TEACHER'S GUIDE Pioneer Vol. 16 No. 2
TEACHER'S GUIDEPioneerVol. 16 No. 2In This GuideThis guide contains languagearts and science lessons forarticles in this issue of ExplorerPioneer.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 Pioneer will be withinthe 250-550L 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, PioneerPage 1Vol. 16 No. 2
ExplorerYour BonesLANGUAGE ARTS370LObjectivesREAD Students will recognize connections betweenvocabulary words. Students will identify the main topic of a text andof specific paragraphs within a textGive students a few minutes to scan the article intheir magazines. Ask: What you think this article isabout? Why? Invite students to share their ideas.Resources Vocabulary Assessment Master (page 6) Language Arts Assessment Master (page 7)Summary The article “Your Bones” introduces students tothe various bones in the human body, focusing onhow bones help a body stand and move.BUILD VOCABULARY AND CONCEPTS joint muscle skeletonDisplay the Wordwise section on page 8 of theprojectable magazine. Invite volunteers to readaloud the words and their definitions. Encouragestudents to share what they know about each word.Give each student a copy of the VocabularyAssessment Master. Instruct students to recordeach word and its definition. Then have them thinkabout how the vocabulary words are related. Tellthem to record three connections they see. Forexample: Joints are located between bones in yourskeleton.After reading the article, divide the class into smallgroups. Have students share the connections theypredicted before reading the article. Instruct themto reevaluate each connection based upon what theyhave learned. If necessary, have students rewritetheir ideas to more accurately reflect connectionsbetween different vocabulary words.National Geographic Explorer, PioneerInform students that what they just tried to identifywas the main idea of the article. Say: The main ideais the main topic, or what the article is about. Everyarticle has a main idea. Every paragraph in the articlehas a main idea, too. Inform students that importantdetails in the text help readers identify the main ideaof each paragraph. The main idea of each paragraphhelps them identify the main idea of the text.Display pages 2-3 of the projectable edition. Readaloud the headline. Say: To figure out the main idea onthese pages. I have to search for clues. The first clueis the headline. This headline makes the topic prettyclear. The article is about your bones. But what exactlywill it tell you about bones? To figure that out, we'llhave to search for more clues.Read aloud the text. Say: According to the text, bonescome in many shapes and sizes. And each bone hasa job to do. Maybe the article will describe differentbones.Point out the comprehension strategy in the upperright corner of the screen. Read it aloud. Say: I didn'tnotice this clue at first. But it's important becauseit helps me put all of the pieces together. The mainidea of this article must be that the shape of bones isrelated to how they are used. To know for sure, I'll haveto search for more clues as I read the article.Give each student a copy of the Language ArtsAssessment Master. Have students record whatthey think is the main idea of the article. (Possibleresponse: The shape of bones is related to how theyare used.) Then have students read the article with apartner. As they read, encourage students to recordimportant details from the article. After reading,instruct students to review their notes and rewritethe main idea of the article in their own words.Page 2Vol. 16 No. 2
ExplorerYour BonesLANGUAGE ARTSTURN AND TALKWRITE AND ASSESSHave students turn and talk to discuss what theylearned about bones. Ask: What do your bones fittogether to make? (a skeleton) How many bones arein a skeleton (206) What do the flat bones in yourhead make up? (your skull) What do those bones do?(protect your skull)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. Finding Connections Explain to students thatreading definitions tells people what words mean.But readers can get a more thorough understandingif they recognize how important words areconnected. Point out that this is exactly what theydid when they wrote sentences about the vocabularywords in the article. Instruct students to turn andshare the sentences they wrote on their VocabularyAssessment Masters with a partner. Encouragethem to discuss similarities and differences in theirsentences to get an even deeper understanding ofthe vocabulary words. H ow do bones protect your body? H ow do bones give your body shape? W hat surprised you about what you read? Identify Main Ideas Remind students that thearticle has a main idea. But each paragraph hasa main idea, too. Explain that they can find themain idea of a paragraph the same way they foundthe main idea of the article. They must search forimportant clues. As a class, review each paragraphindividually. Challenge students to identify the mainidea of each. Discuss how the main idea of eachparagraph supports the main idea of the article.National Geographic Explorer, PioneerPage 3Vol. 16 No. 2
ExplorerYour BonesSCIENCEObjectives Students will recognize that bones come in manyshapes and sizes. Students will understand how the shapes of bonesare related to how they are used. Students will identify other body parts andunderstand how they help your body move.Resources Content Assessment Master (page 8) Comprehension Check (page 9) "Your Bones" Interactive Whiteboard (optional)Science BackgroundBone is a living, growing tissue found in humanand animal bodies. As organisms grow, theirbones grow and change with them.A human baby, for example, has about 300 boneswhen it is born. Over time, those bones growbigger and stronger and fuse together. The adulthuman has only 206 bones in its body. Thesebones form a frame called a skeleton.Bones serve several important functions. Somebones, like the spine, provide structural supportfor the body. Others, like the skull and ribs,protect vital organs including the brain, heart,and lungs.Most bones are hard. They cannot move on theirown. However, bones work with other body partsto make your body move. Muscles push and pullyour bones. Joints, or the place where two bonesmeet, allow your body to bend and twist.Different types of joints move in different ways.Hinge joints, such as those found in the elbowsand knees, let you bend and straighten yourarms and legs. Ball and socket joints, which arefound in the shoulders and hips, make it possibleto move in every direction. Working as a team,bones, muscles, and joints allow people to movein many different ways.National Geographic Explorer, PioneerENGAGETap Prior KnowledgeInstruct students to look at their hands. Now tellthem to imagine that they have X-ray vision and cansee the bones inside. Invite volunteers to describethe bones they might see. Tell students to look attheir arms. As a class, discuss how arm bones arelike hand bones. Challenge students to explain howthey are different.EXPLOREPreview the LessonDisplay pages 2-3 of the projectable magazine.Give students a moment to examine the photos inthe red and yellow circles show. Invite volunteersto describe some of the different bones they see.Inform students that as they read the article,they will learn about bones and why they come indifferent shapes and sizes.Set a Purpose and ReadHave students read the article in order to recognizethat bones come in many different shapes and sizesand to understand how the shapes of bones arerelated to how they are used.EXPLAINRecognizing Shapes and Sizes of BonesDisplay pages 4-5 of the projectable magazine. Asa class, review the diagram to identify differenttypes of bones in the human body. Invite volunteersto describe the shape and size of each bone.Encourage students to find and feel these bones ontheir own bodies. Then divide the class into smallgroups. Assign half of the groups the image of theskeleton on pages 6-7. Assign the other groups theimage on pages 8-9. Challenge groups to identifyand label the various bones in their skeletons.When students are finished, combine groups whoexamined different images. Encourage them tocompare their results.Page 4Vol. 16 No. 2
ExplorerYour BonesSCIENCEEXPLAINELABORATE(continued)Find Out MoreDisplay the diagram on page 5 of the projectablemagazine. Have students add up the number ofbones in an adult person's hands, feet, and skull.(128: Be sure to multiply the hand and foot numbersby two.) Point out that there are many more bones ina skeleton. As a class, conduct research to find outhow many bones are found in the other body partslabeled on the diagram. (legs: 6; arms: 6; ribs: 24;shoulders: 4: spine: 26: pelvis: 4) Note: There arealso 6 bones in the ear, 1 bone in the throat, and 1bone called the sternum to which first seven pairs ofribs attach in the front of the chest.Linking Structure and Function of BonesRemind the class that bones come in differentshapes and sizes. Say: This is no accident. Each bonehas a specific job to do. The shape and size of a boneis directly related to how it is used. Display pages 2-3of the projectable magazine. As you read aloud thetext, highlight the words support, protect, and movein the second paragraph. If necessary, discuss whateach word means. Then inform students that theseare three key functions of bones. Give each studenta copy of the Content Assessment Master. Instructstudents to review the article with a partner. Asthey do, have them identify examples of bones thatperform each function. Challenge them to describethe bones and tell how they help the body do eachjob. When students are finished, rejoin as a class.Invite volunteers to share their answers. Clear upany misconceptions students may have about thestructure and function of bones in their bodies.Understanding How the Body MovesDisplay pages 6-7 of the projectable magazine. Asstudents examine the image of the skeleton, invitevolunteers to point out each location where the bodybends. Guide the class to recognize that none ofthese points is located on a bone. Say: Most bonesare hard. They do not bend back and forth. When youmove, it's because other body parts are helping you getaround. Challenge students to identify what thosebody parts are. (joints and muscles) Say: Musclespush and pull your bones. Joints, which are locatedwhere bones come together, help you bend and twist.Encourage students to share what they know aboutthe joints and muscles in their bodies. Discussfurther how these parts help the body move.Extend Your Thinking About BonesRemind students that protecting the body is oneimportant function of bones. However, bonessometimes need protection, too. Bones can breakif they are hit just right. And the body parts theyprotect can be hurt if they are hit hard enough. As aclass, brainstorm a list of things people do to protecttheir bones. If necessary, prompt students to thinkabout the safety equipment they use when they playdifferent types of sports.EVALUATEHave students record their answers to theassessment questions in their science notebooks oron a separate sheet of paper. W hat is a skeleton? (the structure of bones thatsupports the body of a person or animal) W hich bones protect your hear and lungs? (ribs) W hat body parts do bones work with to help youmove? (joints and muscles.)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.National Geographic Explorer, PioneerPage 5Vol. 16 No. 2
NameDateVOCABULARY ASSESSMENT: Your BonesRecord each vocabulary word and its definition.Definition 2016 National Geographic Society. All rights reserved. Teachers may copy this page to distribute to their students.WordWrite three sentences to tell how different words are connected.1.2.3.National Geographic Explorer, PioneerPage 6Vol. 16 No. 2
NameDateLANGUAGE ARTS ASSESSMENT: Your BonesUse this organizer to identify the main idea of the article.Write what you think the main idea is. 2016 National Geographic Society. All rights reserved. Teachers may copy this page to distribute to their students.List important details from the article.Rewrite the main idea in your own words.National Geographic Explorer, PioneerPage 7Vol. 16 No. 2
NameCONTENT ASSESSMENT: Your BonesSupportPage 8ProtectMoveVol. 16 No. 2DateUse this organizer to record information about bones that help your body do different things.Give anexample.Tell what itlooks like.Tell how itworks.National Geographic Explorer, Pioneer 2016 National Geographic Society. All rights reserved. Teachers may copy this page to distribute to their students.
NameDateCOMPREHENSION CHECK: Your BonesRead each question. Fill in the circle next to the correct answer or write your responseon the lines.1.How many bones are in an adult person's skeleton?A 106B 206C 6022.What do the bones in your spine do?A protect your bodyB support your bodyC make the body move3.Which bones protect your brain?A ribs 2016 National Geographic Society. All rights reserved. Teachers may copy this page to distribute to their students.B pelvisC skull4.What body part is found where bones meet in the body?A jointB muscleC skeleton5. Pick one bone. Tell how its shape helps it do a specific job.National Geographic Explorer, PioneerPage 9Vol. 16 No. 2
ExplorerRunning the RiverLANGUAGE ARTS490LObjectivesREAD Students will record, define, and sketch vocabularywords and draw a picture to show how the wordsare related. Students will explore how using the pronoun Iimpacts the telling of a story. Students will write a first-person letter to a friendabout events described in the article.Let students know that in this article they will readabout the first ever trip down the entire length of theChitina River in Alaska.Resources Vocabulary Assessment Master (page 14) Language Arts Assessment Master (page 15)Summary In the article “Running the River,” students reada first-person account of the first ever source-tomouth decent of the Chitina River in Alaska.BUILD VOCABULARY AND CONCEPTS climate change glacier siltDisplay the vocabulary words on a word wall oron the whiteboard. Say the words aloud and invitestudents to share what they know about each.Display page 12 of the projectable magazine.Instruct students to examine the page closely. Ask:Who wrote this article? (Todd Wells) How do youknow? (The caption identifies the author.) Then zoomin on the first paragraph of text. Highlight the word Ieach time it appears. Inform students that this wordis another clue that tells them who wrote the article.Say: When writers write, they often tell about theirown experiences. This type of writing is easy to spot.Sentences contain the words I and we. Text like this isa direct link into the writer's thoughts. It's written thisway so readers see, hear, and feel just what the writerdid at this particular moment in time.Instruct students to read the article on their own.As they do, challenge them to identify additionalsentences that contain the words I or we. Tellstudents to highlight each sentence in their studentmagazines.Give each student a copy of the VocabularyAssessment Master. Instruct students to write eachword and its definition on their papers. Then havestudents draw a picture to remind themselves ofwhat each word means.When students are finished drawing theirinterpretations of individual words, discuss with theclass how the words could be related to a river inAlaska. Then challenge students to sketch a largerpicture showing how the three items are related inthat context. Instruct students to label each item intheir drawings.National Geographic Explorer, PioneerPage 10Vol. 16 No. 2
ExplorerRunning the RiverLANGUAGE ARTSTURN AND TALKWRITE AND ASSESSHave students turn and talk to discuss what theylearned about the team's trip down the Chitina River.Ask: Where is the Chitina River? (Alaska) Why hasn'tanyone gone the entire length of the river before? (Partof the river was covered in ice.) Why is it now possibleto take a boat down the entire length of the river?(Warmer temperatures have melted the ice thatonce blocked the river.) Encourage students to shareother interesting facts they learned about the firsttrip down the entire length of the Chitina River.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 hy was this such a daring trip? W hat did Todd Wells do to keep the team safe? W hat surprised you about what you read? Exploring the Pronouns "I" and "We" Remindstudents that when writers use the pronouns Iand we they are telling a story about themselves.If necessary, spend more time discussing whatthis means. Then invite volunteers to read aloudsentences they highlighted as they read the article.As a class, revise the sentences so that rather thanthe pronouns I and we, they contain the words he,she, or they. Discuss how this changes the focus ofthe sentence. Writing a First-Person Narrative Inform studentsthat one time writers almost always use the wordsI and we is when they write a letter to a friend. Say:Letters are a great way to tell friends what you've beenup to. When you write a letter, you have time to thinkabout what you want to say. This means you can pickjust the right words to describe things. And, you canreview what you wrote to make sure you didn't leaveout any important details.Give each student a copy of the Language ArtsAssessment Master. Tell students to imagine thatthey were one of the team members who went downthe Chitina River with Todd Wells. Instruct eachstudent to write a letter to a friend describing theirown experience as they completed the trip.National Geographic Explorer, PioneerPage 11Vol. 16 No. 2
ExplorerRunning the RiverSCIENCEObjectives Students will understand how climate changechanged the Chitina River. Students will explain how Todd Wells and his teamfound a safe way to descend the entire river .Resources Content Assessment Master (page 16) Comprehension Check (page 17)Science BackgroundA glacier is a large mass of ice that moves veryslowly. The ice within a glacier can be extremelyaged, ranging from several hundred to severalhundreds of thousands years old.Logan Glacier, located in the heart of Alaska'sWrangell—St. Elias National Park, is thesource of the 210-kilometer-long Chitina River.Until recently, the first stretch of the river wasfrozen. But like other glaciers, Logan Glacierhas been melting, or retreating, due to warmertemperatures around the globe. That stretchof river is now open, revealing a canyon thatfeatures a Class V gorge.Based on the International Scale of RiverDifficulty—Standard Rated Rapids, the gorgepresented one of the most difficult, unpredictable,and dangerous river runs that exist. Class V rapids are rarely attempted because mistakescan be fatal. It may
Bone is a living, growing tissue found in human and animal bodies. As organisms grow, their bones grow and change with them. A human baby, for example, has about 300 bones when it is born. Over time, those bones grow bigger and stronger and fuse together. The adult human has only 206 bones in its
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