Download Earth`s Climate

Earth Science
Teacher’s Guide
Earth’s
Crazy
Climate
8-915-3276
When the Ice
Melted
Viking
Weather
Freezing
Europe
Climate
Conundrum
3/20/13 2:20 PM
001-019_OTG_59915_G5.indd 1
12/6/13 5:23 PM
Contents
Earth’s Crazy Climate
Literacy Overview . . . . . . . . . . . . . . . . . . . . . . . 2
Science Background . . . . . . . . . . . . . . . . . . . . . . 4
When the Ice Melted . . . . . . . . . . . . . . . . . . . . . .7
Viking Weather . . . . . . . . . . . . . . . . . . . . . . . . .9
Freezing Europe . . . . . . . . . . . . . . . . . . . . . . . . .11
Climate Conundrum . . . . . . . . . . . . . . . . . . . . . .13
Discuss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
E a rt h S c
Research & Share . . . . . . . . . . . . . . . . . . . . . . . .17
ie n c e
Correlation . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Glossary
Earth’s
OC_SE592
36_5E_WC
_CVRAL
1-2
NG L.C en
ga ge .co
m
limate
88 8- 91
5- 32 76
When th
e Ice
Melted
Viking
Weather
Freezing
Europe
Climate
Conundru
m
3/20/13
Earth’s Crazy Climate | Contents
001-019_OTG_59915_G5.indd 1
2:17 PM
© National Geographic Learning, Cengage Learning, Inc.
990L
Crazy
C
12/6/13 5:23 PM
Literacy Overview
Earth Scien ce
Reading Selections
•When the Ice Melted (science article)
•Viking Weather (history article)
•Freezing Europe (history article)
Earth’s
•Climate Conundrum (science article)
Crazy
Climate
COMMON CORE STATE STANDARDS FOR
ENGLISH LANGUAGE ARTS
NGL.Cenga ge.com
888-915-3 276
When the Ice
Melted
Viking
Weather
Freezing
Europe
Climate
Conundrum
CC.5.RInfo.2 Determine two or more main ideas of a
text and explain how they are supported by key details;
summarize the text.
CONTENT GOAL
CC.5.RInfo.3 Explain the relationships or interactions
between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based
on specific information in the text.
Students will read four selections in Earth’s Crazy Climate that
examine Earth’s climate history, beginning with the last ice age
and ending far into the future. They will learn about the general
concept of climate change and its causes and effects.
CC.5.RInfo.5 Compare and contrast the overall structure
(e.g., chronology, comparison, cause/effect, problem/
solution) of events, ideas, concepts, or information in two
or more texts.
COMPREHENSION GOAL
OC_SE59236_5E_WC_CVRAL
1-2
CC.5.RInfo.9 Integrate information from several texts
on the same topic in order to write or speak about the
subject knowledgeably.
Writing Standards (page 17)
3/20/13 2:17 PM
Remind students that as thinking-intensive readers they must
listen to their inner voice to monitor and repair comprehension as
they read. Find opportunities to model and teach active thinking
strategies to help students access content. You may want to focus
on the following strategies for Earth’s Crazy Climate.
•Infer and Visualize: A writer doesn’t always tell everything.
Readers have to use their background knowledge and pay
attention to the text and picture clues to make inferences and
visualize to construct meaning.
•Summarize and Synthesize: Readers synthesize and
summarize information to see the bigger picture. They piece
together the parts to come up with the whole. They integrate
new information with what they already know to get a more
complete understanding of the ideas in the text.
EARTH’S CRAZY CLIMATE | LITERACY OVERVIEW
001-019_OTG_59915_G5.indd 2
2
© National Geographic Learning, Cengage Learning, Inc.
CC.5.RInfo.1 Quote accurately from a text when
explaining what the text says 990L
explicitly and when drawing
inferences from the text.
12/6/13 5:23 PM
The NG Ladders on-level eBook for Earth’s Crazy Climate
is available in .pdf format. Project the eBook on your
interactive whiteboard, or have students listen to or read
it on tablets or other mobile devices.
Earth Science
Earth’s
Crazy
Climate
990L
NGL.Cengage.c om
888-915-3276
When the Ice
Melted
OC_SE59236_5E_W
C_CVRAL 1-2
Viking
Weather
Freezing
Europe
Climate
Conundrum
3/20/13 2:17 PM
Ask students to Turn and Talk about what they think
they know about different ways that the climate of a place
can change.
What are some ways that
climate can change?
Students can then Share what they think they know or
have learned about Earth’s climate changes.
You may want to return to the graphic organizer to add
more information after students read each selection.
BUILD SCIENCE BACKGROUND
ACTIVATE & BUILD
BACKGROUND
Pages 4–6 of this teacher’s guide address how certain science
concepts relate to each selection in Earth’s Crazy Climate.
This information will provide you with science background
knowledge as you plan your teaching for this book.
Draw the graphic organizer shown above. Ask: What are
some ways that Earth’s climate can change? Write students’
responses in the graphic organizer.
Model for students by thinking aloud. You might say
something along these lines, adjusting for your climate:
Well, I know that the climate in this area is cool and rainy in
the winter and hot and dry in the summer. So one way that
our climate changes is from season to season. We know the
seasons are a kind of climate change that repeats every year.
•climate: Help students distinguish between weather
and climate. Go to the window and describe the
weather outside. Say: Weather is what’s happening right
now, and it changes from day to day. Today, the weather is
sunny. Climate describes the kind of weather a place usually
has over a long period of time, which changes very little.
•glacier: Have students observe as you slowly push an
ice cube or block over gravel and soil in a pan. Ask what
they think might happen if a huge mass of ice a mile
thick and as wide as a continent moved over Earth’s
surface.
•ice sheet: Have students compare and contrast photos
of ice sheets and mountain glaciers. Go around the
room and have pairs take turns describing one way the
features are different or similar.
Explain that climate is the pattern of weather in an
area over a long period of time. Generally, the climate
is the same from year to year in a given area. You might
say the following, again adjusting for your local climate:
The weather may be cool and rainy today and hot and sunny
tomorrow, but year after year we tend to have the same
climate: cool, rainy winters and hot, dry summers. But the
climate here was very different thousands of years ago. In fact,
our climates all over Earth have changed many times in the
past and will change in the future, too.
EARTH’S CRAZY CLIMATE | LITERACY OVERVIEW
001-019_OTG_59915_G5.indd 3
3
© National Geographic Learning, Cengage Learning, Inc.
Help students access background knowledge related to
the science concepts. Support the concept of climate in
ways that are familiar to your students.
12/6/13 5:23 PM
Earth Scien ce
Science Background
Science concepts are a critical part of each selection in Earth’s Crazy
Climate. These pages will help you build content knowledge so that
you may more effectively have discussions with students as they
read each selection of the book.
Earth’s
Crazy
Climate
888-915-3 276
When the Ice
Melted
Viking
Weather
Freezing
Europe
Climate
Conundrum
3/20/13 2:17 PM
A FRAMEWORK FOR K–12 SCIENCE EDUCATION
Core Idea ESS1: Earth’s Place in the Universe
What is the universe, and what is Earth’s place in it?
ESS1.C: The History of Planet Earth
How do people reconstruct and date events in Earth’s
planetary history?
Core Idea ESS2: Earth’s Systems
How and why is Earth constantly changing?
Core Idea ESS3: Earth and Human Activity
How do Earth’s surface processes and human activities
affect each other?
Core Idea LS2: Ecosystems: Interactions, Energy,
and Dynamics
How and why do organisms interact with their
environment and what are the effects of these
interactions?
LS2.C: Ecosystem Dynamics, Functioning, and
Resilience
What happens to ecosystems when the environment
changes?
Core Idea LS4: Biological Evolution: Unity and Diversity
LS4.C: Adaptation
How does the environment influence populations of
organisms over multiple generations?
•Climate (student book, pp. 3, 11, 18, 24) describes the average
weather (temperature, precipitation, wind speed and direction,
humidity, etc.) of a region over decades, centuries, or longer.
Some factors that can affect the climate of an area include
latitude, elevation, and proximity to features such as mountains
or oceans.
Throughout Earth’s history, the climate of places—and of Earth
overall—has changed. Some natural causes include changes in
Earth’s orbit, the sun’s energy output, increased volcanic activity,
and large meteor impacts. Climate scientists recognize that the
rapid addition of greenhouse gases from human activity will
likely play a major role in current and future climate changes.
•A glacier (student book, pp. 8, 28) is a large, slow-moving
mass of ice. Glaciers can completely reshape the geography
of a region. They can erode mountains, carve out fjords and
valleys, or form new bodies of water such as the Great Lakes or
the Baltic Sea. They also carry boulders and debris and deposit
them to form ridges like Cape Cod and Long Island. The fertile
soil of the central United States came from sediment carried and
deposited by glaciers at the peak of the most recent ice age.
•An ice sheet (student book, pp. 3, 12, 28) is a solid mass of ice
that covers at least 50,000 sq. kilometers (19,000 sq. miles).
Currently, Earth’s largest ice sheet covers Antarctica, with an
average thickness of 1 mile and an area of nearly 14 million
sq. kilometers (5.4 million sq. miles). Ice sheets appear and
expand during “ice ages.” During the last “glacial maximum”
(period of greatest ice cover) about 20,000 years ago, ice sheets
enveloped nearly all of Canada, the northern United States, and
northern Europe.
Pages 5–6 in this teacher’s guide describe how the science
concepts above relate to each selection. Additional science
background information is given for each selection.
EARTH’S CRAZY CLIMATE | SCIENCE BACKGROUND
001-019_OTG_59915_G5.indd 4
4
© National Geographic Learning, Cengage Learning, Inc.
NGL.Cenga ge.com
The following big idea science concepts apply to several selections
in the book.
12/6/13 5:23 PM
WHEN THE ICE MELTED
VIKING WEATHER
Student Book, pp. 2–9
Teacher’s Guide, pp. 7–8
Student Book, pp. 10–17
Teacher’s Guide, pp. 9–10
In this selection, students will learn about the most
recent ice age and its effects on climate (student book,
p. 3), landforms, sea levels, and life on Earth. Students
will also examine the causes of the last ice age and the
effects of its ending.
In this selection, students will learn how changes in
Greenland’s climate (student book, p. 11) affected
Norse settlements on the island from the 10th to 15th
centuries.
Scientists use data from ancient ice cores and tree
rings to reconstruct Greenland’s past climate. They also
examine artifacts and written records for evidence of
how life in Greenland changed from the late 900s, when
the island was first settled by the Norse, to the 1400s,
when the Vikings abandoned their settlements.
An ice age is defined as a period of Earth’s history when
permanent ice sheets (student book, p. 3) exist, usually
centered over the poles. Glaciers (student book, p. 8)
might also exist at high elevations far from the poles,
such as on Mt. Kilimanjaro in Tanzania today, which sits
only 3° south of the equator. Because ice sheets currently
rest on Antarctica and Greenland, Earth is still considered
to be in an ice age. This ice age is called the Quaternary
glaciation, and it started over 2.5 million years ago.
Ice ages like the Quaternary are characterized by times
when ice sheets expand, called glacials, and times when
they retreat and melt, called interglacials. We currently
live in an interglacial called the Holocene epoch, which
has lasted 11,700 years. Almost all of modern human
civilization developed during this current interglacial.
Ice sheets can have a major effect on the water cycle. Ice
sheets grow because of precipitation—water that has
evaporated from the ocean and falls on top of the sheets
as snow or rain. This means that as ice sheets expand,
water is being removed from the ocean and stored on
land as ice. Because ice sheets can exist for thousands
and sometimes millions of years, over time growing ice
sheets drain water from the ocean, causing sea levels
to drop. During the last glacial maximum, about 20,000
years ago, sea levels were low enough that land bridges
were exposed, such as those connecting Siberia to North
America and Southeast Asia to Australia. This allowed
humans and animals to migrate on foot to new continents.
Ever since the glacial maximum ended, ice sheets have
been melting and causing sea levels to rise, which
submerged these land bridges thousands of years ago.
EARTH’S CRAZY CLIMATE | SCIENCE BACKGROUND
001-019_OTG_59915_G5.indd 5
Some researchers attribute the demise of the Vikings
largely to their mismanagement of natural resources and
to their failure to adopt survival techniques from the
Inuit, who had arrived in Greenland from present-day
Canada around 1200. The Vikings depleted the forests for
fuel and used thick slabs of sod to insulate their homes.
Overgrazing by livestock and a shortened growing season
added to the reduction of hay and lack of food for the
livestock in winter. Instead of hunting seals for food and
burning seal blubber for heat like the Inuit, the Vikings
clung to their own ways—to their misfortune.
5
© National Geographic Learning, Cengage Learning, Inc.
Tree ring observations indicate that Europe experienced
a warming trend between 600 and 1150, a time now
known as the Medieval Warm period. The data also
show that after this time the climate likely began to cool.
Records from traders in Iceland and Greenland show an
increase in sightings of drift ice—pieces of ice that had
broken off the Arctic ice sheet. Drift ice usually remained
north of the sea trading routes, but by 1200, it was thick
enough to block the safe passage of ships. New trade
routes were attempted, but failed. Some routes took too
long to complete, while others were also overcome by
expanding sea ice. The Vikings depended on trade with
Iceland and Europe for crucial items such as timber, salt,
corn, and iron. When the trade routes were cut off, the
settlers may have felt the need to abandon their homes.
12/6/13 5:23 PM
FREEZING EUROPE
CLIMATE CONUNDRUM
Student Book, pp. 18–23
Teacher’s Guide, pp. 11–12
Student Book, pp. 24–31
Teacher’s Guide, pp. 13–14
Students will learn how artists’ depictions of everyday
life in Europe from the 16th to the 19th century provide
historical evidence of the Little Ice Age, a period of
distinctly cooler climate (student book, p. 18) in Europe
from about 1350 to 1850. Students will also read about
theorized causes of this climate change.
In this selection, students will learn about current trends
in climate change (student book, p. 24), including
melting glaciers and ice sheets (student book, p. 28), as
well as the causes and possible effects of this change.
Scientists use satellites, computers, and other technology
to study current and past climates. The most extensive
source of data on past climate comes from ice cores.
By drilling deep into the Antarctic and Greenland ice
sheets, scientists are able to extract ancient ice, some of
which formed over 800,000 years ago. These ice cores
contain air bubbles, soot, and other materials from
the atmosphere during those times. By analyzing these
materials, scientists can infer what Earth’s climate was
like long before recorded human history.
Some scientists believe the Little Ice Age could have been
triggered by increased volcanic activity, which set off a
combination of other factors that cooled the planet. The
numerous volcanic eruptions that occurred in this time
period released soot and aerosols into the atmosphere.
Soot can dim the sun for years, and aerosols cause more
clouds to form. Clouds can block the sun, as well as
reflect sunlight into space before it can reach Earth’s
surface. Together, these factors would lead to lower
global temperatures.
Lower temperatures would allow ice sheets to expand
into lower, and previously warmer, latitudes. Ice is more
reflective than ocean water, so larger ice sheets reflect
more sunlight into space, cooling the Earth even more.
In turn, this cooling would lead to even more ice than
before. This vicious cycle between colder temperatures,
ice growth, and sunlight reflection is an example of a
feedback loop. Feedback loops demonstrate how small
changes caused by single factors like volcanoes can be
greatly magnified by other factors on a global scale.
The greenhouse effect provides vital insulation for the
Earth—without it, the average temperature of Earth’s
surface would be –18°C (0°F). This insulation occurs
because some gases in the atmosphere (including CO2)
absorb infrared radiation released from Earth’s surface,
warming the atmosphere. Similar to a space blanket,
which insulates people by reflecting infrared radiation
from their bodies back at them, greenhouse gases
redirect some of the Earth’s own heat back to the surface,
while the rest escapes to space. By increasing the amount
of CO2 in the atmosphere, more heat is retained and less
escapes to space. The end result: a warmer planet.
It is thought the Little Ice Age was particularly bad
in Europe because the expanding ice cooled the Gulf
Stream, which is a major warm-water ocean current
that runs from Florida to Europe. Much of Europe’s mild
weather comes from wind that passes over the Gulf
Stream, which heats the air before it reaches Europe.
Without the Gulf Stream, Europe would be a much
colder region because of its high latitude. Because of the
Gulf Stream, climate changes—in the past and possibly
the future—may be felt even more severely in Europe.
EARTH’S CRAZY CLIMATE | SCIENCE BACKGROUND
001-019_OTG_59915_G5.indd 6
6
© National Geographic Learning, Cengage Learning, Inc.
From these data, we know that carbon dioxide (CO2)
levels have risen dramatically since the start of the
Industrial Revolution, when humans first began burning
fossil fuels in large quantities for energy. Fossil fuels
include coal, oil, and natural gas, all of which produce CO2
when burned. CO2 is an invisible gas that contributes to
the greenhouse effect.
12/6/13 5:23 PM
GENRE Science Article
Read to find out about the last ice age.
Imagine that you take a time machine back
changed slightly, causing less direct
to 18,000 years ago. When you arrive, a
sunlight to reach the planet. This changed
freezing wind pulls at your coat and numbs
Earth’s climate. Temperatures dropped, and
your face. The air is dry and filled with fine
snow and ice piled up, forming ice sheets.
dust. As your eyes adjust to the hazy light, a
As the ice sheets grew larger, they chilled
barren scene comes into focus. All you can
nearby lands, turning them into frozen
see is ice stretching to the horizon. You’ve
deserts. Miles away, many animals lived in
landed on top of an ice sheet! Welcome to
shallow valleys that were protected from
the last ice age.
the frigid winds. You may recognize some of
At this time in Earth’s past, about one-third
by Richard Easby
illustrations by Bob Kayganich
these animals, but others were unusual.
of the planet is icebound. A few massive ice
WOOLLY AND WARM Woolly
sheets cover present-day Canada and much
mammoths lived on the cold, flat, treeless
of the northern United States. Northern
tundra. They looked like elephants, but they
Europe and northern Asia are also buried
were covered with hair that grew 1 meter
beneath ice sheets. Everywhere the ice is
(3 feet) long. Under the hair was a layer of
thick. For example, an ice sheet at least
warm wool, and beneath the skin was a layer
1,220 meters (4,003 feet) thick covered
of fat. The hair, wool, and fat kept these
mountains in present-day Vermont.
giant animals warm.
When the Ice Melted
Science Article
THE BIG CHILL Scientists have
many theories as to what caused the big
chill. Many say the shape of Earth’s orbit
Ice Age humans lived in small groups in shallow river
valleys. The climate was cold and dry. Fewer plants
were available to eat. Humans hunted herds of woolly
mammoths, antelope, and other large animals for food.
3
2/27/13 2:53 PM
03_SE59243_5E_WC_S1OL 3
2/27/13 2:53 PM
Reading OBJECTIVES
•Make inferences and support them with text.
•Describe cause/effect text structure.
•Explain relationships between ideas and events in
a scientific text.
SCIENCE OBJECTIVES
•Recognize how the sun and Earth’s orbit affect
the water cycle and climate.
•Explain how ice/water reshape Earth’s surface.
•Describe how organisms are adapted to their
environments.
COMMON CORE STATE STANDARDS FOR ENGLISH
LANGUAGE ARTS
CC.5.RInfo.1 Quote accurately from a text when
explaining what the text says explicitly and when drawing
inferences from the text.
CC.5.RInfo.3 Explain the relationships or interactions
between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based
on specific information in the text.
CC.5.RInfo.5 Compare and contrast the overall structure
(e.g., chronology, comparison, cause/effect, problem/
solution) of events, ideas, concepts, or information in two
or more texts.
A FRAMEWORK FOR K–12 SCIENCE EDUCATION
Core Idea ESS1: Earth’s Place in the Universe
What is the universe, and what is Earth’s place in it?
Core Idea ESS2: Earth’s Systems
How and why is Earth constantly changing?
Core Idea LS4: Biological Evolution: Unity and
Diversity
LS4.C: Adaptation
How does the environment influence populations of
organisms over multiple generations?
Summary “When the Ice Melted” is a science article that explores
the causes and effects of the last ice age. The article begins by
describing climate conditions during this period and then examines
potential causes for the climate change, and the effects it had on life,
geography, and the environment.
BUILD BACKGROUND FOR THE GENRE
Tell students that science articles are about science-related topics.
Share that the science article they will read, “When the Ice Melted,”
has the following elements:
•It uses facts, details, examples, and evidence to present information
about a science topic.
•It uses scientific concepts to explain cause/effect relationships.
•Information is presented through photos, captions, diagrams,
illustrations, or other graphics.
BUILD VOCABULARY & Concepts
• ice sheet
• climate
• tundra
• fjords
• glaciers
Remind students that Using Context Clues is a strategy to infer the
meaning of an unfamiliar word. They can “read around” the word, or
read a few sentences before and after it, to make meaning from the
context. Remind them to look at the photographs, too.
The strategy Sketching Words can help students share their ideas
about the meanings of unfamiliar words. Tell students to turn to page
3. Say: The first paragraph talks about an ice sheet. The illustration on the
page gives me an idea of what an ice sheet looks like. I’m going to sketch
my idea of the meaning of ice sheet on a sticky note. Then I’m going to
check the text to see if I was right. Give students a minute or so to sketch
their ideas of the term ice sheet on a sticky note. Then have them turn
and share their sketches with a partner. Students should compare and
contrast their ideas and revise them, if necessary. Have students work
with a partner and follow the same steps with the remaining words.
Point out other important words in the selection, such as icebound
and orbit. Have pairs use sketching or context clues—whichever
strategy is most appropriate—to determine the meaning.
EARTH’S CRAZY CLIMATE | WHEN THE ICE MELTED
001-019_OTG_59915_G5.indd 7
7
© National Geographic Learning, Cengage Learning, Inc.
2
02_SE59243_5E_WC_S1OL 2
12/6/13 5:23 PM
READ
The content goal for Earth’s Crazy Climate is to introduce
students to the concept of climate change and its causes
and effects. Remind students that each selection in
Earth’s Crazy Climate involves a different perspective on
climate change. In “When the Ice Melted,” students go
back in time about 18,000 years to learn what happened
when a cold Earth started to warm up. Point out the
Read to find out statement at the top of page 2 in the
student book: Read to find out about the last ice age.
Make Inferences Remind students that an inference
is an idea that is not stated directly in the text but can
be figured out with logical thinking. Have them read the
caption on page 3. Ask: If the cold, dry climate led to fewer
plants, what can you infer about the needs of most plants?
(Most plants need warm temperatures and water to
thrive.) Have partners turn and share other inferences
they can make using the text or visuals.
Help students with the comprehension goal of
accessing the content by inferring and visualizing. Read
aloud the first paragraph on page 3 and model the
strategy: The text begins by describing a time 18,000 years
ago when large parts of Earth were covered in ice. As I read,
I can almost feel the freezing wind blasting me. It’s hard
to walk against. I can hardly feel my face and hands. By
visualizing the sights and sensations of this environment, I
can infer that this climate would be unbearably cold and that
not many animals today could survive on an ice sheet.
Describe Text Structure Direct students’ attention
to the text under the heading “The Big Chill” on page 3.
Ask: What do scientists think caused the last ice age? (The
shape of Earth’s orbit may have changed.) What was one
effect of this change? (Less direct sunlight reached Earth,
and temperatures dropped.) Point out that the text has
a cause/effect structure. The article is organized around
explaining the causes and effects of the last ice age and
the melting of the ice. Ask pairs to find causes and effects
as they read.
Before students begin reading, say: As you read, pay
attention to descriptive words and images in the text. Pause
to visualize the scene. Use the images to help you make
inferences from the text. You will get a richer understanding
of the article when you visualize and make inferences.
Explain Relationships Point out that a major causeand-effect relationship in the article concerns the last ice
age and the water cycle. Have students turn to page 5.
Say: Ice sheets grow larger when rain and snow fall on them
and freeze. Ask: Where did the water that falls on an ice sheet
come from? (It originally came from the ocean.) Then
ask: How and why did this affect the sea level? (The sea
level was lower because water was being stored in ice
on land.) Encourage partners to continue the discussion
by explaining how the lower sea level related to the
movement of living things.
TURN & TALK
Revisit the Read to find out statement. Have
students turn and talk about the last ice age. To check
understanding, have students turn and talk about the
Check In question: What changes occurred as the planet
warmed and the last ice age ended? (Possible responses: The
animals and the people of the last ice age were adapted
to the cold climate. When the climate began to warm
up, the ice sheets shrank. Ice melted and sea levels rose.
Land bridges flooded, and living things were separated by
water. Some living things could not adapt to the warmer
climate. They died out. When the ice retreated, it also
changed Earth’s surface, forming fjords, fertile grassy hills,
EARTH’S CRAZY CLIMATE | WHEN THE ICE MELTED
001-019_OTG_59915_G5.indd 8
WRITE & ASSESS
You may want to have students do a “quick write” to
assess understanding. It’s always helpful to have students
reflect on both the content and their thinking process.
•How were living things adapted to the cold climate during
the last ice age?
•What did you find most surprising about the last ice age?
8
© National Geographic Learning, Cengage Learning, Inc.
and other features. Huge floods also occurred in places
like Montana. The floods formed cliffs and canyons.)
12/6/13 5:23 PM
GENRE History Article
Read to find out about the rise and fall of the Greenland Vikings.
T
he Vikings, or Norse, were farmers
sailed into a deep fjord. Their timing
and fishermen from Denmark,
was perfect. A warmer climate had
Norway, and Sweden who craved wealth
Hemisphere only a century earlier. The
Vikings found mild weather along the
The Vikings were feared for their violent
fjord as well as enough open land to
raids on towns. They were also respected
support their livestock and crops.
as expert traders. From 800–1100 A.D.,
the Vikings spread out across Europe.
They built villages in present-day Russia,
by Stacey Klaman
illustrations by Jim Madsen
England, Ireland, Iceland, and Greenland.
Erik returned to Iceland a few years later
to convince other Norse to join him in
the new territory he called Greenland.
To people living in a place called Iceland,
FroM the 9th to the 11th century,
The story of the Greenland Vikings starts
what could sound better than a place
with Erik the Red. Erik was reportedly
called Greenland? In the summer of 986,
europe’S coaStS and riverS were
banned from Iceland for murder. So in
24 boatloads of Vikings set sail from
doMinated by the Vikings.
982 A.D., he and about 500 other Norse
Iceland to colonize Greenland.
set sail in search of a new island once
But within 475 years, would
spoken of by another Viking.
climate change defeat the
Erik and his Vikings followers had to
Viking Weather
begun sweeping across the Northern
and adventure. When groups of Norse
banded together as warriors, beware!
History Article
Greenland Vikings?
sail about 280 kilometers (175 miles)
west to reach the island. Once there, they
The Viking settlers unload their
longships on Greenland’s coast.
10_SE59243_5E_WC_S2OL 10
11
2/27/13 2:55 PM
11_SE59243_5E_WC_S2OL 11
2/27/13 2:56 PM
Reading OBJECTIVES
•Draw inferences and support them with text.
•Explain the relationships and interactions
between ideas and events in a scientific text.
SCIENCE OBJECTIVES
•Identify causes and effects of climate change.
•Recognize how changes to the environment
can affect the survival of living things in that
environment (including humans).
COMMON CORE STATE STANDARDS FOR
ENGLISH LANGUAGE ARTS
CC.5.RInfo.1 Quote accurately from a text when
explaining what the text says explicitly and when drawing
inferences from the text.
CC.5.RInfo.3 Explain the relationships or interactions
between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based
on specific information in the text.
A FRAMEWORK FOR K–12 SCIENCE EDUCATION
Core Idea ESS2: Earth’s Systems
How and why is Earth constantly changing?
Core Idea ESS3: Earth and Human Activity
How do Earth’s surface processes and human activities
affect each other?
Core Idea LS2: Ecosystems: Interactions,
Energy, and Dynamics
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
What happens to ecosystems when the environment
changes?
Summary “Viking Weather” is a history article that describes
the fate of the Vikings who settled Greenland beginning in the
10th century. At the time of the first settlements, the region was
experiencing a warmer-than-normal climate, and the first Vikings
thrived. However, the climate became steadily colder over several
centuries, causing the fearsome Vikings to abandon their Greenland
settlements by the 15th century.
BUILD BACKGROUND FOR THE GENRE
Tell students that history articles help us understand events in the
past, which can help us better understand things happening in the
present, such as climate change. Explain that “Viking Weather” is a
history article with the following elements:
•It tells about historic events, and how events affected subsequent
time periods.
•It organizes events in the order in which they happened
(chronological order).
•It presents facts and information through photos, captions,
illustrations, and maps.
BUILD VOCABULARY & Concepts
• fjord
• climate
• ice sheet
Remind students that Using Context Clues is a strategy to infer the
meaning of an unfamiliar word. They can “read around” the word, or
read a few sentences before and after it, to make meaning from the
context. Remind them to look at the photographs, too.
Another strategy to try is Using Background Knowledge. Direct
pairs to turn and talk about what they think the word climate
means. Then have them read the word in context. Have student
pairs collaboratively discuss their ideas and construct their own
definition(s) of the word. Instruct students to follow the same steps
with the remaining words.
Point out other important words in the selection, such as territory,
archaeologists, and imported. Have pairs use background knowledge
and context clues to determine meaning for these words and any
words that might be unfamiliar to students.
EARTH’S CRAZY CLIMATE | VIKING WEATHER
001-019_OTG_59915_G5.indd 9
9
© National Geographic Learning, Cengage Learning, Inc.
10
12/6/13 5:23 PM
READ
The climate of an area does not always stay the same.
Climate change can affect what people do to survive.)
The content goal for Earth’s Crazy Climate is to introduce
students to the concept of climate change and its causes
and effects. Remind students that each selection in Earth’s
Crazy Climate involves a different perspective on climate
change. In “Viking Weather,” students will read about how
climate change defeated a group of mighty Vikings several
hundred years ago. Point out the Read to find out
statement at the top of page 10 in the student book: Read
to find out about the rise and fall of the Greenland Vikings.
Make Inferences Tell students that good readers make
inferences as they read to understand connections in the
text that are not explicitly stated. Model how to make
inferences by referring to the last paragraph on page 12.
Say: The livestock grazed on pastures year-round. I can infer
that the pastures were never covered by snow, so winters must
have been very mild. The fact that the Vikings had to import
timber implies that there were no forests on Greenland;
otherwise the settlers could have cut their own wood. The
illustration supports my inference.
Help students achieve the comprehension goal of
accessing content by inferring and visualizing as they read.
Model by referring to page 11. Say: The text says that 500
Norse sailed to Greenland and found land to support their
livestock and crops. The illustration shows Viking longboats.
I can visualize many longboats sailing through ocean waters with
animals as well as people aboard. I can infer that because the
Norse were the first settlers here, they’d have to bring farm tools,
housewares, and many other supplies with them as well.
Have partners go through the text, page by page, and
identify other inferences. Encourage them to discuss how
the inferences add to their understanding of the text.
Before students begin reading, say: As you read, look for
visual clues to help you infer ideas and details that the author
doesn’t directly state. Be sure to look closely at illustrations
and photos. Read all the captions. Visuals help clarify ideas in
the text and can help you make inferences.
TURN & TALK
Revisit the Read to find out statement. Have students
turn and talk about the rise and fall of the Greenland
Vikings. (Possible responses: Because the climate of
Greenland was warmer than normal, the first Viking
settlers were able to grow crops and raise livestock. Over
the next 200 years, they built settlements along the coast
and their population grew. But when the climate got cold
again, crops couldn’t grow, trade routes were disrupted,
and by the early 15th century, the Vikings were forced
to abandon Greenland.) To check understanding, have
students turn and talk about the Check In question:
What can people learn about climate change from the
experiences of the Greenland Vikings? (Possible response:
EARTH’S CRAZY CLIMATE | VIKING WEATHER
001-019_OTG_59915_G5.indd 10
WRITE & ASSESS
You may want to have students do a “quick write” to
assess understanding. It’s always helpful to have students
reflect on both the content and their thinking process.
•How did climate change affect the history of Greenland?
•What did this text make you think about?
10
© National Geographic Learning, Cengage Learning, Inc.
Explain Relationships Ask partners to read student
pages 14 and 15, and then have them turn and talk about
the relationship between climate change and the Vikings’
decision to abandon the Greenland settlements. Ask
questions to guide the discussion, such as: How did climate
change affect trade routes? (The seas became stormier, and
the sea ice expanded; both these factors prevented the
Norse from getting supplies.) How did climate change affect
growing seasons, and how did this, in turn, affect living
things? (Growing seasons were shortened, so people
and livestock had less to eat, meaning fewer people and
animals could survive.) Point out that the climate of
Greenland is changing again, as explained on page 16.
Ask: How are current climate trends affecting the people of
Greenland today? (Possible response: People can now grow
crops that could not thrive when temperatures were
colder.)
12/6/13 5:23 PM
GENRE History Article
Read to find out how art can provide clues to past climate.
Hunters in the Snow, 1565
Pieter Bruegel the Elder painted this snapshot of life
in the 1560s. The painting depicts one of the first
bad winters of the Little Ice Age. Temperatures were
just a bit cooler than today’s, but this difference had
a big impact. European winters became brutally cold.
Summers became wetter and shorter, which led to crop
failures and famine, or food shortages. Without enough
food, Europeans suffered from malnutrition. They were
at a greater risk from disease. Skeletons unearthed
at burial sites show that the average height of men
dropped 6.35 centimeters (2 21 inches) during the 17th
and 18th centuries.
EuropE
Freezing Europe
History Article
by Stacey Klaman
A picture is worth a thousand words—
that’s what experts thought while
studying the Little Ice Age, a period of
Earth’s climate history that lasted for
about 550 years. Along with scientific
evidence from ice cores and tree ring
growth, researchers studied paintings
from this period. Take a look at this
painting. What do you see? Snow covers
the ground and rooftops under a chilly
blue sky. In the distance, people skate
on frozen ponds while someone carries
kindling across a bridge. It is a winter
scene from the distant past.
19
3/28/13 11:38 AM
19_SE59243_5E_WC_S3OL 19
2/27/13 2:58 PM
Reading OBJECTIVES
•Summarize the text.
•Explain the relationships and interactions
between ideas in a scientific text.
SCIENCE OBJECTIVES
•Identify types of evidence used by scientists to
support conclusions.
•Identify causes and effects of climate change.
•Recognize how changes to an environment
can affect the survival of living things in that
environment (including humans).
COMMON CORE STATE STANDARDS FOR
ENGLISH LANGUAGE ARTS
CC.5.RInfo.2 Determine two or more main ideas of a
text and explain how they are supported by key details;
summarize the text.
CC.5.RInfo.3 Explain the relationships or interactions
between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based
on specific information in the text.
A FRAMEWORK FOR K–12 SCIENCE EDUCATION
Core Idea ESS1: Earth’s Place in the Universe
ESS1.C: The History of Planet Earth
How do people reconstruct and date events in Earth’s
planetary history?
Core Idea ESS2: Earth’s Systems
How and why is Earth constantly changing?
Core Idea ESS3: Earth and Human Activity
How do Earth’s surface processes and human activities
affect each other?
Core Idea LS2: Ecosystems: Interactions,
Energy, and Dynamics
LS2.C: Ecosystem Dynamics, Functioning, and
Resilience
What happens to ecosystems when the environment
changes?
Summary “Freezing Europe” is a history article about the Little Ice
Age, a period of cooler climate in Europe from roughly 1350 to 1850.
The article examines paintings of the time that provide evidence for
the Little Ice Age and its impact on daily life. It also touches upon the
natural causes of this colder-than-normal period in history.
BUILD BACKGROUND FOR THE GENRE
Tell students they will be reading a history article. Explain that a
history article is based on events that actually happened in the past.
Let students know that the history article they will read, “Freezing
Europe,” has the following elements:
•It tells about historic events and how events impacted subsequent
time periods.
•Headings are used to organize the text.
•Facts and information are presented through paintings, captions,
and illustrations.
BUILD VOCABULARY & Concepts
• climate
• aerosols
Remind students that Using Context Clues is a strategy to infer the
meaning of an unfamiliar word. They can “read around” the word, or
read a few sentences before and after it, to make meaning from the
context. Remind them to look at the pictures, too.
Another strategy is Using Graphic Organizer Notes. Use the
board to model how to create a four-column graphic organizer. Label
the columns Word, Inferred Meaning, Clue, and Sentence or Picture.
Write the term aerosols in the first column. Ask: What do you think
this term means? Record students’ ideas in the second column. Then
have students scan the text for clues that help them determine the
meaning of the word. Record their clues in the third column of the
chart, and then ask volunteers to use the term in a sentence or draw
a picture illustrating the term in the fourth column. Have partners
follow this procedure with climate.
You may want to point out other important words or terms in the
selection, such as ice cores, snapshot, and waterway. Have pairs draw
their own graphic organizers for these words and any words that
might be unfamiliar to students.
EARTH’S CRAZY CLIMATE | FREEZING EUROPE
001-019_OTG_59915_G5.indd 11
11
© National Geographic Learning, Cengage Learning, Inc.
18
18_SE59236_5E_WC_S3OL 18
12/6/13 5:23 PM
READ
volcanic aerosols into the atmosphere, which blocked
some of the sun’s energy, causing the planet to become
slightly cooler. This temperature decrease caused an
increase in sea ice, which drifted toward Europe and
melted, leaving a layer of cold fresh water at the surface
of the ocean. This disrupted ocean currents that usually
make Europe’s climate more moderate.)
The content goal for Earth’s Crazy Climate is to introduce
students to the concept of climate change and its
causes and effects. In “Freezing Europe,” students will
explore the Little Ice Age through the eyes of artists who
portrayed how the cold climate affected everyday life.
Point out the Read to find out statement at the top of
page 18 in the student book: Read to find out how art can
provide clues to past climate.
Summarize Remind students that summarizing
involves explaining the main idea and key details about
a text in their own words. Say: When you summarize,
you do not repeat everything that you read. You focus on
the key concepts and paraphrase them. For example, I could
summarize page 19 in this way: The painting shows a winter
during the Little Ice Age. Slightly cooler temperatures in this
period had a large impact, causing colder winters and shorter
summers, leading to food shortages and disease.
Help students achieve the comprehension goal of
accessing the content by summarizing and synthesizing
as they read. Read aloud the paragraph on page 18 and
say: The text talks about the cold climate of Europe during the
Little Ice Age and how scientists can use paintings to study
this period. The paintings on these pages show people walking
across frozen rivers and lakes and bundled up in heavy
clothes. To sum up these pages, I’d say that we’ve learned
about the Little Ice Age, a cold period in Europe, in two ways:
one, scientific evidence from ice cores and tree rings; and two,
paintings from the time that show how people lived.
Ask pairs to summarize the entire article in four or five
sentences. Give students the option of writing down
their ideas or stating them orally to one another.
Explain Relationships Have students turn and talk
about the cause-and-effect chain of events in the article.
If necessary, guide them with questioning, such as: Why
did Earth’s surface temperature begin to get colder? (A long
period of volcanic eruptions released aerosols into the air;
these aerosols prevented some sunlight from reaching
Earth.) How did Earth’s cooler temperatures affect sea ice?
(They caused an increase in sea ice.) How did the increase
in sea ice affect ocean currents? (Less warm water flowed
north toward Europe.)
Before students begin reading, say: As you read this history
article, pay close attention to the details in the paintings. Look
at what the people are doing. Do you ever do some of these
same activities? What’s the weather like when you do these
activities? Use your own experiences along with details from
the paintings and text to help you summarize what life was
like during the Little Ice Age.
TURN & TALK
EARTH’S CRAZY CLIMATE | FREEZING EUROPE
001-019_OTG_59915_G5.indd 12
You may want to have students do a “quick write” to
assess understanding. It’s always helpful to have students
reflect on both the content of the selection and their
thinking process.
•Do you think the events that caused the Little Ice Age
could change climate today? Explain your answer.
•What more would you like to learn about the Little Ice Age?
12
© National Geographic Learning, Cengage Learning, Inc.
WRITE & ASSESS
Revisit the Read to find out statement. Have students
turn and talk about how art can provide clues to past
climate. (Possible response: Art shows details about
the land and the people, such as snow covering the
ground and people dressed warmly. You can infer
what the climate was like using these details.) To check
understanding, have students turn and talk about the
Check In question: What do scientists think caused the
Little Ice Age? (Scientists think volcanic eruptions released
12/6/13 5:23 PM
Read to find out how Earth’s climate is changing.
Climate Conundrum
Climate Conundrum
by Robert Phalen
The year is 2384 a.d.
The United States flag
outside your school has
forty-six stars instead
of fifty. Your history
book mentions drowned
countries, and sunken
cities such as London,
Berlin, Rome, Sydney,
Buenos Aires, Beijing,
and Tokyo. Their names
are familiar to you, but
easily forgotten. After
all, now these places
are just underwater
ruins full of fish.
Your history book also mentions New
York City, Boston, Los Angeles, San
Francisco, Seattle, Houston, and other
Science Article
cities that were in the United States.
None of them exist now, but some of
your ancestors came from those places.
In your book, you read that there was
once a state jutting out of the East
Coast. It was part of something called
the Gulf of Mexico.
Could Earth change this much in just a
few hundred years? Climate change is
happening now, and rising seas are just
the tip of the iceberg. (Icebergs don’t
exist in 2384.) What’s the forecast for
the next few centuries, and how will
people adapt?
Divers explore the ruins of an ancient temple off the coast
of Alexandria, Egypt. The temple used to overlook the
lost city of Herakleion. Rising sea levels, earthquakes, and
tsunamis sank the city more than a thousand years ago.
Parts of nearby Alexandria suffered a similar fate.
24
24_SE59243_5E_WC_S4OL 24
25
2/27/13 2:59 PM
25_SE59243_5E_WC_S4OL 25
2/27/13 2:59 PM
Reading OBJECTIVES
•Summarize the text.
•Explain the relationships and interactions
between ideas and events in a scientific text.
•Identify cause/effect text structure.
Summary “Climate Conundrum” is a science article that describes
how human activities such as burning fossil fuels contribute
to current patterns of climate change. It explores the future
consequences of climate change on living things, including people.
SCIENCE OBJECTIVES
•Recognize how scientists use historical evidence
and technology to make predictions.
•Recognize how changes in the water cycle affect
climate.
•Identify the causes and possible effects of climate
change caused by humans.
BUILD BACKGROUND FOR THE GENRE
COMMON CORE STATE STANDARDS FOR
ENGLISH LANGUAGE ARTS
CC.5.RInfo.2 Determine two or more main ideas of a
text and explain how they are supported by key details;
summarize the text.
CC.5.RInfo.3 Explain the relationships or interactions
between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based
on specific information in the text.
CC.5.RInfo.5 Compare and contrast the overall structure
(e.g., chronology, comparison, cause/effect, problem/
solution) of events, ideas, concepts, or information in two
or more texts.
A FRAMEWORK FOR K–12 SCIENCE EDUCATION
Core Idea ESS1: Earth’s Place in the Universe
ESS1.C: The History of Planet Earth
How do people reconstruct and date events in Earth’s
planetary history?
Core Idea ESS2: Earth’s Systems
How and why is Earth constantly changing?
Core Idea ESS3: Earth and Human Activity
How do Earth’s surface processes and human activities
affect each other?
Explain that a science article gives in-depth information about a
particular science topic. Have pairs turn and share about science
articles they have read in the past. Then tell students they will read
“Climate Conundrum,” a science article with the following elements:
•Facts, details, examples, and evidence present information about a
science topic.
•It uses scientific concepts to explain cause/effect relationships.
•Text is organized using headings and has specialized vocabulary.
•Facts and information are presented through photos, captions,
maps, and other graphics.
BUILD VOCABULARY & Concepts
• climate
• global warming
• greenhouse gases
• glaciers
• ice sheet
Remind students that Using Context Clues is a strategy to infer the
meaning of an unfamiliar word. They can “read around” the word, or
read a few sentences before and after it, to make meaning from the
context. Remind them to look at the photographs, too.
Another useful vocabulary strategy is Creating a Content Word
Wall. Find a wall or area of the classroom to designate as the
Content Word Wall. Write the term greenhouse gases on a sheet of
construction paper and put it on the Word Wall. Have students write
words or draw illustrations about greenhouse gases on index cards.
Invite them to come up to the Content Word Wall and attach their
cards around the term greenhouse gases. Have students follow the
same steps with the remaining words.
Point out other important words in the selection, such as ancestors
and refugees. Have students follow the same steps and add these and
any unfamiliar words to the Word Wall to determine meaning.
EARTH’S CRAZY CLIMATE | CLIMATE CONUNDRUM
001-019_OTG_59915_G5.indd 13
13
© National Geographic Learning, Cengage Learning, Inc.
GENRE Science Article
12/6/13 5:23 PM
READ
if the temperature warms up. But the growing season
might be longer, so there may be more food to eat.)
The content goal for Earth’s Crazy Climate is to introduce
students to the concept of climate change and its causes
and effects. In “Climate Conundrum,” students will
read about the possible future climate of our planet
if warming trends continue, and what the causes and
effects of this climate change could be. Point out the
Read to find out statement at the top of page 24 in
the student book: Read to find out how Earth’s climate is
changing.
Summarize Encourage students to summarize the text.
Suggest that they break the article into sections based on
the titles and subtitles in the text. Refer student pairs to
page 26. Say: The subtitle on this page is Stepping on the
Gas. A brief summary of the information under that subtitle
is that burning fossil fuels adds greenhouse gases to the
atmosphere, which contributes to global warming.
Have partners turn and share summaries of different
sections of the article. Remind them to summarize in
their own words rather than quoting from the text.
Help students achieve the comprehension goal of
accessing the content by summarizing and synthesizing
as they read. Use page 24 as a model. Say: The text
describes a time in the future when cities such as New York
and Houston no longer exist. I know all these cities are near
the coast. One state is described in the text but not identified.
I can tell from the description that the state is Florida, which
is on the coast. So the text is saying that in the future, climate
change might cause some cities and states to be underwater.
That’s a short summary of the text based on what the text
says and my own knowledge.
Explain Relationships Guide students to understand
the relationships between scientific ideas in the text.
To prod discussion between partners, ask questions
such as: What human activities add greenhouse gases to the
atmosphere? (burning fossil fuels) If greenhouse gases keep
our planet comfortable, why is adding more greenhouse gases
a problem? (Too much greenhouse gas in the atmosphere
traps too much heat and raises the global temperature.)
Describe Text Structure Refer back to students’
answers in the Explain Relationships section above. Point
out the cause-and-effect relationship between the ideas.
For example, burning fossil fuels causes more greenhouse
gases to be added to the atmosphere. Adding greenhouse
gases to the atmosphere causes more heat to be trapped
by the atmosphere. Trapping more heat causes global
warming.
Before students begin reading, say: As you read, think
about how the ideas relate to things you already know. Use
your background knowledge plus important details in the text
to summarize each page or section of the article. This will help
you better understand and remember what you read.
TURN & TALK
EARTH’S CRAZY CLIMATE | CLIMATE CONUNDRUM
001-019_OTG_59915_G5.indd 14
WRITE & ASSESS
You may want to have students do a “quick write” to
assess understanding. It’s always helpful to have students
reflect on both the content and their thinking process.
•What is an important consequence of climate
change? Why is it important?
•What confused you about what you just read?
14
© National Geographic Learning, Cengage Learning, Inc.
Have partners create and use a T-chart to identify other
causes and effects in the article.
Revisit the Read to find out statement. Have students
turn and talk about how Earth’s climate is changing. To
check understanding, have students turn and talk about
the Check In question: How might climate change affect
you during your lifetime? (Possible response: I live near a
coastal area. If the sea level rises, some of the land might
be underwater. Also, salty seawater can get into the
drinking water. The area where I live might get bigger
storms more often, so there may be more storm damage
and flooding. Some animals might move to cooler places
12/6/13 5:23 PM
Read to
the last
about
find out ice age.
Article
istory
GENRE H
Read to
the rise
about
find out and fall
of the
Greenland
um
r
d
n
u
n
o
C
l
Eimat e
C
p
o
r
Eu
Vikings.
Read to
Article
istory
GENRE H
by
trations
an illus
Jim Mad
how art
find out ide clues
can prov
illustratio
ns by Bob
Kayganich
2/27/13
2
10
02_SE5
S1OL
E_WC_
9243_5
2:53 PM
2/27/13
S2OL
E_WC_
9243_5
Read to
ging.
te is chan
h’s clima
how Eart
find out 10
S3OL
E_WC_
9236_5
18_SE5
2:55 PM
ert Pha
Discuss
s New
mention
k also
eles, San
ory boo
r
Los Ang
Your hist
, and othe
, Boston,
len
ston
York City
es.
tle, Hou
ed Stat
84 a.d.
o, Seat
the Unit
Francisc
e of
ar is 23
g
were in
, but som
s that
The ye
tes fla
places.
exist now
those
s citie
ited Sta
of them
e from
None
hool ha
e was
The Un
stors cam
that ther
your sc
your ance
d
you read
the East
outside stars instea
r book,
out of
d
In you
ng
ng calle
six
state jutti
y
somethi
once a
fortyhistor
part of
ur
was
It
Yo
ed
Coast.
ico.
drown
of fif ty.
a
f of Mex
h in just
the Gul
ntions
muc
me
this
nken
ge is
book
change
ate chan
Earth
, and su on,
es
Could
just
s? Clim
tri
are
year
dred
g seas
coun
Lond
few hun
, and risin
s don’t
such as dney,
ing now
(Iceberg
happen
cities
for
Sy
iceberg.
forecast
of the
Rome,
t’s the
the tip
will
.) Wha
ijing,
Berlin,
how
Be
2384
,
and
exist in
uries,
Aires
s
t few cent
Buenos . Their name
the nex
yo
t
adapt?
people
and Tok
you, bu
iliar to
are fam gotten. After
for
easily
places
these
w
r
no
ate
all,
underw
are just of fish.
ll
ruins fu
3/28/13
11:38
AM
2/27/13
2:59 PM
24
18
2
10_SE5
by Rob
Klaman
s—
sand word
a thou
e
wor th
ure is
ght whil
A pict
rts thou
od of
, a peri
what expe
that’s
e Ice Age
d for
the Littl
that laste
studying
c
history
scientifi
climate
g with
Earth’s
s. Alon
ring
550 year
and tree
about
cores
ice
tings
from
ied pain
evidence
ers stud
this
research
look at
grow th,
rs
Take a
w cove
period.
see? Sno
from this
t do you
a chilly
r
Wha
.
unde
painting
e
rooftops
le skat
nd and
, peop
the grou
distance
carries
In the
someone
blue sky.
er
s while
is a wint
en pond
It
froz
ge.
on
a brid
across
past.
kindling
distant
from the
scene
ey
by Stac
y
ard Easb
climate.
sen
ey Klam
tu ry,
by Stac
h cen
e 11t
we re
to th
riv erS
th e 9th
an d
ing s.
Fro M
aSt S
e Vik
pe’ S co
by th
eu ro
nated
do Mi
by Rich
to past
Article
cience
GENRE S
18
24_SE5
S4OL
E_WC_
9243_5
24
Reading OBJECTIVES
•Use evidence from a text when explaining what
the text says.
•Compare and contrast text structures.
•Write or speak about the topic by using
information from the four selections.
Content & Comprehension Goals
Foster a discussion about the selections in Earth’s Crazy Climate. Ask:
Why is it important to study climate change? (Possible reponses are
given in the concept map. Students may provide more or different
information.)
SCIENCE OBJECTIVES
•Identify the causes and effects of climate change.
•Recognize how changes to an environment
can affect the survival of living things in that
environment (including humans).
•Recognize how the sun and Earth’s orbit affect
the water cycle and climate.
COMMON CORE STATE STANDARDS FOR
ENGLISH LANGUAGE ARTS
Why is it important to study
climate change?
Climate change can
affect where people
can live.
CC.5.RInfo.1 Quote accurately from a text when
explaining what the text says explicitly and when drawing
inferences from the text.
CC.5.RInfo.3 Explain the relationships or interactions
between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based
on specific information in the text.
CC.5.RInfo.5 Compare and contrast the overall structure
(e.g., chronology, comparison, cause/effect, problem/
solution) of events, ideas, concepts, or information in two
or more texts.
CC.5.RInfo.9 Integrate information from several texts on
the same topic in order to write or speak about the subject
knowledgeably.
A FRAMEWORK FOR K–12 SCIENCE EDUCATION
Core Idea ESS2: Earth’s Systems How and why is Earth constantly changing?
Core Idea ESS3: Earth and Human Activity How do Earth’s surface processes and human activities
affect each other?
Core Idea LS2: Ecosystems: Interactions,
Energy, and Dynamics
How and why do organisms interact with their
environment and what are the effects of these
interactions?
EARTH’S CRAZY CLIMATE | DISCUSS
001-019_OTG_59915_G5.indd 15
Climate change can
disrupt habitats and
make it harder for
some animals
to survive.
Climate change can affect
where crops can grow.
The four selections in Earth’s Crazy Climate are two science articles
and two history articles. Earth science concepts (climate, glaciers, ice
sheets) thread through the selections. Guide a discussion about these
science concepts.
What makes the selections especially interesting, though, is the
interdisciplinary context—real-life stories and events that include not
only Earth science but also history, geography, art, and life science.
Have students turn and talk about the interdisciplinary nature of
the selections. You might ask: How is reading Earth’s Crazy Climate
different from reading a textbook about climate? Also ask them to
consider differences in the ways the selections were written (such as
genre, text structure, and point of view) and how the writing style
helps the science concepts come alive.
15
© National Geographic Learning, Cengage Learning, Inc.
Article
cience
GENRE S
12/6/13 5:24 PM
DISCUSS
Have students collaboratively answer the questions on
page 32 as you move about the room and listen in to
support and scaffold student conversations and clarify
misconceptions.
Discuss
1. What con
nec
tions can you
make betw
Earth’s Cra
een the fou
zy Climate?
r pieces in
How are the
pieces relate
d?
2. Use spe
cific inform
ation in “W
hen the Ice
the last ice
Melted” to
age affected
explain how
Earth’s water
cycle.
3. How do
you think Gre
enland’s clim
ate may hav
Greenland
e “defeated
Vikings?
” the
1. What connections can you make between the four pieces
in Earth’s Crazy Climate? How are the pieces related?
(Possible response: Each of the four pieces is about
climate change. The first three pieces show how
past climate changes have happened hundreds or
thousands of years ago. The last piece is about how
current human activities may be causing the next
climate change.)
4. Compare
and
contrast the
causes and
in “Freezing
effects of clim
Europe” and
ate change
“Climate Co
s
nundrum.” Wh
reveal about
at do they
the link betw
een weather
and climate
?
5. What do
you still wo
nder about
Earth’s crazy
be some goo
climate? Wh
d ways to fin
at would
d more inform
ation?
32
32_SE43_
5E_WC_DO
2/27/13 3:01
PM
3. How do you think Greenland’s climate may have
“defeated” the Greenland Vikings? (Possible response:
The Vikings settled on Greenland during a time
when the climate of the island was warmer. There
was less ice and more land available to plant crops
and raise farm animals. Later, Greenland’s climate
began to get cooler. The Vikings had a difficult
time growing food. In addition, trade routes
were disrupted by expanding sea ice. The Vikings
eventually had to abandon Greenland because the
cooling climate made it hard for them to live there.)
001-019_OTG_59915_G5.indd 16
5. What do you still wonder about Earth’s crazy
climate? What would be some good ways to find more
information? (Answers will vary, but students should
explain their responses and describe a variety of
references, such as books and magazine articles,
reliable Internet sites, and talking with experts.)
16
© National Geographic Learning, Cengage Learning, Inc.
4. Compare and contrast the causes and effects of
climate changes in “Freezing Europe” and “Climate
Conundrum.” What do they reveal about the link
between weather and climate? (Possible response:
The climate changes in “Freezing Europe” were
caused by natural events, such as volcanic eruptions,
increases in sea ice, and changes in ocean currents.
They made the climate of Europe colder. In “Climate
Conundrum,” the climate changes are caused by
human activities, such as burning fossil fuels for
energy. They are making the climate warmer in
many places. The climate changes in both articles
show that weather can change day by day, but
climate changes occur more slowly and can have
global impacts.)
2. Use specific information in “When the Ice Melted” to
explain how the last ice age affected Earth’s water cycle.
(Possible response: During the last ice age, more of
Earth’s water was stored as ice in glaciers and ice
sheets. Less water was available to move through
the water cycle, so there was less water in Earth’s
oceans, rivers, and lakes. Many places on Earth
were also drier because there was less rainfall.
Water levels on Earth were lower, so more land was
exposed. Some countries now separated by water
were connected by land.)
EARTH’S CRAZY CLIMATE | DISCUSS
L 32
12/6/13 5:24 PM
Earth Science
Research & Share
Earth’s
Crazy
Climate
NGL.Cengage.com
888-915-3276
990L
When the Ice
Melted
Viking
Weather
Freezing
Europe
Climate
Conundrum
3/20/13 2:17 PM
OC_SE59236_5E_WC_CVRAL
1-2
OBJECTIVES
•Ask questions based on reading Earth’s Crazy
Climate.
•Research, document, and share information.
COMMON CORE STATE STANDARDS FOR
ENGLISH LANGUAGE ARTS
CC.5.Write.7 Conduct short research projects that use
several sources to build knowledge through investigation
of different aspects of a topic.
CC.5.Write.8 Recall relevant information from
experiences or gather relevant information from print and
digital sources; summarize or paraphrase information in
notes and finished work, and provide a list of sources.
CC.5.Write.9 Draw evidence from literary or
informational texts to support analysis, reflection, and
research.
CC.5.Write.10 Write routinely over extended time
frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and
audiences.
In small groups or individually, offer students the chance to explore
questions they have or ideas they still wonder about, based on their
reading in Earth’s Crazy Climate. Use question 5 on the Discuss page
of the student book as a springboard for student questions and ideas
for further research.
EXPLORE
Encourage students to express their curiosity in their own way. The
questions students have matter. You might have students talk with
peers, write about what they wonder, or create drawings based on
what they learned from reading the different selections in Earth’s
Crazy Climate. Guide them to immerse themselves in resources related
to what they are most interested in learning more about. They might
ask questions or make statements about their interests, for example:
•What do ice cores and tree rings tell scientists about Earth’s
past climate?
•What other natural events cause climate change?
•What can be done to slow the pace of global warming?
•What could happen in the area you live in if the climate warms?
GATHER INFORMATION
You may want students to follow a specific note taking system to
keep track of their thinking and findings as they gather information.
In addition to taking notes, ask students to make a list of their
sources. You may want to model how to take notes by interacting
with text, jotting down your thoughts in the margins or on sticky
notes, and demonstrating how to summarize the most important
information. Remind students that their question will drive their
research and note taking.
EARTH’S CRAZY CLIMATE | RESEARCH & SHARE
001-019_OTG_59915_G5.indd 17
17
© National Geographic Learning, Cengage Learning, Inc.
After students explore, they should arrive at a question that will
drive their research. Students may want to read, listen to, and view
information with their question in mind. Guide students to use
resources, such as reliable sites on the Internet, science texts and
articles, library books, and magazines, that address the question they
posed. Collecting information may lead students to revise or narrow
their question.
12/6/13 5:24 PM
ANALYZE & SYNTHESIZE
SHARE
Guide students to carefully and thoughtfully review their
notes to determine the big ideas related to their question.
As students prepare to use the information they’ve
gathered to formulate an answer to their question,
support them as they analyze and synthesize. Be sure
they do the following:
When students share their research, they become
teachers, consider how their ideas were shaped by the
investigation, and pose new questions. Students may
express their knowledge by writing, speaking, creating a
visual piece, or taking action in the community. The best
culminating projects are ones with authentic purposes.
For example, the student who is interested in educating
others about how to conserve energy and slow the pace
of global warming can visit government websites that
inform on the issue. He or she can communicate ways
that individuals can conserve energy at home and at
school. The student can use the classroom as a teaching
tool, pointing out that the thermostat should be turned
down in cold weather and turned up in warm weather or
that plastic discarded in the wastebasket can be recycled
so that less plastic made from oil will be needed.
•Revise any misconceptions.
•Notice incongruities in their information.
•Evaluate all the various pieces of information.
•Pull together the most pertinent information that
addresses their question.
While analyzing and synthesizing their research, students
may realize that the more they learn, the more they
wonder. To help focus their thinking, students may want
to talk with classmates or write in a research notebook.
Remind them that just as in real-world scientific research,
there may not be a final answer to the question they posed.
When students are given the time to gather information
about a topic that interests them, they will find unique
and individual ways to share what they learned. Some
options you can suggest might include the following:
EARTH’S CRAZY CLIMATE | RESEARCH & SHARE
001-019_OTG_59915_G5.indd 18
18
© National Geographic Learning, Cengage Learning, Inc.
•A brochure with bulleted points and illustrations that
show how to conserve energy at home and at school
•A poster showing the cause-and-effect relationship
between burning fossil fuels and global warming
•A blog about the student’s ongoing efforts to conserve
energy at home
12/6/13 5:24 PM
Correlation
Grade 5 Common Core State Standards for English Language Arts and
A Framework for K–12 Science Education
correlated to National Geographic Ladders Science
Common Core State Standards for English Language Arts, Grade 5
Earth’s Crazy Climate
Teacher’s Guide
Reading Standards for Informational Text
Key Ideas and Details
1. Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Pages 7–10, 15–16
2. Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
Pages 11–14
3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts
in a historical, scientific, or technical text based on specific information in the text.
Pages 7–16
Craft and Structure
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant
to a grade 5 topic or subject area.
5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
Pages 7–8, 13–16
6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in
the points of view they represent.
Integration of Knowledge and Ideas
7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an
answer to a question quickly or to solve a problem efficiently.
8. Explain how an author uses reasons and evidence to support particular points in a text, identifying
which reasons and evidence support which point(s).
9. Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably.
Pages 15–16
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend informational texts, including history/social studies,
science, and technical texts, at the high end of the grades 4–5 text complexity band independently
and proficiently.
If the entire NG Ladders Science grade 5
program is used throughout the year,
students will have had exposure to
multiple genres, multiple levels, and
appropriate scaffolding.
Writing Standards
1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
3. Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
(cont. on p. 20)
EARTH’S CRAZY CLIMATE | correlation
001-019_OTG_59915_G5.indd 19
19
© National Geographic Learning, Cengage Learning, Inc.
Text Types and Purposes
12/6/13 5:24 PM
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience.
5. With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.
6. With some guidance and support from adults, use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a single sitting.
Research to Build and Present Knowledge
7. Conduct short research projects that use several sources to build knowledge through investigation of
Pages 17–18
different aspects of a topic.
8. Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Pages 17–18
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Pages 17–18
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Pages 17–18
Core Idea ESS1: Earth’s Place in the Universe
What is the universe, and what is Earth’s place in it?
Pages 4–8
ESS1.C: The History of Planet Earth
How do people reconstruct and date events in Earth’s planetary history?
Pages 4–6, 11–14
Core Idea ESS2: Earth’s Systems How and why is Earth constantly changing?
Pages 4–16
Core Idea ESS3: Earth and Human Activity How do Earth’s surface processes and human activities affect each other?
Pages 4–6, 9–16
Core Idea LS2: Ecosystems: Interactions, Energy, and Dynamics How and why do organisms interact with their environment and what are the effects of these interactions?
Pages 4–6, 15–16
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
What happens to ecosystems when the environment changes?
Pages 4–6, 9–12
Core Idea LS4: Biological Evolution: Unity and Diversity LS4.C: Adaptation
How does the environment influence populations of organisms over multiple generations?
Pages 4–8
EARTH’S CRAZY CLIMATE | correlation
001-019_OTG_59915_G5.indd 20
20
© National Geographic Learning, Cengage Learning, Inc.
Earth’s Crazy Climate
Teacher’s Guide
A Framework for K–12 Science Education
12/6/13 5:24 PM
Glossary
aerosol (noun) solid or liquid particles suspended in air that
reflect sunlight back into space
climate (noun) the pattern of weather in an area over a long
period of time
fjord (noun) a deep and narrow inland waterway formed when
a valley was permanently flooded by rising seas
glacier (noun) a huge, slow-moving mass of ice
global warming (noun) a gradual increase in the average
temperature of Earth’s atmosphere
greenhouse gas (noun) a gas such as carbon dioxide or methane
that absorbs the sun’s energy and helps keep the planet warm
ice sheet (noun) a huge, slow-moving mass of glacial ice that
covers more than 50,000 square kilometers (19,000 square miles)
tundra (noun) a mostly flat and treeless Arctic region of North
America, Asia, and Europe in which the ground stays partially
frozen year round
ACKNOWLEDGMENTS
Grateful acknowledgment is given to the authors, artists, photographers, museums,
publishers, and agents for permission to reprint copyrighted material. Every effort
has been made to secure the appropriate permission. If any omissions have been
made or if corrections are required, please contact the Publisher.
Credits
1, 2, 3, 4, 17 (bg) ©Daniel Schoenen/Getty Images. (cl) Jim Madsen. (l) Bob
Kayganich. (cr) ©Kunsthistorisches Museum Vienna Austria/The Bridgeman Art
Library. (r) ©Ralph Lee Hopkins/National Geographic Stock. 7 (bg) Bob Kayganich.
9 (bg) Jim Madsen. 11 (bg) ©Kunsthistorisches Museum Vienna Austria/The
Bridgeman Art Library. 13 (bg) Photo: Christoph Gerigk ©Franck Goddio/Hilti
Foundation. 16 (bg) ©Kunsthistorisches Museum Vienna Austria/The Bridgeman
Art Library. (l) Jim Madsen. (bc) ©Ralph Lee Hopkins/National Geographic Stock. (r)
Bob Kayganich.
Copyright © 2015 National Geographic Learning, Cengage Learning
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may
be reproduced, transmitted, stored, or used in any form or by any means graphic,
electronic, or mechanical, including but not limited to photocopying, recording,
scanning, digitizing, taping, web distribution, information networks, or information
storage and retrieval systems, except as permitted under Section 107 or 108 of
the 1976 United States Copyright Act, without the prior written permission of
the publisher.
National Geographic and the Yellow Border are registered trademarks of the
National Geographic Society.
For permission to use material from this text or product, submit all requests
online at cengage.com/permissions
Content Consultants
Further permissions questions can be emailed to [email protected]
Kathy Cabe Trundle, Ph.D., Associate Professor of Early
Childhood Science Education, The Ohio State University
Randy L. Bell, Ph.D., Associate Dean and Professor,
Oregon State University
Visit National Geographic Learning online at NGL.Cengage.com
Visit our corporate website at cengage.com
ISBN: 978-12853-5991-5
11111
Judith S. Lederman, Ph.D., Associate Professor and
Director of Teacher Education, Illinois Institute of Technology
Physical Science The Sinking of the Titanic
The World’s Ocean • The Savage Mountain
Going Green
Earth Science The Disappearing Badlands
Power Up • Earth’s Crazy Climate
Exploring Above and Beyond
Life Science Swarm! • The Galápagos Islands
African Savanna • Explorer Zoltan Takacs:
Nature Has the Answers
001-019_OTG_59915_G5.indd 21
© National Geographic Learning, Cengage Learning, Inc.
Science
1/30/14 2:30 PM