TEACHER S GUIDE - Cengage€¦ · In a study with scrub jays at Cambridge University, scientists identified the relationship between behaviors ... rescuing a surfer from a shark attack

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Life Science

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Treating Animals Responsibly

Trained to Help

Animals to the Rescue

What Are They Thinking?

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Teacher’s Guide

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Contents

Smart Animals

Literacy Overview . . . . . . . . . . . . . . . . . . . . . . . . 2

Science Background . . . . . . . . . . . . . . . . . . . . . . . 4

What Are They Thinking? . . . . . . . . . . . . . . . . . . . 7

Animals to the Rescue . . . . . . . . . . . . . . . . . . . . . 9

Trained to Help . . . . . . . . . . . . . . . . . . . . . . . . . 11

Treating Animals Responsibly . . . . . . . . . . . . . . . . 13

Discuss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Research & Share . . . . . . . . . . . . . . . . . . . . . . . 17

Write . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Correlation . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Glossary


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Literacy Overview

CONTENT GOAL Students will read four selections in Smart Animals. They will be introduced to animal traits and behaviors (both inherited and learned) that show intelligence, as well as to some ways humans interact with intelligent animals .

COMPREHENSION GOALRemind 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 Smart Animals.

• Activate and Connect to Background Knowledge: Readers use what they know or have experienced to help them understand new information . However, they must be prepared to reverse any misconceptions in light of new learning or new evidence .

• Determine Importance: Readers need to sift out the most important information in a text . They must distinguish the important information from the interesting details to answer questions and arrive at main ideas .

Reading Selections• What Are They Thinking?

(science article)

• Animals to the Rescue (science article)

• Trained to Help (science article)

• Treating Animals Responsibly (opinion piece)


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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS

CC.4.RInfo.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CC.4.RInfo.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

CC.4.RInfo.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

CC.4.RInfo.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

CC.4.RInfo.8 Explain how an author uses reasons and evidence to support particular points in a text.

CC.4.RInfo.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Writing Standards (pages 17 and 19)

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ACTIVATE & BUILD BACKGROUNDDraw the graphic organizer shown above . Say: Some animals act in ways that show that they are smart. Ask: What smart animals do you know about? Write students’ responses in the graphic organizer .

Model for students by thinking aloud . You might say something similar to the following: I wonder what it means for an animal to be smart, or intelligent. I know my dog is very good at learning new tricks and following commands. And I’ve seen service dogs that help their owners cross streets, alert them when someone is at the door, and pick up objects that fall on the floor. I think dogs are definitely smart animals.

Explain that animals show their intelligence in different ways . You might say: Some animals show they are smart by learning to follow commands, such as a dog learning to sit or lie down. Other animals show their intelligence in other ways, such as by using tools or communicating with others.

Ask students to Turn and Talk about ways that animals might show that they are smart .

Students can then Share their experience with or what they think they know about smart animals .

You may want to return to the graphic organizer to add more information after students read each selection .

BUILD SCIENCE BACKGROUNDPages 4−6 of this teacher’s guide address how certain science concepts relate to each selection in Smart Animals. This information will provide you with science background knowledge as you plan your teaching for this book .

Help students access background knowledge related to the science concepts . Support the concepts of traits and inheritance in ways that are familiar to your students .

• trait: Point out characteristics—such as hair color, eye color, and height—that are passed from parent to child . Explain that these characteristics are called traits . Ask students to name examples of other traits people have or that their pets may have .

• inherit: Explain that in science, inherit means “to receive a trait from a parent .” Say something similar to: I inherited the shape of my nose from my mother. Ask several volunteers to state similar sentences for themselves, providing a trait that they inherited . (Note: Be sensitive to students who may be adopted, who come from single-parent homes, or who have traits that they are uncomfortable talking about .)

What smart animals do you know about?

The NG Ladders on-level eBook for Smart Animals 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.


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Science concepts are a critical part of each selection in Smart Animals. These science background pages will help you build content knowledge so that you may more effectively have discussions with students as they read each selection in the book .

The following big idea science concepts apply to several selections in the book .

• A trait (student book, pp . 5, 12, 19) is a characteristic that a living thing inherits from a parent . A trait may be a physical characteristic; for example, human physical traits include eye color, hair color, and height . A large brain relative to body size is a physical trait of many intelligent animals . A trait may also be a behavioral characteristic; for example, human behavioral traits include speaking and walking . Examples of other animal behavioral traits are a spider building a web and a cat cleaning its fur .

• To inherit (student book, pp . 5, 12, 20) is to receive a trait or traits from a parent . Traits are passed from generation to generation via genes, but environmental factors play a role in whether and how traits are expressed .

Some behavior is inherited, or innate . Complex inherited behavior is called instinct . The behavioral traits of a spider building its web and of birds migrating with the seasons are examples of instinct . Other behavior is learned . Learned behavior takes place only through practice or experience, though physical traits must first be inherited to make learning possible . For example, in order to learn to speak, a human baby must be born with, among other physical traits, a human brain and its inherent capacity for language and then be exposed to language in its environment . The more complex an animal’s brain, the more it can learn . Learned behavior indicates intelligence .

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 .

Science Background


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A FRAMEWORK FOR K–12 SCIENCE EDUCATION

Core Idea LS1: From Molecules to Organisms: Structures and Processes LS1.D: Information Processing How do organisms detect, process, and use information about the environment?

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?

Core Idea LS3: Heredity: Inheritance and Variation of Traits LS3.A: Inheritance of Traits How are the characteristics of one generation related to the previous generation?

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WHAT ARE THEY THINKING?Student Book, pp . 2–11 Teacher’s Guide, pp . 7–8

In this selection, students will learn about examples of animal intelligence, exploring the physical and behavioral traits (student book, p . 5) the animals inherit (student book, p . 5) and the behaviors they learn .

Research on the intelligence of animals does not have a long history . Until the 1970s very little scientific work had been done to explore intelligence in species other than humans . The research done with Alex the parrot described in the selection was some of the groundbreaking work in this field .

Part of the difficulty in examining intelligence in other species is that intelligence is demonstrated in many different ways . The animals described in the selection demonstrate intelligence by making and using tools, communicating through the use of sign language, understanding vocabulary and mathematics, and showing self-awareness .

In a study with scrub jays at Cambridge University, scientists identified the relationship between behaviors that contribute to survival in the wild and intelligence . All of the animals in the selection have inherited traits that are related to their intelligence—most notably, a large brain relative to their body size . These inherited traits pave the way for the learned behaviors that the animals demonstrate .

ANIMALS TO THE RESCUEStudent Book, pp . 12–17 Teacher’s Guide, pp . 9–10

In this selection, students will learn about traits (student book, p . 12) that three different animals inherit (student book, p . 12) that influenced behavior helpful to humans .

This selection provides dramatic examples of animals that rescued humans from danger . In the first example, a gorilla named Binti Jua helped rescue a child who had fallen into her zoo enclosure . The explanations offered for Binti Jua’s behavior relate to both inherited traits and learned behaviors . A large brain is an inherited trait that allowed Binti Jua to learn many behaviors . Because Binti Jua was raised by humans, some of the behaviors she learned involved interacting with humans .

The second example in the selection involves dolphins rescuing a surfer from a shark attack . Dolphins are a species renowned for demonstrating intelligent behavior, such as communicating with one another . They have a large and complex brain—an inherited trait . However, intelligence alone cannot explain the dolphins’ protective behavior in this and many other similar incidents . Scientists are unsure why dolphins act in this way .

The final example in the selection involves a dog alerting its owner of an impending diabetic seizure . In this case, the dog’s inherited trait of a keen sense of smell played a key role in its behavior . The dog’s behavior also was partially attributable to learned behaviors, such as knowing ways to interact with its owner . Diabetic alert dogs, sometimes called diabetic seizure service dogs, are trained to detect small changes in the body chemistry of their owners when the glucose levels in their blood are too high or too low .

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TRAINED TO HELPStudent Book, pp . 18–25 Teacher’s Guide, pp . 11–12

In this selection, students will learn how some animals are trained to help humans, making use of traits (student book, p . 19) that the animals have inherited (student book, p . 20) .

Most students will probably be familiar with guide dogs, which are used by some individuals with impaired vision . Examples of trained service animals described in the selection, such as capuchin monkeys and miniature horses, may be less familiar .

Animals used to provide assistance to humans are trained extensively . Clearly, the inherited trait of a relatively large brain plays a key role in making an animal well suited for training . Other inherited traits vary with the role for which the animal is being trained .

Capuchin monkeys, for example, are trained to assist individuals with spinal cord injuries or other impaired mobility . The monkey’s opposable thumb and manual dexterity are inherited traits vital to the task .

Miniature horses have eyes on the sides of their head . This means that most of their sight is monocular . (Humans, on the other hand, have both eyes on the front of the head and have binocular vision .) The position of miniature horses’ eyes gives them a field of vision of almost 350 degrees . This was a useful trait for the ancestors of miniature horses because it helped them see and avoid predators .

Dogs have the inherited trait of a keen sense of smell . This trait allows dogs to be trained to search for contraband goods, illegal substances, or survivors of disasters . It can take two to three years to complete the training required for a search and rescue dog .

TREATING ANIMALS RESPONSIBLYStudent Book, pp . 26–31 Teacher’s Guide, pp . 13–14

In this selection, students will learn about the importance of responsible treatment of intelligent animals .

The purpose of zoos has changed much over time . Zoos were once places for people to be entertained; the welfare of the animals was not a primary concern . Although modern zoos do provide entertainment, the focus is on animal health, species conservation, and research .

Other places set aside for animals include wildlife refuges . The United States began to set aside land as wildlife refuges in the 1860s . Wildlife refuges are found throughout the world . In addition to benefiting animals, the refuges also benefit the local people and economy .

Another kind of place set aside for wildlife is a game reserve . This is a huge area of land that often includes more than one ecosystem, such as grasslands, shrublands, and forests . The animals roam free in their natural habitats . Most game reserves are in Africa . Millions of visitors go on “photo safaris” to see the Big Five game animals: lions, leopards, rhinos, elephants, and water buffalo . One of the largest game reserves is Kruger National Park in South Africa . While hunting is illegal in the park, poachers kill hundreds of rhinos there every year . Many people think the ethical “farming” of rhino horns is one of the best ways to discourage poaching and protect the rhino population .

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Summary “What Are They Thinking?” is a science article about the intelligent behavior exhibited by crows, gorillas, parrots, and elephants .

BUILD BACKGROUND FOR THE GENREHave students turn and talk about what they expect a science article to contain . Tell them that “What Are They Thinking?” is a science article with the following elements:

• It uses detailed examples to provide information about intelligent animals .

• Headings are used to organize the text, and boldface type is used for specialized vocabulary .

• Information is presented in photos and captions as well as in text .

BUILD VOCABULARY & CONCEPTS• trait • inherit • larynx

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 Becoming Wordkeepers. Explain that a “wordkeeper” takes care of words . A wordkeeper is responsible for knowing all about a certain word—its meaning, spelling, and part of speech . But remind students that the meaning of the word is the most important thing to remember . Tell students that you are going to give the word trait to someone to be its wordkeeper . Write the word on a sticky note and ask if anyone knows its meaning . Call on one of the volunteers to be the wordkeeper for trait . Give the wordkeeper the sticky note, and have him or her read the meaning aloud . Tell other students they can ask the wordkeeper about this word if they forget its meaning, spelling, or how to use it in a sentence . Repeat with the words inherit and larynx .

Point out other important words in the selection, such as offspring, legacy, and captivity . Designate wordkeepers for these and any words that students find challenging or unfamiliar .

READING OBJECTIVES• Use details and examples to explain a text and to

draw inferences .

• Explain concepts in a science article .

• Describe text structure (comparison) .

SCIENCE OBJECTIVES• Identify inherited traits .

• Identify behaviors that indicate intelligence .

What Are They Thinking? Science Article

The legendary Aesop wrote a fable about a thirsty crow who

found a pitcher of water. But the pitcher had a narrow neck

and the crow could not fit his head in to drink. What could

he do? He picked up small stones and dropped them in the

water. As the stones took up space in the pitcher, the water

rose higher. Finally, the water rose high enough that the crow

could get a drink. The moral of the story? In a pinch, It helps

to use our wits.

Researchers have found that the intelligence of crows is not

a fable! Crows, rooks, and some of their relatives do have

“wits” or “smarts.” Researchers put a glass of water near

some rooks. It contained a worm that was floating too deep

in the glass for them to reach. The researchers also supplied

some stones. The rooks appeared to analyze the problem

before solving it. They studied the container. Then they

added several stones without checking to see if they

could reach the worm! Once the worm was in reach, they

grabbed it and left the testing area. What were the rooks

thinking? Dinner!

GENRE Science Article Read to find out why some animals might be called “smart.”

by Judy Elgin Jensen

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The Crow and the Pitcher, RookSMARTS: Solves problems, uses tools.

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.4.RInfo.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.


CC.4.RInfo.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

A FRAMEWORK FOR K–12 SCIENCE EDUCATIONCore Idea LS1: From Molecules to Organisms: Structures and Processes LS1.D: Information Processing How do organisms detect, process, and use information about the environment?


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READThe content goal for Smart Animals is to introduce students to animal traits and behaviors (both inherited and learned) that show intelligence and to some ways humans interact with intelligent animals . Explain that “What Are They Thinking?” describes traits and behaviors of animals that are considered “smart .” Point out the Read to find out statement at the top of page 2 in the student book: Read to find out why some animals might be called “smart.”

Help students with the comprehension goal of accessing content by activating and connecting to background knowledge . Model for students by saying: I can see from the title that this selection is about animals that “think.” I’ve heard about animals, such as dolphins, that seem really smart. And I already know that some animals, such as dogs, can be trained to obey and learn tricks. But I never really considered that some animals might “think” the way you or I do.

Before students begin reading, say: As you read, think about what you already know about “smart” animals. Thinking about what you already know about this topic will help you understand what you read. Be prepared to revise your ideas, though, if you find new information that is different from what you thought you knew.

TURN & TALKRevisit the Read to find out statement . Have students turn and talk to tell why some animals might be considered “smart .” (Possible response: They use tools or communicate through sign language .) To check understanding, have students turn and talk about the Check In question: What connection can be made between brain size and intelligence? (A brain that is large compared to the whole body is associated with intelligence .)

Describe Text Structure Have partners page through the selection, beginning on page 4, paying particular attention to how the text is organized . Ask: How did the author organize the information in this selection? (Possible response: For each animal we learn about, there is a full-page picture followed by a page of written information .)

Point out that this structure allows the reader to easily locate and compare information . Have each student pair choose two animals described in the selection and turn and talk to compare the different ways these animals demonstrate intelligence .

Use Details and Examples Model for students how details and examples can be used to draw inferences . Say: We noticed that after each full-page picture of an animal there is a page of details and examples about that animal. I can use these details and examples to make inferences. Remember, an inference is an idea that is not directly stated. I can make an inference based on the information that is provided plus what I already know. For example, after reading about New Caledonian crows on page 5, I can infer that it takes a while—maybe up to two years—for a young bird to learn and practice enough to use leaves and twigs as tools to get food. Maybe that’s why the young stay with their parents much longer than other birds do. Have student pairs re-read their choice of page 7, 9, or 11 from the Describe Text Structure activity . Then have each pair use the details and examples on the page to make an inference about the animal . Have pairs share their inferences . For each, ask: What details and examples in the text support your inference?

Explain Concepts Have students turn and talk about the meaning of the term “brainy” to activate their prior knowledge of the role of the brain in intelligence . Have students re-read page 5 and then turn and talk to develop an explanation of the relationship between brain size and intelligence based on specific information in the text . Have several pairs share their explanations with the class .

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 of the selection and their thinking process .

• What are some examples of animal behaviors that are considered “smart”? Describe the behaviors.

• Which example of a smart animal did you find most interesting? Why?

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Summary “Animals to the Rescue” is a science article that relates specific instances in which animals have rescued humans . The selection describes each example in detail and offers possible explanations for the animals’ behaviors .

BUILD BACKGROUND FOR THE GENRELet students know that “Animals to the Rescue” is a science article . Explain that this science article has the following elements:

• It includes facts and details about animals that have rescued humans .

• Photos and captions provide details about the topic presented .• Headings are used to organize the text .

BUILD VOCABULARY & CONCEPTS• inherit • diabetes• traits • insulin


Another strategy to try is Creating a Content Word Wall. Find a wall or another area of the classroom to designate as the Content Word Wall . Have student pairs make a card for the word inherit in which they write the word on one side and a definition or sketch to illustrate the word on the other side . Then they can add the card to the Word Wall . Have student pairs follow the same steps with the words traits, diabetes, and insulin.

Point out other important words in the selection, such as oriented, consciousness, and distress. Have student pairs create cards for these words and any words that might be challenging or unfamiliar . Then have students add the cards to the Word Wall .

READING OBJECTIVES• Determine the main idea of a science article .

• Summarize the text .


SCIENCE OBJECTIVES• Understand that some animals, without training,

behave in ways that protect humans .

Animals to the Rescue Science Article

Sea creatures, African animals, birds

of all shapes and sizes, and butterflies

abound at Brookfield Zoo near

Chicago. In 1996, one three-year-old

visitor wanted a closer look at the

gorillas. Unobserved, he climbed

the railing around the enclosure

and fell about 6 meters (about

20 feet) down. He lay still on the

concrete floor. What happened next

surprised everyone.

A lowland gorilla named Binti Jua,

came to the rescue. Bit Binti Jua

isn’t just any lowland gorilla. She

is Koko’s niece! Onlookers were

sure Binti Jua would maul the boy.

Instead she picked him up, cradled

him, and carried him over to waiting

paramedics. All the time she carried

her own baby on her back. Knowing

about Koko, you’re probably not

surprised. Close relatives can inherit

similar traits that influence behavior.

Zookeepers think two factors

contributed to Binti Jua’s actions.

Raised by humans, she was more

Gorilla Saves

Toddler


Binti Jua holds her daughter Koola. Binti Jua was eight years old when she rescued a boy who had fallen into a zoo exhibit.

GENRE Science Article Read to find out about how animals have helped people in some dangerous situations.

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“people oriented.” Also, the boy

was unconscious. If he had been

thrashing and crying, he might

have seemed like a threat. With

prompt medical attention, the boy

recovered completely.

Cell phone cameras did not exist in 1996. A zoo visitor with a video camera recorded the rescue. At the time, Binti Jua became a national hero. Today, videos of the rescue would have gone viral!

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.4.RInfo.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.



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READThe content goal for Smart Animals is to introduce students to animal traits and behaviors (both inherited and learned) that show intelligence, as well as to some ways humans interact with intelligent animals . Explain that “Animals to the Rescue” tells three true stories of animals that rescued humans from danger . Point out the Read to find out statement at the top of page 12 in the student book: Read to find out about how animals have helped people in dangerous situations.

To help students achieve the comprehension goal of accessing content by activating and connecting to background knowledge, remind them to think about what they already know about animals . Model this strategy by reading the caption of the photograph on page 12 aloud . Say: I already know that gorillas care a lot for their own babies. I’ve seen pictures of that, and I have even seen mother gorillas at the zoo cradling their babies in their arms or carrying them on their backs. This helps me understand how and why Binti Jua might rescue a boy. Perhaps she realized the boy was like a baby and needed help.

Before students begin reading, say: As you read, think about what you have seen or already read about animals, their traits, and their behaviors. Use what you know to help you understand what you read.

TURN & TALKRevisit the Read to find out statement . Have students turn and talk to identify ways that animals have helped people in dangerous situations . To check understanding, have students turn and talk about the Check In question: Describe the unusual behaviors of the gorilla, the dolphins, and the dog. Explain how they assisted each person. (The gorilla picked up a boy who fell into her area and handed him over to humans, which allowed the child to get medical help . The dolphins circled a swimmer who had been attacked by a shark, preventing further attacks . The dog identified an upcoming health problem and alerted its owner by barking, licking his face, and crying .)

Summarize Talk about the importance of summing up the main points and key details of an article . Summarizing helps a reader understand and remember information . Model by saying: The big idea on pages 12 and 13 appears to be that the gorilla saved the little boy. The key details are how she did it: she picked him up and carried him to people who could help, she inherited her nature, and she was used to being around people. Ask students to turn and talk to sum up the sections on dolphins and the dog . Then have them combine the summaries of the sections to create a summary of the entire article .

Determine Main Ideas Extend the work students did in summarizing the selection . Say: Sometimes an author states the main idea outright, but in this article she didn’t. You have to infer it. You can do that by using your article summary and the text on the last page of the article. Often, reading the end helps you determine the author’s major point. Have partners work to develop a statement of the main idea of the article . (Possible response: Some animals, without training, behave in ways that protect humans .)

Explain Concepts Remind students that traits are characteristics inherited from a parent and passed on to an offspring . Have partners identify the traits that the gorilla, the dolphins, and the dog used to rescue humans . (Possible response: The gorilla used her inherited nature and ability to hold and carry the boy . The dolphins used their ability to swim . The dog used its ability to smell and bark, as well as its closeness to its human owner .)


• Do the examples of animals rescuing humans show learned behavior or inherited behavior? Explain your answer.

• What more would you like to learn about animals that have rescued humans?

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Summary “Trained to Help” is a science article that explains how animals are trained to assist humans and identifies the traits of animals that make them well suited for the tasks they perform .

BUILD BACKGROUND FOR THE GENRETell students that they will read a science article . Ask what they expect to find in such an article . Share that “Trained to Help” is a science article with the following elements:

• Ideas are explained using evidence and examples .• The information is organized under headings .• Photos and captions provide facts about ways that animals can be

trained to assist humans .

BUILD VOCABULARY & CONCEPTS• traits • inherited • avalanche


Another strategy to try is Using Graphic Organizer Notes. Have students create a graphic organizer with four columns: Word, Inferred Meaning, Clue, and Sentence or Picture . Tell students to write the word traits in the first column . Then have them turn and talk about what they infer the word means and write the inferred meaning in the second column . In the third column, have students write the clue that helped them infer the meaning, and in the final column have them write a sentence or draw a picture that demonstrates their understanding of the word . Then have students apply the same strategy for inherited and avalanche.

You may want to point out other important words in the selection, such native, miniature, and companion. Suggest student pairs use graphic organizer notes to determine the meaning of these and any words that might be challenging or unfamiliar .

READING OBJECTIVES• Use details and examples to explain a text and to

draw inferences .


SCIENCE OBJECTIVES• Identify inherited traits that make certain animals

good for certain types of work .

Trained to HelpScience Article

GENRE Science Article Read to find out how some animals can be trained to help people.


During training, a capuchin monkey is encouraged to use natural behaviors, such as opening a walnut. A walnut is also a tasty treat.

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Capuchin monkeys are native to Central and South America. You might see them

scrambling in trees, chattering away, searching for nuts.

But monkeys in the house? Sure, if they are properly trained. Traits, such as

small size, natural curiosity, and intelligence make them perfect “helping hands”

for people who have trouble using their own hands. The monkeys’ tiny fingers

easily grasp small objects. The monkeys can be trained to turn on light switches,

pick up dropped phones, load a DVD, or fetch a jar of peanut butter.

Training begins with just a few toys. Trainers shine a laser light on an object

to focus the monkey’s attention on it. When the monkey responds, trainers

reward it with praise and food. The monkey knows it did the right thing. Simple

commands help guide the monkey, too. Gradually, more and more items are

added to the monkey’s environment. Eventually it looks like a small apartment.

The trained capuchin monkeys get along well with people. After a while, the

monkeys can even predict what their human companions need next! Capuchins

live for 30–35 years, so they can help owners for a long time. But monkeys

aren’t the only smart animals people train. Let’s find out about some others.

Helping hands monkeys can use a cloth to help scratch an itch. They can also move a foot rest, flip a switch, or turn a page for their human companions.

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READThe content goal for Smart Animals is to introduce students to animal traits and behaviors (both inherited and learned) that show intelligence and to some ways humans interact with intelligent animals . Remind students that each selection in Smart Animals relates to this goal . Explain that “Trained to Help” describes how animals can be trained to help humans and identifies the traits that make these animals well suited for their tasks . Point out the Read to find out statement at the top of page 18 in the student book: Read to find out how some animals can be trained to help people.

Help students with the comprehension goal of accessing content by determining importance . Model this strategy by reading the first paragraph on page 22 aloud . Say: This section is titled “Rescue Dogs,” so I know right away what it’s about. Because it’s about rescue dogs, the date and location of the earthquake are probably not details I need to remember. Instead, I’ll focus on information about traits and behaviors of rescue dogs. That’s what this text is really about.

Before students begin reading, say: As you read, think about the information. You can’t remember every detail, and it’s not necessary to do so. Instead, try to determine the main points and major concepts—what the text is really about. Pay attention to the headings and photos. They can help you identify main ideas. That is what you want to remember.

TURN & TALKRevisit the Read to find out statement . Have students turn and talk about how some animals can be trained to help people . (Possible responses: Capuchin monkeys can be trained with rewards of praise and food to be “helping hands .” Miniature horses can be trained to guide people who have trouble seeing . Dogs can be trained to use their sense of smell to find illegal substances or people in danger; they can also rescue people from the water .) To check understanding, have students turn and talk about the Check In question: How do inherited traits help determine the work for which an animal can be trained?

(Possible response: Certain traits help an animal succeed in its job; for example, a keen sense of smell would indicate that an animal could be trained to work as a rescue animal .)

Use Details and Examples Explain that readers can use details and examples in a text to make inferences, or ideas that are not directly stated . Model by reading aloud the caption on page 18 . Say: This detail helps me understand how these monkeys are trained. And because the text says that a walnut is also a tasty treat, I can infer that trainers use walnuts to reward the monkey when it does what they want it to do. Have students turn and talk to make inferences about guide horses, rescue dogs, and substance-sniffing dogs based on details and examples in the text . Ask them to share their inferences with the class .

Explain Concepts Help students explain the reasoning behind choosing certain animals to be trained for specific tasks . Have small groups review and discuss the article . You may want to assign a section of the article and a question to each group . Possible questions include:

• Why were capuchin monkeys chosen to help people?• Why were miniature horses chosen to guide people?• Why were Newfoundland dogs chosen to rescue

people in the water?• Why were beagles chosen to sniff out illegal

substances?


• What is one example of a trained animal performing its job, and what inherited trait does the animal use?

• What do you still wonder about animals that are trained to help people?

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Summary “Treating Animals Responsibly” is an opinion piece that provides reasons for treating animals ethically and gives examples of ways that humans are taking steps to provide respectful care of intelligent animals .

BUILD BACKGROUND FOR THE GENREHave students turn and talk about what they think they will read in an opinion piece . Then tell them that “Treating Animals Responsibly” is an opinion piece with the following elements:

• The author presents facts and shares an opinion about why people should treat animals responsibly .

• The author cares about the topic and tries to help readers see his point of view .

• The author gives reasons to support his opinion .

BUILD VOCABULARY & CONCEPTS• refuge • poachers


Another strategy to try is Creating an Online Image Bank. Select several images from an Internet image site to represent the word refuge . Project the images as you present the word, giving students a chance to anchor the meaning of the word with the images . Follow the same procedure for the word poachers .

Point out other important words in the selection, such as ethics, wallow, and socialize. Create an online image bank or use context clues for these words and any words that might be challenging or unfamiliar to students .

READING OBJECTIVES• Describe text structure (problem/solution) .

• Explain how reasons and evidence support ideas .

SCIENCE OBJECTIVES• Recognize ways that people try to meet animals’

needs in order to help them survive .

Treating Animals Responsibly Opinion Piece

Some animals do amazing things, such as a gorilla that uses

American Sign Language to express its emotions. To people who

study, train, or enjoy being with animals, it is important to treat

them ethically, or with great care. Ethics are personal ideas of

right and wrong that guide how we treat others. But everyone,

not just animal lovers, should treat animals well. Read on to see

reasons for people to treat animals responsibly.

GENRE Opinion Piece Read to find out some reasons for people to treat animals responsibly.

TreaTing animalsresponsibly

by Joe Baron

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Treating animals responsibly helps keep them healthy. Exhibits at

the Taronga Zoo in Sydney, Australia, are designed for the well-being

of animals. At the zoo, a Kodiak bear digs into a piñata filled with

its favorite foods. A western lowland gorilla forages and finds a

container of popcorn. Elephants wallow in mud, just as in the wild.

Mud cools them and protects their skin from sun and insects.

Many years ago, most zoos looked very different than they do today.

Animals were in cages. They were given food, water, and little

else. Today, many zoos provide interesting and natural habitats for

animals. They allow animals to experience natural behaviors. The

animals dig in soil, forage for food, sniff scented plants, climb, play-

hunt, problem-solve, and socialize.

Places like the Taronga Zoo aren’t just good for the animals.

They’re also good places for people to observe and

learn about animals.

At the Taronga Zoo, a male Asian elephant plays with a bungee ball while a female elephant steps into a dirt bath.

Zoos

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.4.RInfo.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

CC.4.RInfo.8 Explain how an author uses reasons and evidence to support particular points in a text.



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READThe content goal for Smart Animals is to introduce students to animal traits and behaviors (both inherited and learned) that show intelligence and to some ways humans interact with intelligent animals . Remind students that each selection in Smart Animals relates to this goal . Explain that “Treating Animals Responsibly” presents reasons that humans should interact with animals in a responsible way . Point out the Read to find out statement at the top of page 26 in the student book: Read to find out some reasons for people to treat animals responsibly.

To help students achieve the comprehension goal of accessing content by determining importance, model by reading the first paragraph on page 27 . Say: The name and location of the zoo help me place it in the world, but they’re just minor details. Some of the specific examples of what the animals are doing in the zoo are very interesting. But the most important idea in this paragraph is that one way to treat animals responsibly is to design zoos that protect the animals’ well-being and health. It says so in the first sentence. That’s the idea I most want to remember.

Before students read, say: As you read, try to determine which ideas are important. Keep in mind that the first sentence often has the most important idea.

TURN & TALKRevisit the Read to find out statement . Have students turn and talk about reasons to treat animals responsibly . (It keeps them healthy, preserves ecosystems, and keeps the animals from dying out .) To check understanding, have students turn and talk about the Check In question: Compare and contrast the ways the different groups are treating animals responsibly. (Possible response: Zoos and wildlife refuges protect animals by providing a safe place to live . They differ because wildlife refuges allow animals to live in their actual habitats, but zoos do not . Some people protect rhinos from being killed by poachers by taking horns without harming the animal .)

Describe Problems and Solutions Explain that text structure refers to how information in a text is organized . Recognizing the structure of a text helps readers understand and organize the information in their own minds . Model by saying: I’ve noticed that each section in this piece describes a problem and then provides a solution. For example, in the section “Saving the Rhinos,” the first paragraph describes how poachers kill rhinos for their horns. That’s a problem. It also says that rhino “farmers” cut off horns in order to save rhinos. That’s a solution. I can look for other problems and solutions as I read. Have partners turn and talk about other problems and solutions in the text . (Possible responses: Problem: In the past, zoos had cages . Solution: Now zoos have natural habitats to help keep animals healthy . Problem: Farmers took animals’ land . Solution: Establish wildlife refuges .)

Explain the Use of Reasons and Evidence Say: In an opinion piece, the author offers reasons and evidence, or facts, to support his or her opinion. The main opinion in this piece is that people should treat animals responsibly. Model how to identify one reason that supports that opinion as well as evidence that supports the reason . Say: I see one reason to treat animals responsibly under the heading “Zoos.” Responsible treatment helps keep animals healthy. Evidence that the author offers to support this reason is the description of the animals at the Taronga Zoo. Each animal lives in a natural habitat to protect its well-being. Have students turn and talk to identify two more reasons the author offers for treating animals responsibly (responsible treatment helps preserve ecosystems and helps prevent animals from dying out) as well as evidence for each reason .

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 one specific reason for treating animals ethically that was presented in this selection?

• What is the most important thing you learned from reading this selection? Why do you think so?

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Discuss

What is worth remembering and sharing with others

about this book?

Smart animals have inherited traits and learned behaviors.

Some smart animals have rescued humans from danger without

any training.

CONTENT & COMPREHENSION GOALSFoster a discussion about the selections in Smart Animals. Ask: What is worth remembering and sharing with others about this book? (Possible responses are given in the concept map . Students may have more or different information .)

The four selections in Smart Animals are three science articles and an opinion piece . Life science concepts (inheritance and traits) 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 life science but also geography, history, and current events . Have students turn and talk about the interdisciplinary nature of the selections . You might ask: How is reading Smart Animals different from reading a textbook about inheritance and traits? Also ask them to consider differences in the ways the selections were written (such as genre and text structure) and how the writing style helps the science concepts come alive .

READING OBJECTIVES• Ask and answer questions to demonstrate

understanding .

• Explain concepts in science articles .

• Integrate information from texts on the same

topic .

SCIENCE OBJECTIVES• Recognize that animals have different traits .

• Understand that animal intelligence manifests in

different ways .

People should treat animals responsibly.

Some types of smart animals can be trained to help

humans.

The legendary Aesop wrote a fable about a thirsty crow who

found a pitcher of water. But the pitcher had a narrow neck

and the crow could not fit his head in to drink. What could

he do? He picked up small stones and dropped them in the

water. As the stones took up space in the pitcher, the water

rose higher. Finally, the water rose high enough that the crow

could get a drink. The moral of the story? In a pinch, It helps

to use our wits.

Researchers have found that the intelligence of crows is not

a fable! Crows, rooks, and some of their relatives do have

“wits” or “smarts.” Researchers put a glass of water near

some rooks. It contained a worm that was floating too deep

in the glass for them to reach. The researchers also supplied

some stones. The rooks appeared to analyze the problem

before solving it. They studied the container. Then they

added several stones without checking to see if they

could reach the worm! Once the worm was in reach, they

grabbed it and left the testing area. What were the rooks

thinking? Dinner!

GENRE Science Article Read to find out why some animals might be called “smart.”


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Sea creatures, African animals, birds

of all shapes and sizes, and butterflies

abound at Brookfield Zoo near

Chicago. In 1996, one three-year-old

visitor wanted a closer look at the

gorillas. Unobserved, he climbed

the railing around the enclosure

and fell about 6 meters (about

20 feet) down. He lay still on the

concrete floor. What happened next

surprised everyone.

A lowland gorilla named Binti Jua,

came to the rescue. Bit Binti Jua

isn’t just any lowland gorilla. She

is Koko’s niece! Onlookers were

sure Binti Jua would maul the boy.

Instead she picked him up, cradled

him, and carried him over to waiting

paramedics. All the time she carried

her own baby on her back. Knowing

about Koko, you’re probably not

surprised. Close relatives can inherit

similar traits that influence behavior.

Zookeepers think two factors

contributed to Binti Jua’s actions.

Raised by humans, she was more

Gorilla

Saves

Toddler


Binti Jua holds her daughter Koola. Binti Jua was eight

years old when she rescued a boy who had fallen into a

zoo exhibit.

GENRE Science ArticleRead to find out about how animals have helped people

in some dangerous situations.

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GENRE Science Article Read to find out how some animals can be trained to help people.

by Judy Elgin

Jensen

During training, a capuchin monkey is

encouraged to use natural behaviors, such

as opening a walnut. A walnut is also a

tasty treat.

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3/28/13 2:24 PM









TreaTing animals

responsibly

by Joe Baron

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CC.4.RInfo.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.


Core Idea LS1: From Molecules to Organisms: Structures and Processes LS1.D: Information Processing How do organisms detect, process, and use information about the environment?



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DISCUSSHave 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 .

1. What do you think connects the four pieces in the book? What makes you think that? (Possible response: All the pieces in the book show that many animals are intelligent, social beings worthy of our protection .)

2. Think about and describe three ways that animals show that they are “smart.” (Possible response: Rooks solve a problem of how to raise water level in a container to reach food . New Caledonian crows have ways to communicate with each other and learn to make tools to get food . A lowland gorilla uses sign language to express thoughts and emotions . An African Grey parrot can count objects, determine shapes, and communicates in human language . Elephants have complex social lives, communicate with each other over long ranges, and can recognize their own images in a mirror .)

3. Compare “Animals to the Rescue” and “Trained to Help.” How are the actions of the animals in these two pieces alike and different? (Possible response: In both pieces, the actions of the animals benefit humans . In “Animals to the Rescue,” the animals are not trained to help people; in “Trained to Help,” the animals are trained to help people .)

4. What are some inherited traits that make miniature horses suited to be trained as guide horses? (Miniature horses have inherited traits such as calm dispositions and small size, which make them suitable to help people with vision problems .)

5. In “Treating Animals Responsibly,” what are some reasons that people should care for the well-being of animals? (Treating animals responsibly and caring for their well-being in zoos helps to keep animals healthy . Providing areas for wildlife refuges preserves ecosystems and attracts visitors to an area where they contribute to the local economy . Preventing poaching can help save animals from dying out . Many animals are thinking, feeling beings and deserve to be treated responsibly .)

6. What do you still wonder about intelligent animals and treating them responsibly? How can you find out more? (Answers will vary, but students should describe a variety of references, such as books and magazine articles, reliable Internet sites, and talking with experts .)

Discuss1. What do you think connects the four pieces in the book? What

makes you think that?2. Think about and describe three ways that animals show that they

are “smart.”

3. Compare “Animals to the Rescue” and “Trained to Help.” How are the actions of the animals in these two pieces alike and different?4. What are some inherited traits that make miniature horses suited

to be trained as guide horses?5. In “Treating Animals Responsibly,” what are some reasons that

people should care for the well-being of animals?6. What do you still wonder about intelligent animals and treating them responsibly? How can you find out more?32

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1/16/13 8:31 AM

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Research & Share

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 Smart Animals. Use question 6 on the Discuss page of the student book as a springboard for student questions and ideas for further research .

EXPLOREEncourage 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 Smart Animals. 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 are some other behaviors of dolphins that show intelligence?• What are some methods used to train rescue dogs?• What are some other ways in which modern zoos treat animals

responsibly?

GATHER INFORMATIONAfter 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 .

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 .

OBJECTIVES• Ask questions based on reading Smart Animals.

• Research, document, and share information .


Life Science






3/1/13 11:48 AM

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.4.Write.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

CC.4.Write.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

CC.4.Write.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

CC.4.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.

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ANALYZE & SYNTHESIZEGuide 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:

• 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 .

SHAREWhen 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 those with authentic purposes . For example, the student who is interested in intelligent behavior in dolphins might include audio clips of dolphin whistles that can be shared as a part of larger presentation .

When students are given time to gather information about a topic that interests them, they find unique and individual ways to share what they learned . Some options you can suggest might include the following:

• eBooks with photos and text about research being carried out to assess animal intelligence

• A computer presentation with a video of an animal exhibiting intelligent behavior

• A campaign for the cause of treating animals responsibly

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Write

GENRE: OPINION PIECEHold up “Treating Animals Responsibly .” Review with students the elements of an opinion piece .

• The author presents facts and shares an opinion about a topic .• The author cares about the topic and tries to help readers see his or

her point of view .• The author gives reasons to support his or her opinion .

MENTOR TEXTUse “Treating Animals Responsibly” as a mentor text, or a model, for student writing .

Model the elements of an opinion piece . Walk students through the selection, sharing your thinking as you go . Point out the title and text on page 26 . Say: An opinion piece presents facts and shares an opinion. On this first page of the selection, the title immediately introduces the author’s opinion—that animals should be treated responsibly. The author must care deeply about this. As I read the first paragraph, I see that this opinion is repeated and explained a bit more. The author then tells me that as I read further, he will share reasons that support his opinion.

Explain that students can use the article as a mentor text to help them write their own opinion piece . Tell students that our best writing teachers are the professional writers whose work we read . Suggest that they look closely at what the writer does to convey information in a clear way . Say: I can see that the author uses headings to organize the text. For example, the heading on page 27 is “Zoos.” I notice that the first sentence under the heading clearly states a reason for treating animals responsibly. The information that follows supports that reason. On pages 28 and 30, the author again uses headings followed by a clearly stated reason to support his opinion. Consider doing the same in your piece.

Point out the photos and captions on pages 30 and 31 . Say: The author uses these photos and captions to help share his opinion with the reader. You may want to think about using images and captions that will help express and support your opinion.

OBJECTIVES• Use a mentor text as a writing model .

• Plan and research information on a topic .

• Write and revise an opinion piece .

• Publish and present an opinion piece .









TreaTing animalsresponsibly

by Joe Baron

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Treating animals responsibly helps keep them healthy. Exhibits at

the Taronga Zoo in Sydney, Australia, are designed for the well-being

of animals. At the zoo, a Kodiak bear digs into a piñata filled with

its favorite foods. A western lowland gorilla forages and finds a

container of popcorn. Elephants wallow in mud, just as in the wild.

Mud cools them and protects their skin from sun and insects.

Many years ago, most zoos looked very different than they do today.

Animals were in cages. They were given food, water, and little

else. Today, many zoos provide interesting and natural habitats for

animals. They allow animals to experience natural behaviors. The

animals dig in soil, forage for food, sniff scented plants, climb, play-

hunt, problem-solve, and socialize.

Places like the Taronga Zoo aren’t just good for the animals.

They’re also good places for people to observe and

learn about animals.

At the Taronga Zoo, a male Asian elephant plays with a bungee ball while a female elephant steps into a dirt bath.

Zoos

27

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.5.Write.1 write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

CC.4.Write.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

CC.4.Write.5 with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

CC.4.Write.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 one page in a single sitting.

CC.4.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.

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Ask students to Turn and Talk about an opinion they have about animals that they would like to share with others . (Possible ideas: People should support organizations that train service animals; animals should not be used for laboratory research; sea animals should not be kept in captivity and trained to provide entertainment for people .)

Have several students Share their ideas .

Wrap up by explaining that students will be writing their own opinion pieces, using “Treating Animals Responsibly” as a mentor text for their own writing .

WRITING PROCESSPlan and Research Once students have chosen an opinion they would like to share, they may need to research to find accurate information to support the opinions . Guide students in finding appropriate resources . Stress the importance of finding factual information that supports the opinion . Point out that readers will not be persuaded to share the author’s opinion without supporting information .

Write Students can use their background knowledge, their planning, and their research notes to begin writing . Remind them to keep looking back at the mentor text to use as a model for their own writing of an opinion piece .

Share that with this genre, writing is a combination of personal opinions and facts . Say: Writing an opinion piece differs from many other types of writing. As the author, you share with your audience a personal opinion that not all readers may agree with. It is your job to offer your opinion and supporting facts in a way that allows readers to carefully consider your point of view. Getting facts right is very important in an opinion piece. You will never convince anyone to agree with your point of view if your piece is full of errors.

Conference and Revise Have students hold a writing conference with a partner to review their drafts . Ask them to look for the elements of opinion pieces as they review their partner’s writing . Have them ask their partner the following questions .

• What struck you about the piece? (to highlight interesting parts)

• What do you wonder or want to know more about? (to suggest ideas for adding information or revising)

• Are there any confusing parts? (to pinpoint areas to revise for clarity)

After students get feedback from a partner, have them revise and edit their writing .

Publish and Present Find opportunities for students to publish and present in authentic, relevant, and significant ways . Use or adapt the following ideas to best reflect your classroom goals and individual student interests .

• Have students write their opinion pieces as posts on a classroom blog .

• Have students submit their opinion pieces to a school or local newspaper as editorials or letters to the editor .

• Have students organize campaigns to support causes related to their opinion pieces .

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CorrelationNotes

(cont. on p. 22)

Grade 4 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 4Smart Animals Teacher’s Guide

Reading Standards for Informational Text

Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing

inferences from the text.Pages 7–8, 11–12, 15–16

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. Pages 9–10

3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Pages 7–12, 15–16

Craft and Structure 4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant

to a grade 4 topic or subject area.

5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Pages 7–8, 13–14

6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Integration of Knowledge and Ideas 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,

time lines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears.

8. Explain how an author uses reasons and evidence to support particular points in a text. Pages 13–14

9. Integrate information from two 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, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

If the entire NG Ladders Science grade 4 program is used throughout the year, students will have had exposure to multiple genres, multiple levels, and appropriate scaffolding.

Writing Standards

Text Types and Purposes 1. write opinion pieces on topics or texts, supporting a point of view with reasons and information. Pages 19–20

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.

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Notes

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to

task, purpose, and audience.Pages 19–20

5. with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Pages 19–20

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 one page in a single sitting.

Pages 19–20

Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge through investigation of different aspects of a

topic.Page 17–18

8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Page 17–18

9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Page 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.

Page 17–20

A Framework for K–12 Science EducationSmart Animals Teacher’s Guide

Core Idea LS1: From Molecules to Organisms: Structures and ProcessesLS1.D: Information ProcessingHow do organisms detect, process, and use information about the environment?

Pages 4–12, 15–16

Core Idea LS2: Ecosystems: Interactions, Energy, and DynamicsHow and why do organisms interact with their environment and what are the effects of these interactions?

Pages 4–6, 13–16

Core Idea LS3: Heredity: Inheritance and Variation of TraitsLS3.A: Inheritance of TraitsHow are the characteristics of one generation related to the previous generation?

Pages 4–8, 15–16

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Glossary

ACKNOWLEDGMENTSGrateful 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.

Credits1, 2, 3, 4, 17 (bg) ©Suzi Eszterhas/Minden Pictures. (bl) ©The Alex Foundation (bcl) ©Louise Murray/Science Source. (bcr) ©Erik S. Lesser. (br) ©Greg Wood/AFP/Getty Images. 7 (t) ©Corbis. (b) ©RussellGray. (bg) ©MPFphotography/Shutterstock. 9 (bg) ©Ice-Storm/Shutterstock. (t) ©Jim Schulz/Chicago Zoological Society. (cr) ©AP Photo. 11 (t) ©Kathleen Duncan/Helping Hands. (bl) ©Jeff Rotman/Alamy. (cl) ©Zuma Press/Newscom. (cr) ©Susan Stocker/KRT/Newscom. (br) ©Jeff Rotman/Alamy. 13 (bg) ©Greg Wood/AFP/Getty Images. 16 (bg) ©Greg Wood/AFP/Getty Images. (tl) ©Louise Murray/Science Source. (tc) ©Erik S. Lesser. (tr) ©The Alex Foundation. 19 (bg) ©Greg Wood/AFP/Getty Images.

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

Further permissions questions can be emailed to [email protected]

Visit National Geographic Learning online at NGL.Cengage.com Visit our corporate website at cengage.com

Content Consultants

Randy L. Bell, Ph.D., Associate Dean and Professor, Oregon State University

Kathy Cabe Trundle, Ph.D., Associate Professor of Early Childhood Science Education, The Ohio State University

Judith S. Lederman, Ph.D., Associate Professor and Director of Teacher Education, Illinois Institute of Technology

avalanche (noun) movement of a large mass of snow

diabetes (noun) a disease in which the body does not break down sugar properly

inherit (verb) to receive a trait or traits from a parent

insulin (noun) a medicine some people take to help break down sugar properly

larynx (noun) voice box

poacher (noun) illegal hunter

refuge (verb) to be sheltered from danger; (noun) place that is a shelter from danger

trait (noun) a characteristic that a living thing inherits from its parents

Physical Science Let’s Cook • At the Movies Super Structures • Let’s Keep Moving!

Earth Science The Good Earth • Patterns Explorer Tim Samaras: Tornadoes The Chesapeake Bay

Life Science Weird but True! • Smart Animals Exploring Coral Reefs • Taming the Wild

Science

ISBN: 978-12853-5981-6

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