TEACHER S GUIDE E glades

EvergladesEverglades National Park

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SOCIAL ST U DIES

Creatures of the Everglades

The Lure of theSwamp Ape

My Everglades Adventure

Welcome to the Everglades

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Teacher’s Guide

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Contents

Everglades National Park

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

Social Studies Background . . . . . . . . . . . . . . . . . . . 4

Welcome to the Everglades . . . . . . . . . . . . . . . . . . 7

My Everglades Adventure . . . . . . . . . . . . . . . . . . . 9

The Lure of the Swamp Ape . . . . . . . . . . . . . . . . . 11

Creatures of the Everglades . . . . . . . . . . . . . . . . . 13

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

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

Correlation . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Glossary


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Literacy Overview

CONTENT GOALStudents will read four selections in Everglades National Park. They will be introduced to the concept of human-environment interaction as they learn about the creation of Everglades National Park and the plants and real and legendary animals that live there .

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 Everglades National Park.

• 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 .

• 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 .

Reading Selections• Welcome to the Everglades (social studies article)

• My Everglades Adventure (travel diary)

• The Lure of the Swamp Ape (legend)

• Creatures of the Everglades (social studies article)



SOCIAL ST U DIES

Creatures of the Everglades The Lure of the

Swamp Ape My Everglades

AdventureWelcome to the

Everglades


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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS

CC.5.RLit.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

CC.5.RLit.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

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.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.

CC.5.RInfo.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

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)

EVERGLADES NATIONAL PARK LITERACy OVERVIEw 2 ©

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ACTIVATE & BUILD BACKGROUNDDraw the graphic organizer shown above . Ask: How do the actions of people affect the wildlife in an ecosystem? Write students’ responses in the graphic organizer .

Model for students by thinking aloud . You might say something similar to the following: There are so many things that people do that affect the wildlife in an area. I drove a car to get to school today. On the way, I saw squirrels running around in the grassy areas and climbing trees. It made me think about the fact that people built roads to travel by car. There were probably trees and grassy areas where the roads now are. People affected wildlife by taking away part of their environment.

Explain that people’s interactions with the environment affect the wildlife in an ecosystem . You might say: People’s actions can affect wildlife in many different ways. When we build and settle in an area, the wildlife has to adapt. This might mean that there are fewer animals or plants than before. It also might mean that there are different animals or plants living in the area.

Ask students to Turn and Talk about different actions that people do that can affect wildlife . Prompt students to discuss positive and negative effects of human interaction .

Students can then Share their ideas about how people’s actions can affect the wildlife in an ecosystem .

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

BUILD SOCIAL STUDIES BACKGROUNDPages 4–6 of this teacher’s guide address how certain social studies concepts relate to each selection in Everglades National Park. This information will provide you with social studies background knowledge as you plan your teaching for this book .

Help students access background knowledge related to the social studies concepts . Support the concepts of swamp, endangered species, and sanctuaries in ways that are familiar to your students .

• swamp: Have students talk about what happens when heavy rains saturate the ground . Use this discussion to help students understand what a swamp is like .

• endangered species: Show students photos of endangered species, including a Florida panther and a manatee . Ask students to describe ways that people work to protect endangered species .

• sanctuaries: Explain that a sanctuary is a place where someone or something is protected and safe . Have students name places where they feel safe that could be their sanctuary, such as school or their bedroom .

The NG Ladders on-level eBook for Everglades National Park 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.

How do the actions of people affect the wildlife in an

ecosystem?


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Social studies concepts are a critical part of each selection in Everglades National Park. 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 .

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

• A swamp (student book, p . 2) is an area of wet, muddy land that is often covered with water . One of the main differences between a swamp and a marsh is the type of plant life . In a marsh, the plants are mainly grasses, whereas a swamp has mainly trees . Swamps are created by more than just a lot of water—the land must also hold the water or have poor drainage . Swamps are common along coastal areas in the southeastern United States . In Florida, mangrove swamps and cypress swamps occur along the coast in areas that are at or near sea level .

• An endangered species (student book, p . 7) is a type of organism, such as a kind of animal or plant, that is in danger of becoming extinct, or dying out forever . There are many reasons for a species to die out, some of which are directly connected to human actions . For example, humans may destroy a plant’s or animal’s habitat, or the place where the organism lives . As the habitat shrinks it supports fewer of that species . Since there is not enough biodiversity, the species may develop genetic defects that make it less able to deal with diseases and environmental changes . Losing a species can also set off a negative chain reaction because other plants or animals were dependent on that lost species .

• Sanctuaries (student book, p . 29) are places where people are not allowed or human activities are restricted in order to give plants and animals a chance to grow and flourish without human interference . The National Park Service has national preserves and reserves, which are areas that are meant to protect certain animals, plants, or other resources . People are not allowed to collect any animals or plants from the areas without a permit or other specific permission .

Pages 5–6 in this teacher’s guide describe how the social studies concepts above relate to each selection . Additional social studies background information is given for each selection .

Social Studies Background



SOCIAL ST U DIES




Everglades


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C3 FRAMEWORK FOR SOCIAL STUDIES STATE STANDARDS

D2.Geo.5.3-5. Explain how the cultural and environmental characteristics of places change over time.

D4.5.3-5. Critique explanations.

NATIONAL CURRICULUM STANDARDS FOR SOCIAL STUDIES

2. Time, Continuity, and Change How do we evaluate the usefulness and degree of reliability of a variety of forms of historical evidence? Research and analyze past periods, events, and issues, using a variety of primary sources as well as secondary sources; validate and weigh evidence for claims, and evaluate the usefulness and degree of reliability of sources to develop a supportable interpretation.

3. People, Places, and Environments How do human actions change the environment, and how does the environment influence the lives of people? Evaluate the consequences of human actions in environmental terms.

3. People, Places, and Environments How are regions defined by various characteristics? Ask and find answers to geographic questions related to regions, nations, and the world in the past and present.

4EVERGLADES NATIONAL PARK SOCIAL STUDIES BACKGROUND ©

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WELCOME TO THE EVERGLADESStudent Book, pp . 2–7 Teacher’s Guide, pp . 7–8

In this selection, students will learn about the swamps (student book, p . 2) and grassy lands of the Everglades National Park . They will also learn about the animals and plants that live in the Everglades, some of which are endangered species (student book, p . 7) .

At one time, the Everglades stretched from Lake Okeechobee, the large freshwater lake in southeastern Florida, to the Florida Bay, which lies between the Gulf of Mexico and Biscayne Bay on the Atlantic Ocean side . Water flowed from the Kissimmee River into Lake Okeechobee and then southward over the flat sawgrass marshes, upland pine forests, and mangrove and cypress swamps, finally emptying into the ocean . Much of the northern half of the historic Everglades was drained for farmland and canalled for flood control and to provide water resources . Farmers now grow sugarcane on the land . Draining the northern section of the historic Everglades destroyed the habitats of wading birds, fish, and other animals . It also changed the marshes as salt water from the ocean moved further into the marshes . Today, Florida is working to restore some of this lost ecosystem .

Ernest F . Coe was a landscape architect . Eager to protect the Everglades, in 1928 he founded the Tropical Everglades National Park Association, which later dropped Tropical from its name . Marjory Stoneman Douglas, the author of The Everglades: River of Grass, was an early member of the association . Coe and his association helped spur legislation to approve a national park in the southern section of south Florida in 1934 . However, it took until 1947 to buy the land .

Today the Everglades National Park provides protection for a number of endangered and threatened species . In addition to Florida panthers, snail kites, and manatees, the park is home to endangered and threatened turtles, wood storks, Cape Sable seaside sparrows, and other animals .

MY EVERGLADES ADVENTURE Student Book, pp . 8–15 Teacher’s Guide, pp . 9–10

In this selection, students will learn about some of the different places people can visit in the park, including cypress and mangrove swamps (student book, p . 2) and sawgrass marshes . They will also learn about some of the wildlife that can be seen in these places .

A cypress tree is a deciduous conifer that can survive in standing water . In the Everglades, cypress swamps are found in areas where the underlying limestone has given way to form circular watery holes with mucky bottoms . The trees in these areas form domes . In the cypress dome pictured on student book page 10, the opening at the center indicates that the water in the middle of the hole is too deep for even tall cypress trees to grow . Other shorter plants that can grow in this deep water move into the center . Alligators and other water animals like to hide in these areas .

Mangrove swamps occur in the waters along the coast and along rivers near the southern tip of Florida, where there is a mixture of fresh and salt water . Mangrove trees are able to grow in this saltier water . The stilt-like roots of the trees provide a perfect place for fish to breed . Wading birds also nest in the swamps . Crocodiles—and occasionally a few alligators—live in the mangrove swamps .

A sawgrass marsh is wet most of the year, so the ground is only visible during the dry season . The longer the rainy season, the higher and thicker the sawgrass in the marsh . Alligators often nest in the marshes, and during the rainy season fish swim among the sawgrass . During the dry season, fish gather in deeper waters and in alligator holes . In addition to eating insects and crustaceans, the fish eat periphyton . The fish, in turn, are food for birds, alligators, and larger fish .

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THE LURE OF THE SWAMP APEStudent Book, pp . 16–23 Teacher’s Guide, pp . 11–12

In this selection, students will read about the Swamp Ape, a hairy creature that according to legend lives in the swamps (student book, p . 2) of the Everglades .

There is very little evidence to suggest that the Swamp Ape is a real creature . Like other legends, it is a story that many people have believed over the years, in spite of a lack of evidence . Legends about the Swamp Ape are similar to those that surround other mythical human-like creatures, such as Bigfoot and the Abominable Snowman .

As mentioned in the story, there really is a Skunk Ape Research Headquarters . However, it is not a reliable or trusted source of information and exists mainly to help keep the legend alive . According to the Skunk Ape Research Headquarters, the male Swamp, or Skunk, Ape stands 7 feet tall and can tip the scales at more than 350 pounds . Females are smaller and lighter, but both males and females have reddish-black fur . Following are a few more details about these legendary creatures:

• An estimated seven to nine creatures are said to live in the Everglades .

• The creatures eat both meat and plants, including baby wading birds, fish, reptiles, large mammals such as wild hogs and deer, giant leather ferns, cabbage palms, acorns, and berries .

• The creatures may live underground in caverns or alligator caves . Methane gas from these areas may be what gives the creatures their bad smell . They may also sleep in trees when the water is very high .

While the stories of the Swamp Ape are legend, the ecosystem it supposedly interacts with is real . Legends such as the Swamp Ape help give places like the Everglades an additional air of mystery and romance .

CREATURES OF THE EVERGLADESStudent Book, pp . 24–31 Teacher’s Guide, pp . 13–14

In this selection, students will read about some of the animals that live in the Everglades, including two endangered species (student book, p . 7) . Students will also learn about the importance of sanctuaries (student book, p . 28) in protecting endangered species .

The vast majority of the Florida panther’s natural habitat was lost by the late 1800s, isolating most of the remaining panthers in south Florida . Because of their isolation, Florida panthers were unable to breed with other subspecies of panthers . Consequently, they lost the genetic diversity needed to stay healthy in the wild . In an effort to restore genetic diversity, the Fish and Wildlife Service released eight female Texas cougars in the park in 1995 . Within ten years the number of Florida panthers tripled . The U .S . Fish and Wildlife Service was able to use Texas cougars to restore the gene pool because panthers, cougars, mountain lions, pumas, and catamounts are all the same species—Puma concolor.

Although no longer considered endangered in Florida, the American crocodile and the American alligator remain on the list of threatened species . The Everglades is the southern limit of the alligator’s range and the northern limit of the crocodile’s range . This is why south Florida is the only place the two species coexist .

Manatees remain endangered . Because they can move between salt, brackish, and fresh water, manatees can be found in many Florida waterways . In the cold months, they tend to gather in south Florida . The Florida Manatee Sanctuary Act makes it illegal to intentionally disturb, harm, or hunt manatees . The law also provides guidelines to help counties set manatee speed zones to help protect the slow-moving mammals from boaters .

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Summary “Welcome to the Everglades” is a social studies article about the physical geography, wildlife, and history of the Everglades, including the founding of the national park .

BUILD BACKGROUND FOR THE GENRETell students that they will read a social studies article . Point out that “Welcome to the Everglades” is a social studies article with the following elements:

• Headings help readers recognize different topics within the text .• Photos with captions are used to show the reader what the wildlife

looks like .• A time line provides additional information about the history of

human interaction in the Everglades .

BUILD VOCABULARY & CONCEPTS• swamp • landscape • endangered species

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 Creating a Content Word Wall. Designate an area of a wall in the classroom as the Content Word Wall . You may want to find photos that are not shown in the book to display for the terms . Invite a volunteer to write the term endangered species on a card . The student might also include the definition or draw a picture, such as a manatee, to help remember the meaning . Have the student add the card to the Word Wall . Have students follow the same steps with the remaining words .

You may want to point out other important words to your students, such as border, climate, canal, and wildlife . Suggest students create cards for the Content Word Wall or use context clues to determine the meaning of these and any words that might be challenging or unfamiliar .

Welcome to the Everglades Social Studies Article

READING OBJECTIVES• Quote accurately from the text when explaining

or making inferences .

• Determine the main idea of a text and explain

how details support the main idea .

SOCIAL STUDIES OBJECTIVES• Evaluate the impact of human actions on the

environment .

• Describe places and their environmental

characteristics .

Mysterious waterways weave across the

low-lying lands of southern Florida. Tall

trees and other plants stand on riverbanks

and sprout out of swamps. Snakes and

crocodiles slither in these low, grassy areas

covered by mud and water. This strange

place is the Everglades, and it’s unlike any

other place on Earth.

Water shapes the world of the Everglades.

Rain falls steadily from May to November.

Rivers and lakes fill up. Then they

overflow, spilling freshwater across the

land. The water flows south toward the

salty Atlantic Ocean, spreading across

shallow swamps and open, grassy land.

Even during dry months, slowly flowing

water still affects the land by forming

little ponds and lakes.

GENRE Social Studies Article Read to find out how Everglades National Park came to exist.

Welcome to the

Welcome to theEvergladesEvergladesWelcome EvergladesWelcome to theEvergladesto theEvergladesEvergladesCGN26 39 Everglades LocatorLSS_SE48940_5U28_S2_M02First Proof12/12/12

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Everglades National Park lies at the

border of two climate zones, regions that

have similar climates throughout. Living

things that prefer mild temperatures

mix together with living things suited to

hotter, wetter climates. The plants and

animals have special qualities that help

them survive. Plants that live in areas

often flooded by the sea must be able to

live and grow in salt water. Many animals

must be at home both in water and on

land. Have you ever seen a swimming

rabbit or a web-footed river otter? You

can find them in the Everglades.

The Everglades used to stretch across

half of Florida. Today, only about half

of the original Everglades remains.

People, animals, and plants can enjoy

what is left of this special place because

it is a national park.

Red mangrove trees line this slow-moving stream near Oyster Bay in Everglades National Park.

by Jennifer A. Smith

EvergladesEvergladesby Jennifer A. Smith

Evergladesby Jennifer A. Smithby Jennifer A. Smith

Evergladesby Jennifer A. Smith

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.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.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

C3 FRAMEWORK FOR SOCIAL STUDIES STATE STANDARDSD2.Geo.5.3-5. Explain how the cultural and environmental characteristics of places change over time.

NATIONAL CURRICULUM STANDARDS FOR SOCIAL STUDIES3. People, Places, and Environments How do human actions change the environment, and how does the environment influence the lives of people? Evaluate the consequences of human actions in environmental terms.


7EVERGLADES NATIONAL PARK wELCOME TO THE EVERGLADES ©

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READThe content goal for Everglades National Park is for students to learn about human-environment interaction . Explain that “Welcome to the Everglades” describes what the Everglades is like, why the park was founded, and some of the wildlife that lives there . Point out the Read to find out statement at the top of page 2 in the student book: Read to find out how Everglades National Park came to exist.

Help students with the comprehension goal of accessing content by summarizing and synthesizing the text . Model the strategy by reading aloud the first two paragraphs on page 2 . Say: When I read, I combine the information that I learn in each paragraph. In the second paragraph, the text says that water shapes the world of the Everglades. This makes sense to me because I’ve already read about the waterways and swamps in the first paragraph. Now I learn that it rains often from May to November. That helps me understand why there are so many streams and swamps. I also learn that the water that flows across the land is slow moving and forms ponds and lakes even in the dry season. I combine this information with the detail from the first paragraph about the land being low-lying. By synthesizing the information from both paragraphs, I can summarize a big idea in this way: A long rainy season helps form slow-moving streams and swamps in the low-lying Everglades.

Before students begin reading, say: As you read, combine ideas from each paragraph. Then stop after each section to summarize the ideas in your own words.

TURN & TALKRevisit the Read to find out statement . Have students turn and talk about how Everglades National Park came to exist. To check understanding, have students turn and talk about the Check In question: What habitats have been preserved by the creation of this national park? (Possible responses: low grassy areas for crocodiles and snakes; cooler, milder habitats; hotter, wetter habitats; sawgrass fields; mangrove forests)

Explain Text Say: When I want to explain what the text is about, I re-read, paying close attention to details. For example, on page 4, I learn that few settlers other than Native Americans lived in the Everglades until the 1900s, when many people decided it was a good place to farm. They drained the swamps for farm fields and to build towns and highways. This explains why the Everglades shrank in size. Ask students to pay close attention to the details . Ask partners to discuss the details on page 5 that explain how Ernest F . Coe and his supporters helped create the Everglades National Park . (Possible response: Coe was upset that people were removing orchids and hunting rare birds . He and his supporters convinced the government to buy the land to make a national park .)

Summarize Text Remind students that summarizing text means restating the main points in your own words . Emphasize that a summary should only include important information . Have partners turn and talk to summarize pages 6 and 7 . (Possible response: The park includes one of the world’s largest sawgrass fields and the world’s largest forests of mangroves, trees that grow well in water . The best way to see the Everglades is from the water, such as canoeing on the Mud Lake Canal . The many wildlife habitats include those for endangered species like the Florida panther, snail kite, and the manatee .)

WRITE & ASSESSYou 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 .

• How did different people’s actions affect the wildlife and environment of the Everglades?

• What do you still wonder about what you just read?

8EVERGLADES NATIONAL PARK wELCOME TO THE EVERGLADES ©

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Summary “My Everglades Adventure” is a travel diary that describes one person’s experience visiting the Everglades .

BUILD BACKGROUND FOR THE GENRETell students that they will read a travel diary . Point out that “My Everglades Adventure” is a travel diary with the following elements:

• Photographs with speech bubbles give information about wildlife in the Everglades .

• The descriptions of the trip are written from a first-person point of view .

• The text describes the trip in the order the events happened .

BUILD VOCABULARY & CONCEPTS• periphyton • temperate • subtropical


Another strategy to try is Becoming Wordkeepers. Explain that a wordkeeper’s job is to know an assigned word, including its meaning, correct spelling, and part of speech . But remind students that the meaning is the most important thing to remember about the word . Read aloud the sentence that contains the boldfaced word periphyton on page 11 . Ask if anyone knows the definition of this word . Invite a volunteer who knows the word’s meaning to be the wordkeeper for periphyton . Write the word and its meaning on an index card or a sticky note, and then give the card or note to the wordkeeper . If no one knows the meaning of the word, ask a volunteer to learn it and be the wordkeeper . Tell students that if they forget the meaning of periphyton they can ask the wordkeeper for help . Follow the same steps with the words temperate and subtropical.

You may want to point out other important words in the selection, such as dwarf, ridges, and domes . Designate wordkeepers for these and any words that might be challenging or unfamiliar to students .

READING OBJECTIVES• Describe the relationship between events and

ideas based on information in the text .

• Analyze the point of view in accounts of the

same topic .


environment .


characteristics .

My Everglades Adventure Travel Diary

I’d like to show you pictures from my trip to the Everglades

in Florida. My family went last summer, and I photographed

of some amazing plants and animals. Check them out. I’ll tell

you about them as you look.

Our first stop was the Anhinga (an-HIHNG-guh) Trail, a few

miles past the park entrance. We walked along a wooden

pathway called a boardwalk, watching for birds and other

animals. I snapped this picture of a snakebird. It’s called a

snakebird because its long neck sticks out of the water and

moves from side to side when it swims, just like a snake.


GENRE Travel Diary Read to find out about the places and wildlife you can see in Everglades National Park.

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Two of my favorite places in the park were the marshes full of

sawgrass and the mangrove swamps. I found out that sawgrass

isn’t really a grass. It’s just a tall plant with sharp ridges on its

side. It can cut you if you accidentally rub up against it.

The mangrove trees we saw looked really cool growing out of

the water. Their roots make them look like they have a dozen

little legs. Wading birds seem to like the trees, too, because they

feed and nest in mangroves during the dry months.

These are dwarf

mangrove trees.

Mangroves are trees

that can live just fine

in salt water. They

do well in places like

the Everglades, where

fresh water mixes

with salt water.

I took this

picture of a hawk

sitting in the middle of a

prairie. He was probably

hunting small mammals

or snakes.

This snakebird

kept a sharp eye

on the alligator in

the water.

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.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.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.


NATIONAL CURRICULUM STANDARDS FOR SOCIAL STUDIES 3. People, Places, and Environments How do human actions change the environment, and how does the environment influence the lives of people? Evaluate the consequences of human actions in environmental terms.


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READThe content goal for Everglades National Park is for students to learn about human-environment interaction . Explain that “My Everglades Adventure” describes how the writer and her family interacted with nature in the park . Point out the Read to find out statement at the top of student book page 8: Read to find out about the places and wildlife you can see in Everglades National Park.

Help students achieve the comprehension goal of accessing content by determining the most important information in a passage . Use page 11 to model . Say: The text and photos on page 11 describe what the author saw in the cypress swamp and the sawgrass marsh. All of the information is interesting, but I want to sift through the details to determine the most important information. I think the most important details are those that describe the characteristics of both places, since that information will help me understand the park’s habitats. The information in the first paragraph about how cypress domes form is important. The fact that the family visited the swamp after lunch is not. In the second paragraph, the important information is that the swamp is home to dangerous cottonmouth snakes and pretty orchids and other flowers. In the third paragraph, I want to remember that Pa-hay-okee Overlook is in a sawgrass marsh and that periphyton forms when algae grow together on top of the water.

Before students begin reading, say: As you read a passage from this travel diary, sift out important facts from interesting details. This will help you better comprehend and remember what you read.

TURN & TALKRevisit the Read to find out statement . Have students turn and talk about the specific places and wildlife . To check understanding, have students turn and talk about the Check In question: Which location in Everglades National Park would you most like to visit? Describe it and tell why. (Answers will vary . Possible response: Lake Ingraham because I want to see crocodiles, herons, and pelicans)

Explain Relationships Model for students how to find and explain relationships between two selections in Everglades National Park. Say: When I read, I think about how details in the different selections are related. For example, the first two selections talk about sawgrass marshes. In the first selection, on page 6, I learned that the Everglades is home to one of the world’s largest sawgrass fields and that sawgrass is a sharp, thin plant. In this selection, I learn that sawgrass isn’t really a grass and that its sharp ridges can cut you. I also learn that Pa-hay-okee Overlook is in a sawgrass marsh and that periphyton floats on the water there. Connecting the information in the two selections helps me better understand the habitat. Have partners turn and talk about relationships they see in the first two selections, such as details about the two climate zones . Invite students to use a T-chart to keep track of the relationships, guiding them to label one column Mild Climate and the other Hot, Wet Climate .

Analyze Point of View Explain that point of view refers to whether the narrator is involved in the story or is telling the story as an outsider looking in . Say: When the narrator uses the word I, this is a clue that the text uses a first-person point of view. How do you know that “Welcome to the Everglades” does not use a first-person point of view? (The narrator is not part of the story and never refers to herself .) Have partners turn and talk about the details found in “My Everglades Adventure” that indicate it is a first-person account . (Possible response: the use of first-person pronouns I, me, we, my, and our)


• What was the author’s purpose for writing this selection?• What, if anything new, did you learn from your reading?

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Summary “The Lure of the Swamp Ape” is a legend about a mysterious creature that is said to live in the Everglades .

BUILD BACKGROUND FOR THE GENRETell students they will be reading a legend . Point out that a legend is a story that has been handed down over time and tells about a particular character or place . Explain that “The Lure of the Swamp Ape” is a legend with the following elements:

• It describes a mysterious creature known as the Swamp Ape .• Many people believe the story is true, but there is no proof .• The story refers to people telling stories about the Swamp Ape

hundreds of years ago .

BUILD VOCABULARY & CONCEPTSRemind 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 to try is Playing Word Charades. Tell students that they are going to play word charades . They cannot say the word or spell it . They must act out the word in some way that shows the meaning or helps the other team to guess the word . Give pairs of students different words or terms to act out, such as stinky, evidence, shrug, field guides or other important words that might be challenging or unfamiliar . Then have pairs act out their words for other partners .

Some words lend themselves to word charades; others may not . Decide which of these strategies (Using Context Clues or Playing Word Charades) is most appropriate for each word .

READING OBJECTIVES• Compare and contrast characters in a story .

• Analyze the structure of a story .


environment .

• Evaluate evidence and sources .

The Lure of the Swamp Ape Legend

The Everglades has always been a spooky kind of place. Spanish moss drips from trees, and silent streams slip eerily through the cypress and mangrove forests. Is it any wonder that this strange land might shelter a mysterious creature?

“I can’t wait to go canoeing tomorrow,” said 11-year-old Demitri. He sat with his family beside a crackling campfire, holding a stick with a nicely browned marshmallow.

“And I can’t wait to go hiking,” said 9-year-old Deidre, shoving three marshmallows onto her own stick. “I bet we’ll see lots of different animals, and I’m ready to take photos of them with my new camera.”

Danielle, the oldest sister at 13, smiled wickedly and said, “I hope we see a Swamp Ape.”

“What in the world is a Swamp Ape?” asked Dad, waving a moth away from his face.

by Elizabeth Massie

Illustrated by Scott Angle

GENRE Legend Read to find out about the legendary Swamp Ape of the Everglades.

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Danielle held up the book she had been reading. “It’s a huge creature, part ape and part human, and it wanders the swampy Everglades, mostly at night.”

“Sounds like Bigfoot, that weird creature some people say they’ve seen in the woods,” said Mom, tossing a fresh log onto the fire.

“Yeah, it’s like Bigfoot, but it’s covered with long hair, and it’s really stinky,” continued Danielle. “Some people call it the Skunk Ape because it smells like rotting cabbage.”

Demitri wrinkled his nose. “Eww, that sounds nasty.”

“I wonder if people smell it before they see it,” chuckled Dad.

“I’d like to know if the Swamp Ape is real or if it’s only a made-up story—a legend,” said Deidre.

“Well,” said Danielle, “scientists and people who work for the National Park Service say the Swamp Ape is only a legend. But I think it could be real.”

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.5.RLit.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

CC.5.RLit.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.


D4.5.3-5. Critique explanations.

NATIONAL CURRICULUM STANDARDS FOR SOCIAL STUDIES2. Time, Continuity, and Change How do we evaluate the usefulness and degree of reliability of a variety of forms of historical evidence? Research and analyze past periods, events, and issues, using a variety of primary sources as well as secondary sources; validate and weigh evidence for claims, and evaluate the usefulness and degree of reliability of sources to develop a supportable interpretation.


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READThe content goal for Everglades National Park is for students to learn about human-environment interaction . Explain that “The Lure of the Swamp Ape” describes different encounters with a legendary creature in the Everglades . Point out the Read to find out statement at the top of page 16 in the student book: Read to find out about the legendary Swamp Ape of the Everglades.

Help students achieve the comprehension goal of accessing the content by determining the most important information . Read aloud page 18 . Say: The text on this page describes three Swamp Ape stories from Danielle’s book. There are also details about what her family members are doing while Danielle talks about the stories and how they react to what she says. The family details are interesting, but I don’t think they’re the most important information. I’m going to focus on the details about the Calusa stories, Henry Tanner’s discovery of the giant skeletons, and the supposed fight between the hunters and a Swamp Ape. I would summarize the important details like this: Long ago, the Calusa told stories about giant, hairy, human-like creatures that some people think were Swamp Apes; some people thought the giant skeletons Henry Tanner found were Swamp Apes; and a hunting party in 1822 supposedly tracked and fought a Swamp Ape.

Before students begin reading, say: As you read, sift out important facts from interesting details. This will help you better comprehend and remember what you read.

TURN & TALKRevisit the Read to find out statement . Have students turn and talk about different stories people have told about the Swamp Ape . To check understanding, have students turn and talk about the Check In question: Why do you think some people hope that the Swamp Ape might be real? (Possible responses: There is something special about a legend . People enjoy a mystery and want to read about the different ways that other people are trying to prove that it is true .)

Compare Story Elements Model comparing and contrasting story elements by discussing the different characters in the story . Say: In this story, each of the characters expresses his or her own ideas about the Swamp Ape. I can look at what each of the characters says and does to figure out what each one thinks about the legend. Have partners re-read the story, looking for details that show what each child thinks about the Swamp Ape . Model: I’ll tell you how I think Demitri feels about the Swamp Ape. Demitri thinks the Swamp Ape is gross because it stinks. He says he wouldn’t have been afraid like the hunters. Ask partners to turn and talk about what Danielle and Deidre think about the Swamp Ape, using evidence from the story to support answers . (Possible response: Deidre would like to know if it is real or a legend and thinks getting a picture of one would be cool, but she doesn’t want one running into the campsite . Danielle believes that Swamp Apes could be real but admits that most scientists think there is no such thing and the pictures are fakes . Still, both girls keep a lookout when they go to bed .)

Analyze Structure Explain that the structure of a text is the way it is organized . Say: In this story, Danielle relates stories about the Swamp Ape, which she is getting from a book. The structure is like a story within a story. When you find a story within a story, it is helpful to think about how the “inner story” fits in with the overall selection. Ask students to turn and talk with a partner about the inner stories on student book pages 18 and 20 . (Possible response: The different stories help to show that the legend has been around for a long time .)

WRITE & ASSESSYou 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 reliable do you think the legends about Swamp Apes are, and is there enough evidence to determine this?

• What did this text remind you of?

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Summary “Creatures of the Everglades” is a social studies article that describes five creatures found in the Everglades: Florida panthers, crocodiles, alligators, manatees, and Burmese pythons .

BUILD BACKGROUND FOR THE GENRETell students they will be reading a social studies article . Explain that “Creatures of the Everglades” is a social studies article with the following elements:

• Headings identify the animals that are going to be described .• Specialized vocabulary is boldfaced in the text .• Details and examples are used to explain concepts, such as the

problem with invasive species and the need for sanctuaries to protect endangered species .

BUILD VOCABULARY & CONCEPTS• secretive • sanctuaries • invasive


Another strategy is Using Graphic Organizer Notes. Draw and display a graphic organizer with four columns on the board . Label the columns Word, Inferred Meaning, Clue, and Sentence or Picture . Have students copy the graphic organizer . Then ask them to turn to page 26 of the student book and read the first paragraph . Have partners work together to complete the graphic organizer for the word secretive . Have them write secretive in the first column and the meaning in the second column . They should write the clue that helped them infer the meaning in the third column . Finally, in the fourth column, they should write a sentence or draw a picture that shows the meaning of the word . Have students repeat the activity for the other words .

Point out other important words, such as prefers, roamed, ancestors, triangular, and prey. Suggest that partners use graphic organizer notes or context clues to determine the meaning of these and other unfamiliar or challenging words .

READING OBJECTIVES• Explain the relationship between two or more

individuals .

• Compare and contrast text structures in two or

more texts .


environment .

• Evaluate how changes to the environment affect

people’s lives .

Creatures of the Everglades Social Studies Article

GENRE Social Studies Article Read to find out about animals that live in the Everglades.

Creatures of the

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At one time, Florida’s state animal

roamed across many southern

states. To find a Florida panther

now, however, you’d have to search

Everglades National Park for one

of the few remaining cats. This shy

creature prefers to avoid people.

With its tan fur blending into the

sandy ground or its body hidden

within the tall sawgrass, this

creature of the Everglades can be

hard to spot.

The Florida panther is born with

bright blue eyes and dark spots all

over its body. The kittens stay with

their mother for about a year. As a

panther gets older, its spots fade to a

sandy brown color and its eyes turn

a golden yellow. Soon it will grow

to its full size—7 feet long and 130

pounds. That’s a big kitty!

Unless it is busy raising a family,

a Florida panther prefers to live

alone. It rubs its body against trees

to leave its scent behind. That

lets other panthers know whose

territory they’re in. A panther also

uses its sharp claws to mark its

territory. It isn’t about to let any

hunting grounds fall to a rival. What

it cannot do is roar to warn others

away. Instead, it screeches, hisses,

or purrs to communicate with

other cats.

This cat, which at one time angered

local farmers by eating their animals,

is now itself in danger. Houses

and stores have been built where

panthers once hunted. Today the

park is their only hunting ground. At

one point, only 30 panthers roamed

the swamp. But in 1995, park rangers

took action to increase the number

of panthers in the park. Thanks to

the rangers and other volunteers,

more than 100 panthers call the

Everglades home today.

by Nathan W. James

EvergladesCreatures of the

Meet the Florida Panther

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.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.


NATIONAL CURRICULUM STANDARDS FOR SOCIAL STUDIES 3. People, Places, and Environments How do human actions change the environment, and how does the environment influence the lives of people? Evaluate the consequences of human actions in environmental terms.

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READThe content goal for Everglades National Park is for students to learn about human-environment interaction . Explain that “Creatures of the Everglades” describes different animals that live in the Everglades and how human interaction has affected some of them . Point out the Read to find out statement at the top of page 24 in the student book: Read to find out about animals that live in the Everglades.

Help students achieve the comprehension goal of accessing the content by summarizing and synthesizing . Say: Summarizing in my own words helps me find important ideas. For example, as I read this selection, I learn that panthers are endangered because houses and stores have been built where the panthers once hunted. However, park rangers have increased the number of panthers. I can summarize like this: Humans have harmed the Florida panthers by moving into their territories. However, efforts are being made to protect the species by increasing the number of panthers.

Before students begin reading, say: As you read each section, connect the ideas to what you already know. Pull together important ideas to summarize the selection. This will help you understand and remember what you read.

TURN & TALKRevisit the Read to find out statement . Have students turn and talk about how people have affected the different animals described in the text . To check understanding, have students turn and talk about the Check In question: What are some of the most remarkable qualities of the animals that live in the Everglades? (Possible responses: The manatee lives underwater but uses lungs to breathe . The Burmese python can fit a deer inside its stomach .)

Explain Relationships Model relationships by saying: Earlier we talked about how panthers are endangered. Let’s re-read pages 28 and 29. I see a relationship between the manatees and the panthers I just read about. The manatees are also endangered. Ask students to turn and talk about why the manatees are in danger and steps taken to protect them . (Possible responses: Boat traffic has harmed slow-moving manatees . The government has set up boat- and people-free manatee sanctuaries .)

Analyze Text Structure Explain that the text structure is the way the writer organizes the information . Point out that in this selection the author uses cause/effect, comparisons, and problem/solution . Model by saying: On page 25, the author uses a cause/effect structure. I can organize cause/effect examples on a T-chart. Create a T-chart with the headings Causes and Effects . Model completing the chart by saying something like: Panthers ate farm animals. This is a cause. The effect is that farmers were angry. Houses and stores were built, causing a reduction in panther hunting grounds. Panther numbers dropped, causing rangers to increase numbers. Ask partners to locate causes and effects in the article, using a T-chart to organize examples . (Possible response: Burmese pythons are gentle, a cause, so they are popular pets, an effect . They grow large and eat a lot, a cause, so owners dump them in the wild, an effect .)


• How is this selection different from or similar to the other selections in Everglades National Park?

• What more would you like to learn about this topic?

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Discuss

CONTENT & COMPREHENSION GOALSFoster a discussion about the selections in Everglades National Park. Ask: What have you learned about how people’s actions affect wildlife in the Everglades? (Possible responses are given in the concept map .)

The four selections in Everglades National Park are two social studies articles, a travel diary, and a legend . While social studies concepts are embedded within these pieces, what makes them especially interesting to read is the interdisciplinary context—real-life and fictional stories and events that include history, geography, science, and literature .

Have students turn and talk about the interdisciplinary nature of the selections . After you have described what interdisciplinary means, you might ask: How is reading Everglades National Park different from reading a textbook about endangered species and the Everglades? 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 social studies concepts come alive .

READING OBJECTIVES• Integrate information from several texts on the

same topic .

• Analyze multiple accounts of the same topic .


environment .


characteristics .People harm other pets and wildlife when they

release Burmese pythons into the Everglades.

Efforts have been made to increase the number of Florida panthers and provide sanctuaries for

manatees.

Human actions can shrink the habitats

of species of wildlife, causing them to be

endangered.

Everglades National Park combines

protection for wildlife with ways for people to enjoy the wildlife and natural surroundings.

What have you learned about how people’s actions affect wildlife in the Everglades?

Mysterious waterways weave across the

low-lying lands of southern Florida. Tall

trees and other plants stand on riverbanks

and sprout out of swamps. Snakes and

crocodiles slither in these low, grassy areas

covered by mud and water. This strange

place is the Everglades, and it’s unlike any

other place on Earth.

Water shapes the world of the Everglades.

Rain falls steadily from May to November.

Rivers and lakes fill up. Then they

overflow, spilling freshwater across the

land. The water flows south toward the

salty Atlantic Ocean, spreading across

shallow swamps and open, grassy land.

Even during dry months, slowly flowing

water still affects the land by forming

little ponds and lakes.

GENRE Social Studies Article Read to find out how Everglades National Park came to exist.

Welcome

to theWelcome

to theEvergladesEverglades

Welcome EvergladesWelcome

to theEvergladesto theEverglades

Everglades

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I’d like to show you pictures from my trip to the Everglades

in Florida. My family went last summer, and I photographed

of some amazing plants and animals. Check them out. I’ll tell

you about them as you look.

Our first stop was the Anhinga (an-HIHNG-guh) Trail, a few

miles past the park entrance. We walked along a wooden

pathway called a boardwalk, watching for birds and other

animals. I snapped this picture of a snakebird. It’s called a

snakebird because its long neck sticks out of the water and

moves from side to side when it swims, just like a snake.


GENRE Travel Diary Read to find out about the places and wildlife you can

see in Everglades National Park.

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The Everglades has always been a spooky kind of place. Spanish

moss drips from trees, and silent streams slip eerily through the

cypress and mangrove forests. Is it any wonder that this strange

land might shelter a mysterious creature?

“I can’t wait to go canoeing tomorrow,” said 11-year-old Demitri.

He sat with his family beside a crackling campfire, holding a stick

with a nicely browned marshmallow.

“And I can’t wait to go hiking,” said 9-year-old Deidre, shoving three

marshmallows onto her own stick. “I bet we’ll see lots of different

animals, and I’m ready to take photos of them with my new camera.”

Danielle, the oldest sister at 13, smiled wickedly and

said, “I hope we see a Swamp Ape.”

“What in the world is a Swamp Ape?”

asked Dad, waving a moth away

from his face.

by Elizabeth Massie

Illustrated by Scott Angle

GENRE Legend Read to find out about the legendary Swamp Ape of the Everglades.

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GENRE Social Studies ArticleRead to find out about animals that live in the Everglades.

Creatures of the

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.5.RInfo.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

CC.5.RInfo.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.


NATIONAL CURRICULUM STANDARDS FOR SOCIAL STUDIES3. People, Places, and Environments How do human actions change the environment, and how does the environment influence the lives of people? Evaluate the consequences of human actions in environmental terms.


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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 connections can you make among the four selections in this book? How do the selections work together to help you understand what life is like in the Everglades? (Each selection includes information about the Everglades environment . “Welcome to the Everglades” describes the geography and history of the park . “My Everglades Adventure” offers a firsthand account of the Everglades, including the environments and animals that live there . “The Lure of the Swamp Ape” shares a legend about a creature that some believe calls the Everglades home . “Creatures of the Everglades” describes animals that live in the Everglades and the challenges each animal faces in its habitat . Together, the selections give a complete picture of the environment and wildlife .)

2. What threats to the Everglades caused people to work to establish a national park there? (People decided that Florida was a good place to live and began draining the swamps and clearing the land for farms . This threatened the wildlife and landscape of the Everglades .)

3. Legends sometimes get their start from something that really happened. Do you think the Swamp Ape could be real, or is it just a legend? Tell why you think as you do. (Answers will vary but should include historical information presented in the story, such as the opinions of biologists, National Park Service employees, and the experiences of the Native Americans and pioneers .)

4. Think about the kinds of plants and animals that make their homes in the Everglades. What are some characteristics that help them survive in this place? (Possible responses: These living things are suited to cooler, milder temperatures or hotter, wetter climates . Most of these living things have adapted to the salt water, such as having webbed feet or special tails that help them swim very fast .)

5. What do you still want to know about the Everglades? (Answers will vary, but students should explain their responses .)

Discuss1. What connections can you make among the four selections in this

book? How do the selections work together to help you understand what life is like in the Everglades?

2. What threats to the Everglades caused people to work to establish a national park there?

3. Legends sometimes get their start from something that really happened. Do you think the Swamp Ape could be real, or is it just a

legend? Tell why you think as you do.4. Think about the kinds of plants and animals that make their homes in

the Everglades. What are some characteristics that help them survive

in this place?

5. What do you still want to know about the Everglades?

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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 Everglades National Park. Use question 5 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 Everglades National Park. 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 other unique species are found in the Everglades?• Where else are there sanctuaries, and what animals do they protect?• How can people stay safe if they see a crocodile or alligator in

Everglades National Park?

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, social studies 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 Everglades

National Park .

• Research, document, and share information .



SOCIAL ST U DIES




Everglades


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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.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.

a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

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.

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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 social studies 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 ones with authentic purposes . For example, the student who is interested in staying safe when encountering a crocodile or alligator may want to conduct research and prepare a presentation that includes a diagram or pamphlet that tells others how to stay safe . The student can share information about how people can avoid a dangerous situation as well as what to do if they find themselves near these creatures . Students may try to find out if the park has some educational material that directly relates to this . If so, they can share it with the class . If not, students may wish to develop it .

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:

• A dramatization showing the audience what to do if they encounter an alligator or crocodile

• A poster using diagrams and labels to show people how to stay safe in different situations where they might see these creatures

• A slide or video presentation that teaches people how to avoid these creatures and what to do if they encounter them

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Correlation

Grade 5 Common Core State Standards for English Language Arts, C3 Framework for Social Studies State Standards, and National Curriculum Standards for Social Studies correlated to National Geographic Ladders Social Studies

Common Core State Standards for English Language Arts, Grade 5Everglades National Park Teacher’s Guide

Reading Standards for Literature

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 11–12

2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Pages 11–12

3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Pages 11–12

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative language

such as metaphors and similes.

5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Pages 11–12

6. Describe how a narrator’s or speaker’s point of view influences how events are described. Pages 11–12

Integration of Knowledge and Ideas 7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g.,

graphic novel, multimedia presentation of fiction, folk tale, myth, poem).

8. (Not applicable to literature)

9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the

high end of the grades 4–5 text complexity band independently and proficiently.If the entire NG Ladders Social Studies grade 5 program is used throughout the year, students will have had exposure tomultiple genres, multiple levels, and appropriate scaffolding.

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 7–8

2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Pages 7–8

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 9–10, 13–14

(cont. on p. 20)

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Notes

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.Pages 7–14

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 13–14

6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Pages 9–10, 15–16

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 literature, including stories, dramas, and poetry, at the

high end of the grades 4–5 text complexity band independently and proficiently.If the entire NG Ladders Social Studies grade 5 program is used throughout the year, students will have had exposure tomultiple 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.

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.

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

different aspects of a topic.Pages 17–18

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

(cont. on p. 21)


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Notes

C3 Framework for Social Studies State StandardsEverglades National Park Teacher’s Guide

D2.Geo.5.3-5. Explain how the cultural and environmental characteristics of places change over time. Pages 7–16

D4.5.3-5. Critique explanations. Pages 11–12

National Curriculum Standards for Social StudiesEverglades National Park Teacher’s Guide

2. Time, Continuity, and Change How do we evaluate the usefulness and degree of reliability of a variety of forms of historical evidence? Research and analyze past periods, events, and issues, using a variety of primary sources as well as secondary sources; validate and weigh evidence for claims, and evaluate the usefulness and degree of reliability of sources to develop a supportable interpretation.

Pages 11–12


Pages 7–16


Pages 7–10, 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) ©waterFrame/Alamy. (bl) ©Tim Kiusalaas/Photographer’s Choice/Getty Images. (bcl) ©Mac Stone Photography. (bcr) Scott Angle Illustration. (br) ©Mark Conlin/Alamy. 7 (bg) ©Tim Kiusalaas/Photographer’s Choice/Getty Images. 9 (bg) ©robert s/Shutterstock. (c) ©Mac Stone Photography. (t) (b) ©Mac Stone Photography. 11 Scott Angle. 13 (bg) ©Mark Conlin/Alamy. 16 (bg) Scott Angle Illustration. (bl) ©Mark Conlin/Alamy. (c) ©Tim Kiusalaas/Photographer’s Choice/Getty Images. (r) ©Mac Stone Photography. All maps provided by Mapping Specialists.

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.

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For permission to use material from this text or product, submit all requests online at cengage.com/permissions

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National Parks Series Yellowstone • Smoky Mountains Grand Canyon • Big Bend • Everglades • Yosemite

Pre-Columbian Americans The Inca • The Aztec The Pueblo • The Maya

Famous Documents Declaration of Independence The U .S . Constitution • The Bill of Rights

Social Studies

endangered species (noun) a specific group of animals or plants that are in danger of becoming extinct, or dying out forever

invasive (adjective) tending to spread and crowd out others

landscape (noun) natural scenery

periphyton (noun) a clump of several specific algae plants that have grown together

sanctuary (noun) a place where people or animals are protected from harm

secretive (adjective) tending to keep one’s self or one’s ideas hidden from others

subtropical (adjective) having a climate that is warm and humid for much, but not all, of the year

swamp (noun) an area of wet, muddy land that is often covered with water

temperate (adjective) having a climate with four seasons—summer, fall, winter, and spring

Content Consultant

Andrew J. Milson, Social Studies Consultant ISBN: 978-12857-7131-1

11111

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