complete theComprehension Check to assess their knowledge ofconcepts mentioned in the article.ELABORATEFind Out MoreDisplay the "Nomads" poster. Point out to the classthat the three nomadic groups from the article areon the poster. There are also five other nomadiccultures. Divide the class into pairs. Instruct eachpair to conduct research to learn about two of theother nomadic groups. Challenge them to write ashort essay comparing those two cultures. Invitepartners to share what they learned with the class.Extend Your Thinking About NomadsPoint out to students that even though nomads areconstantly moving and have no permanent homes,nomadic cultures still have important traditions.The Wodaabe, for example, celebrate Gerewolfor an entire week. Challenge students to identifyother traditions mentioned in the article. Discusshow these traditions help the groups survive in themodern world.National Geographic Explorer, AdventurerPage 5Vol. 16 No. 3

NameVOCABULARY ASSESSMENT: Wandering WaysPage 6Use this organizer to study each vocabulary word in the rom theArticleSentenceNational Geographic Explorer, AdventurerDateVol. 16 No. 3 2016 National Geographic Learning. All rights reserved. Teachers may copy this page to distribute to their students.

NameDateLANGUAGE ARTS ASSESSMENT: Wandering WaysAnswer questions and record facts about nomadic cultures.WodaabeTsaatanMokenWhere dothey live?What is it likethere?How often dothey move? 2016 National Geographic Society. All rights reserved. Teachers may copy this page to distribute to their students.Why do theymove?What animalsare importantto them?List fourother factsyou learnedabout eachtribe.National Geographic Explorer, AdventurerPage 7Vol. 16 No. 3

NameDateCONTENT ASSESSMENT: Wandering WaysUse this diagram to compare and contrast the three nomadic cultures in the article.Culture: 2016 National Geographic Society. All rights reserved. Teachers may copy this page to distribute to their students.Culture:Culture:National Geographic Explorer, AdventurerPage 8Vol. 16 No. 3

NameDateCOMPREHENSION CHECK: Wandering WaysRead each question. Fill in the circle next to the correct answer or write your responseon the lines.1.Which word best describes the Tuareg?A huntersB herdersC traders2.Which of the groups featured in the article live in Africa?A Tuareg and WodaabeB Wodaabe and MokenC Moken and Tsaatan3.What is the climate like where the Tsaatan live?B warm and rainyC cold and snowy4.When do the Wodaabe celebrate Gerewol?A during the dry seasonB during the rainy seasonC during winter5. Pick two groups from the article. Tell one way they are alike and one way they're different.National Geographic Explorer, AdventurerPage 9Vol. 16 No. 3 2016 National Geographic Society. All rights reserved. Teachers may copy this page to distribute to their students.A hot and dry

ExplorerGotcha!LANGUAGE ARTS750LObjectivesREAD Students will explore the meaning of vocabularywords in a variety of different ways. Students will use information in the article toexplain how unusual predators catch their prey.Inform students that the purpose of this article is tointroduce readers to six predators and explain theunusual methods they use to catch prey.ResourcesTell students that hunting for prey is a process.Say: To understand how a process works, you justhave to follow the steps. The tricky part is to readclosely enough that you find all of the steps. If you skipsomething important, what you're reading may notmake much sense. Vocabulary Assessment Master (page 14) Language Arts Assessment Master (page 15)Summary The article “Gotcha!” Introduces students to sixpredators and outlines the unusual methods theyuse to catch their prey.BUILD VOCABULARY AND CONCEPTS bioluminescence predator preyRead aloud each of the vocabulary words. As youdo, poll the class to see how many students arefamiliar with each word. Then challenge volunteersto provide a scientific definition of each term.Point out that this task was most likely easier withsome of the words than others. Say: As students,your vocabulary is constantly expanding. But many ofthe words you learn have multiple meanings. Whenreading about science, it's important to understandthe scientific definition. And a great way to rememberthat more technical definition is to study the word inmultiple ways.Display pages 10-11 of the projectable magazine.Invite a volunteer to read aloud the headline andtext. Challenge students to identify two of thesurprising predators introduced in the article. (netwielding spiders, spitting fish) Brainstorm ideasabout how animals like these might be able to catchtheir prey.Give each student a copy of the Language ArtsAssessment Master. Have students read the articleon their own. As they do, instruct them select threepredators from the article. Tell students to draw apicture that shows how the predator catches prey.Then have them explain the process each predatoruses in four simple steps.Give each student a copy of the VocabularyAssessment Master. Instruct students to use thisworksheet to explore the vocabulary words in fourdifferent ways: writing definitions, restating thedefinition in their own words, using the term in asentence, and then drawing a picture to help themremember what the word means.National Geographic Explorer, AdventurerPage 10Vol. 16 No. 3

ExplorerGotcha!LANGUAGE ARTSTURN AND TALKWRITE AND ASSESSHave students turn and talk to discuss what theylearned about unusual predators. Ask: What isa predator? (an animal that kills and eats otheranimals) Why is a margay cat's hunting techniqueunusual? (It copies the sound of baby animals totrick adults into coming toward it.) How does aglowworm catch its prey? (It has a bioluminescentglow that makes insects fly toward it. Then it snagsits prey with sticky snares.)You may want students to write about what theylearned to assess understanding. Encouragestudents to reflect upon what they read and how itaffected their ideas about the topic. Exploring Meanings Inform students that it'sessential for readers to understand the technicaldefinition of words when reading about science.Without that knowledge, it's very difficult tounderstand the text. Say: Once you do understandwhat scientific terms mean, not only can you followalong with the text but you can use the words correctlyin new sentences of your own. Challenge studentsto make accurate statements using each of thevocabulary words. Encourage them to use theirVocabulary Assessment Masters as resources.But remind them to be original. Students shouldn'trestate sentences from the article. They shouldcreate new sentences of their own. W hy is the punch of a peacock mantis shrimp sopowerful? W hat is unique about a netcasting spider's huntingtechnique? W hat surprised you about what you read? Explaining Processes After reading the article,remind students that explaining processes is astrategy that people use to better understandwhat they're reading. Point out all the informationthey need can be found in order as they read thetext. Have students share their Language ArtsAssessment Masters in small groups. Instructstudents to compare the steps they recorded. Thenhave them analyze how the pictures they drew helpthem understand each process.National Geographic Explorer, AdventurerPage 11Vol. 16 No. 3

ExplorerGotcha!SCIENCEObjectives Students will understand that some animals useunique hunting skills to get food. Students will recognize that predators live in alltypes of environments.Resources Content Assessment Master (page 16) "Creative Carnivores" poster (Teacher's Edition) Comprehension Check (page 17) "Gotcha!" Interactive Whiteboard (optional)Science BackgroundAll animals need food to live. Some animalsget their food by eating other animals. They arepredators, and the food they eat is their prey.Predators use a variety of techniques to captureprey. Some are simply faster or stronger than theanimals they pursue. Others utilize unique bodyparts or interesting techniques.For example, the margay cat attracts monkeyswith its voice. Its call sounds just like a babymonkey. The peacock mantis shrimp packs astrong punch. It can take down prey twice itssize. Netcasting spiders spin and throw nets. Andthe archerfish spits a strong stream of water toknock prey off of branches into the water.Many predators act alone. But some attack asa team. And even as a team, unique parts orunusual techniques can give predators an edgeover their prey.Glowworms, for example, have a bioluminescentshine. When hundreds of glowworms shine fromthe roof of a cave, they resemble a starry night.Unsuspecting insects, attracted by the light, flystraight into their sticky snares.Humpback whales work together, too. They blowbubbles. The bubbles cause fish to rise and packtogether into a tight ball. With one gulp, a whalecan capture thousands of fish.National Geographic Explorer, AdventurerENGAGETap Prior KnowledgePrior to conducting this activity, download imagesof several common predators, such as a lion, snake,eagle, or shark. As you display each photo for theclass, have students identify the predator and itslikely prey. Challenge students to explain how eachpredator hunts for prey.EXPLOREPreview the LessonDisplay pages 10-11 of the projectable magazine.Have students examine the animal in the photo.Inform the class that this photo shows a peacockmantis shrimp. Point out that the text says theanimals in this article are all predators with amazingand unexpected hunting techniques. Brainstormideas about how this shrimp might catch its food.Set a Purpose and ReadHave students read the article in order tounderstand that some animals have special featuresthat help them hunt prey and that predators live inall types of environments.EXPLAINRecognizing Special Features and SkillsAfter students read the article, display pages 12-13of the projectable magazine. Highlight the subhead"Killer Mimic." Discuss reasons why this subheadis a good description of the special part or skill thata margay cat uses to catch prey. (The cat's voicemimics the sound of baby monkeys. This gets theattention of adults and draws them toward the cat.)Give each student a copy of the Content AssessmentMaster. With a partner, instruct students to recordthe article's subheads. If two subheads relate tothe same animal, have students write them in thesame box. Challenge students to explain why eachsubhead is a good description for how the animalfeatured in that section gets food.Page 12Vol. 16 No. 3

ve students record their answers to theassessment questions in their science notebooks oron a separate sheet of paper.Introducing More Creative CarnivoresDisplay the "Creative Carnivores" poster. Discussreasons why the poster's headline is appropriate forthis topic. (Animals that hunt and eat other animalsare carnivores. This article is about predators thathunt in unusual ways.) Invite volunteers to readaloud the information about each animal. Discusshow each carnivore hunts for food. Compare andcontrast each one with the examples presented inthe article.Exploring a World of Innovative PredatorsInstruct students to examine the article's photos intheir student magazines. Tell them to focus on thebackground of each photo rather than the featuredpredator. Ask: What do you notice? Guide studentsto recognize that these predators live in a variety ofdifferent environments. Some live on land. Otherslive in water. Review the article for more detailsabout where each predator lives. Have studentsstudy the animals on the "Creative Carnivores"poster, too. If necessary, have students conductresearch to learn more about where each predatorslives. W hat is a predator? (an animal that kills and eatsother animals) What prey do humpback whales hunt? (fish) W hy do glowworms glow? (They are bioluminsecent.A chemical reaction that takes place inside theirbodies produces a light that makes them glow.)If you wish, have students complete theComprehension Check to assess their knowledgeof concepts mentioned in the article. You may alsowish to examine the optional Interactive Whiteboardlesson that accompanies this article.ELABORATEFind Out MoreInform students that between the article andthe "Creative Carnivores" poster, they learnedabout 10 predators that use unusual body parts orunexpected techniques when they hunt for prey.Assign each student a partner. Instruct pairs toconduct research to identify and learn about threemore innovative predators. Invite partners to presentwhat they learned to the class.Extend Your Thinking About PredatorsRemind students that the article told readers whatunusual predators did to catch prey. But it didn'texplain why. As a class, brainstorm reasons whyeach of these predators might have developed theseunusual adaptations or techniques.National Geographic Explorer, AdventurerPage 13Vol. 16 No. 3

NameDateVOCABULARY ASSESSMENT: Gotcha!Use this organizer to examine each vocabulary word.Write the definition.Restate in your own words.What is the word?Draw a picture.Use the term in a sentence.Write the definition.Restate in your own words.Draw a picture.Use the term in a sentence.Write the definition.Restate in your own words.What is the word?Use the term in a sentence.Draw a picture.National Geographic Explorer, AdventurerPage 14Vol. 16 No. 3 2016 National Geographic Society. All rights reserved. Teachers may copy this page to distribute to their students.What is the word?

NameDateLANGUAGE ARTS ASSESSMENT: Gotcha!Identify three animals in the article. Draw a picture to show how each predator catchesits prey. Summarize what happens during each attack in four simple steps.IdentifyDrawSummarize1.2.3.4.1. 2016 National Geographic Society. All rights reserved. Teachers may copy this page to distribute to their students.2.3.4.1.2.3.4.National Geographic Explorer, AdventurerPage 15Vol. 16 No. 3

NameCONTENT ASSESSMENT: Gotcha!Page 16DateExplanationVol. 16 No. 3Record the subhead(s) related to each animal. Tell why each one is a good description for how the animal gets food.Animal and Subhead(s)National Geographic Explorer, Adventurer 2016 National Geographic Society. All rights reserved. Teachers may copy this page to distribute to their students.

NameDateCOMPREHENSION CHECK: Gotcha!Read each question. Fill in the circle next to the correct answer or write yourresponse on the lines.1.What unique trait helps the glowworms catch prey?A They can mimic sounds.B They are bioluminescent.C They throw nets.2.Which predator spits water on its prey?A archerfishB humpback whaleC netcasting spider3.How are the netcasting spiders and margay cats alike?B Both live in rain forests.C Both are bioluminescent.4.What technique does a peacock mantis shrimp use to catch prey?A hide, approach, punchB wait, spit, hitC blow, rise, launch5. Pick one predator from the article or poster. Describe its unexpected hunting technique.National Geographic Explorer, AdventurerPage 17Vol. 16 No. 3 2016 National Geographic Society. All rights reserved. Teachers may copy this page to distribute to their students.A Both use mimicry to attract prey.

ExplorerBlack Blizzard!LANGUAGE ARTS810LObjectivesREAD Students will assess their familiarity with andknowledge of vocabulary words. Students will distinguish between facts statedexplicitly and inferences made using informationin the text.Let students know that the purpose of this article isto introduce them to dust storms. As they read, theywill examine the science behind and impact of duststorms around the world.ResourcesTell students that one skill that all good readershave is the ability to make inferences as they read.Say: When writers write, sometimes they use facts tosay exactly what they mean. These facts are explicitstatements. Other times, writers leave clues forreaders to follow. Those clues help readers makeinferences, which are logical conclusions based oninformation in the text Vocabulary Assessment Master (page 22) Language Arts Assessment Master (page 23)Summary The article “Black Blizzard!” uses specificexamples to introduce readers to the phenomenonof dust storms. As they read, students willexamine the science behind and impact of duststorms around the globe.BUILD VOCABULARY AND CONCEPTS agriculture dust haboob soilAs a class, discuss the difference between familiarityand knowledge. Guide students to recognize thatthe more familiar you are with something, the moreknowledge you have. Challenge students to explainhow this concept applies to words when they read.Display the vocabulary words on a word wall or onthe whiteboard. Give each student a copy of theVocabulary Assessment Master. Instruct studentsto write each word on their papers. Review thecategories under the header “Familiarity withthe Word.” Tell students to make a checkmark toindicate how well they know each word.Instruct students to write what they think eachword means on their worksheets. Then display theWordwise feature on page 23 of the projectablemagazine. Have students write those definitionson their worksheets and compare them with thedefinitions they wrote.National Geographic Explorer, AdventurerDisplay pages 18-19 of the projectable magazine.Read aloud the headline. Model how to make aninference. Say: There are two words in this headline:black and blizzard. Only one of those words seemsto make sense. I know that a blizzard is a storm withstrong winds. When I look at this photo, I can see thatthis man's hat is flying away. I can infer that the windis blowing pretty hard here. This is a type of blizzard.Point out, however, that blizzards usually occur inwinter when there's lots of snow. There is no snowin this photo. And the man isn't dressed for coldtemperatures. Ask: What is a black blizzard? Say: Tofigure this out, I need to look for more clues. I can seedark clouds in this photo. I also notice that the groundis bare and dry. Dry ground creates dust. My guessis that dirt is blowing around in those clouds. A blackblizzard must be a giant dust storm. To know for sure,I'll need to read the article.Give each student a copy of the Language ArtsAssessment Master. Have students read the articleon their own. As they do, instruct them to record fiveexplicit statements and make five inferences aboutblack blizzards.Page 18Vol. 16 No. 3

ExplorerBlack Blizzard!LANGUAGE ARTSTURN AND TALKWRITE AND ASSESSHave students turn and talk to discuss what theylearned about dust storms. Ask: What is dust? (drypowder consisting of tiny particles of earth) Whydoes the headline call a dust storm a black blizzard?(A dust storm has big clouds of dust and sand,which look black. There are strong winds, just likein a blizzard.) What was the Dust Bowl? (a periodof severe dust storms in the United States in the1930s) Encourage students to share other facts theylearned about dust storms.You may want students to write about what theylearned to assess understanding. Encouragestudents to reflect upon what they read and how itaffected their ideas about the topic. Explicit Statements and Inferences Remindstudents that an explicit statement is somethingdirectly stated in the text. An inference is a logicalconclusion reac

National Geographic Explorer, Adventurer Page 1 Vol. 16 No. 3 Adventurer Vol. 16 No. 3 In This Guide This guide contains language arts and science lessons for articles in this issue of ExplorEr AdvEnturEr. Explorer Magazine ExplorEr classroom magazines are specifically written for each grade, 2-5. Through

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