Level V/60 Deforestation and Desertification · PDF file · 2012-12-21• Say: Deforestation—the destruction of forests—and ... I will go back and reread the first...

B e n c h m a r k e d u c a t i o n c o m p a n y

Theme: The Environment• Deforestation and Desertification• Ecological Disasters• Protecting Our Oceans

Deforestation and DesertificationLevel V/60

Science

Skills & Strategies

Anchor Comprehension Strategies

• Make judgments

Comprehension • Reread

• Identifycauseandeffect

• Usegraphicfeaturestointerpretinformation

Word Study/Vocabulary • Usesynonymstodetermineword

meaning

Science Big Idea • Humanactivitieshaveprofoundeffects

ontheenvironment.

TeACher’S GuiDe

Page 11: Synthesize Information • Administer Ongoing Comprehension Assessment

• Evaluate Cause-and-Effect Relationships

D ay

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A c t i v i t i e s

Using Navigators Chapter Books

Explicit Strategy InstructionUse the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use por-tions of the guide to scaffold reading instruction for students who do not need modeled instruction.

Small-Group DiscussionsIntroduce the book and model strategies. Ask the group to set a purpose for reading based on the introduction. Instruct stu-dents to read the book, or parts of the book, independently. Then tell them to use the Small-Group Discussion Guide as they discuss the book together.

Independent ReadingEncourage students to select titles at their independent read-ing levels. After reading, instruct students to respond to the text in reader response journals or notebooks.

Core Lesson Planning Guide

Copyright ©2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

ISBN: 978-1-4108-5234-22

Pages 4–6: Model Strategies: Introduction–Chapter 1• Monitor-Reading Strategy: Reread

• Comprehension Strategy: Make Judgments

• Use Synonyms to Determine Word Meaning: Synonyms Using , or

Page 3: Prepare to Read• Build Content Background

• Introduce the Book

Pages 7–8: Guide Strategies: Chapters 2–3• Monitor-Reading Strategy: Reread


• Use Context Clues to Determine Word Meaning: Direct Definitions

Pages 9–10: Apply Strategies: Chapters 4, 5–Conclusion• Monitor-Reading Strategy: Reread


• Use Graphic Features to Interpret Information: Photographs

This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.

Build Content Background • Say: Deforestation—the destruction of forests—and

desertification—fertile land turning into desert—are two environmental problems in the world. Ask: What questions do you have about deforestation and desertification?

Allow two minutes for students to write their own questions and then ask them to share the questions. If the following questions are not mentioned, suggest them:

Why do deforestation and desertification occur? Where are deforestation and desertification big problems? What can people do about these problems?

• Ask: What other questions do you have about deforestation and desertification?

Ask students to consider additional questions, such as these:

What happens as a result of deforestation and desertification? Who has tried to protect land from these problems?

• Draw a T-chart as shown. Write one question on the left under the heading Main Question and invite students to offer possible answers. Write their answers on the right under the heading Possible Answers.

• Tell students that they will discover the answer to this and other questions about deforestation and desertification as they read.

Introduce the Book • Give students a copy of the book.

• Ask them to read the title and skim the table of contents.

Ask: Which chapter discusses desertification? (Chapter 3)

Which chapter discusses solutions to these environmental problems? (Chapter 5)

• Tell students to choose a chapter. Ask them to look at the pictures in the chapter, choose a picture they think is inter-esting, and explain to the group why they think that.

• To introduce Key Words and Text/Graphic Features found in this book, use the inside front cover of the book.

Informal Assessment Tips

1. Assess students’ ability to skim for interesting pictures and to offer reasonable explanations for their choices.

2. Document your observations in a folder or notebook.

3. Keep the folder or notebook at the small-group reading table for use during reading sessions.

©2011 Benchmark Education Company, LLC 3

Meeting Individual Needs

For students who struggle with skimming for pictures, model the process, using the first chapter. Comment on each picture, tell which one you choose, and explain why you chose that one over the others.

Display pictures of forests and des-erts. Ask students to identify them as forests or deserts and then describe the features of each in their own words.

Display a world map. Ask students to point out regions in which there are forests or deserts and to name the regions if possible.

Write the word deforestation on the board. Underline the prefix de- and explain that it means “remove.” Ask students to define deforestation in their own words based on this information. Next write desertifica-tion on the board. Underline the root word desert and ask students if they can figure out the meaning of the word.

Prepare to Readnglish anguage earnersE L L

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Main Question Possible AnswersWhy do deforestation and desertification occur?

forest firescutting down trees for lumberhurricanes

Before ReadingMonitor-Reading Strategy: Reread• Use a real-life example of rereading. Say: Recently I was reading an article about the Asian tsunami. It

had many facts, and it was rather complex. At some point I got confused about the particular kind of earthquake that caused the tsunami. So I skimmed the text from the beginning to the first point that I didn’t understand. That’s where I began to reread. This time I understood the information I was reading.

• Ask students to read pages 2–4 silently. Then read pages 6–7 aloud while students follow along. Try to anticipate ideas and words that might confuse them. After reading, say: As I read about cutting down trees on page 7, I realize that I’m a little confused about why trees don’t just grow back after they’re cut down. I will go back and reread the first paragraph.

Read the first paragraph on page 7 again. Then discuss why cutting down trees for logging can keep trees from growing back: heavy equipment packs the earth down, making new growth difficult.

During Reading Set a Purpose for Reading• Ask students to read pages 8–11 silently to see what they can

learn about causes and effects of deforestation. Ask them to pay close attention to the illustrations, captions, and sidebar. Remind them to use self-stick notes to make notes of facts in places where they reread. On the self-stick notes, instruct them to jot down the reason for rereading. Did they not understand facts, forget facts, or need clarification of a detail?

4 ©2011 Benchmark Education Company, LLC

ABOUT THE STRATEGY Reread

What? Good readers constantly ask themselves, “Do I understand what I just read?” If the answer to that question is no, they know the easiest monitor-reading strategy to use is reread. Readers do not need to reread every sentence. Sometimes skimming the text for a particular word or para-graph can rebuild comprehension.

Why? Good readers reread to quickly repair faulty comprehension. Once they have reread, they may use other monitor-reading strategies to deepen comprehension.

When? Good readers reread during and after reading.

How? Good readers stop every page or two and ask themselves, “What did I just read?” If they can’t answer that question, they can return to the last part of the text where they did under-stand and skim the text to repair com-prehension. They may mark confusing parts of the text or unknown words with self-stick notes so that they can reflect on these parts at a later time.

Model Strategies: Introduction–Chapter 1

After Reading Discuss the Reading• Say: I had to reread a few times in Chapter 1. For example, I

realized I was unsure why the most rapid deforestation is occur-ring in the tropical rain forest. I went back and reread page 10. I made notes about my reasons for rereading on my self-stick notes.

• Ask: What problems did you have with Chapter 1 that made you go back and reread?

Invite students to share their experiences.

• Ask students to share the ideas and facts they wrote on notes while reading.

• For text-dependent comprehension practice, ask the ques-tions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Comprehension Strategy: Make Judgments• Explain to students that they can make judgments or deci-

sions about people, events, and facts as they read. They may make a judgment about the causes of deforestation. For example, some students might say that natural events are a bigger threat to forests than people are.

Say: You might think that judgments and opinions are the same thing. Keep in mind that judgments can be proven with facts, also called clues and evidence. An opinion can be based simply on what you think or believe about something.

• Say: When I read a paragraph or passage in a book, I think about what I read and form ideas about the people, events, and facts. I use the information in the text as well as my own knowledge and experiences. One way I make judgments is to decide which information is most important. Making judgments about what I read helps me better understand the text and remember the facts.

• Pass out the graphic organizer “Make Judgments” (blackline master, page 14). You may want to make a chart-size copy of the graphic organizer or use a transparency.

• Explain that as students read, they will complete the first two rows together. They will complete the last row independently.


1. Watch students as they reread and write on self-stick notes or in their journals.

2. In a folder or notebook jot down what you see each student doing.

3. Students should be stopping to reread and take notes on facts as they read. Document students who are and who are not using this monitor reading strategy.



For students who struggle with this activity, model the strategy again and remind them that stopping to reread and make notes on facts as they read will help them better understand the material.

Rapid readers can choose one fact from their notes and find more infor-mation about it in research materials.

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Introduction–Chapter 1 (continued)


Comprehension Strategy: Make Judgments (continued)• Instruct students to follow along as you show them how to

make judgments in Chapter 1. Read pages 6–7 aloud and say: Page 6 says that people are the biggest threat to forests. On page 7 the author describes trees being cut down to make way for develop-ment. I’ll write those facts in the Clues/Evidence column. I know that trees have been cut down in our community to make way for new developments. I’ll write that in the Prior Knowledge column. I think the public and officials in communities such as ours should keep the dangers of deforestation in mind when they are deciding on new developments. I’ll write that in the Judgment column.

• Say: When we make a judgment, it is important to remember to use information from the text along with previous knowledge and experience.

• Tell students they will continue to make judgments as they continue to read the book.

Use Synonyms to Determine Word Meaning: Synonyms Using , or• Tell students that words or phrases that mean almost the

same thing are called synonyms. If you understand the meaning of one of the synonyms, you can determine the meaning of the unfamiliar synonym. Ask students to turn to page 4 and locate the word tsunami.

Say: This boldfaced word is in the glossary, but it is also defined right in the text. Authors use , or to compare two words or phrases with similar meanings. Tsunami means “giant wave.” I know because the author told me by using , or. Because I know the meaning of the phrase giant wave, I know the meaning of tsuna-mi.

• Turn to page 10 and point out the word extinct. Tell students that the author has included a synonym for the word.

Ask: What does this word mean? (“that a plant or animal has disappeared”)

How did you identify the synonym for extinct? (by reading the word that follows , or)

• Tell students that they will look for additional synonyms to help them determine the meanings of unfamiliar words as they continue to read Deforestation and Desertification.

Reader Response

Which cause of forest destruction would be most difficult to prevent? Which would be easiest? How could each be prevented? Write a response in your journal and share your thoughts with a group member.

Chapter Clues/ Evidence in

the Text

My prior Knowledge

My Judgment

1(pages 6–7)

People are the biggest threats to the forest. Trees are cut down to make way for homes, roads, and malls.

Trees have been cut down in our community to make room for developments.

Officials and the public should keep dangers of deforesta-tion in mind when consid-ering devel-opments.

Before ReadingMonitor-Reading Strategy: Reread• Remind students that they saw you write a self-stick note

about rereading. Point out to them that rereading can help them retain information and focuses their attention on important information.

• Say: After I read Chapter 2, I recalled many details about the effects of deforestation, but I was confused about how deforesta-tion can cause global warming.

• Ask students to turn to page 16. Read aloud while they fol-low along.

Say: I’ll go back and reread until I come to the part about global warming. I find it on page 16. It says that trees help keep the right balance of gases in the air. When many trees are cut down, the balance is upset. The gases that trap heat from the sun can increase, warming the earth. I will make notes of these facts on self-stick notes.

• Explain that as students continue to read, they should jot down times they need to reread and briefly explain the reason. Remind them to write on self-stick notes and to put the notes on the pages to which they correspond.

• Tell students that rereading can help them remember impor-tant information.

During Reading Set a Purpose for Reading • Ask students to read Chapters 2–3 to find out more about

the causes and effects of deforestation and desertification.

After Reading Discuss the Reading • Ask students to share times when they needed to reread.

Did they understand the text better after they reread? What confusions do students still have about the text?

• Ask students to turn to page 21 and read the checkpoint. Explain that reading more about a topic is a good way to understand and remember what we read. Instruct students to complete the activity with a partner.

• For text-dependent comprehension practice, ask the ques-tions for Chapters 2–3 found on the Comprehension Through Deductive Reasoning Card for this chapter book.


Carefully watch ELL students as they complete the assignment. If they are not rereading and making notes about their reasons, it may be because they do not understand the reasons for rereading. Model additional situations in which rereading is a good strategy.


For students who struggle with this strategy, model it again. Then have students choose at least two parts of each chapter to reread. Ask them to meet with a partner and discuss the reasons for rereading and the facts they found when they did.

Rapid readers can make a graphic organizer to display the information presented in Chapter 2 or 3.

Guide Strategies: Chapters 2–3

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Chapters 2–3 (continued)

Reader Response

Suppose you were a scientist. Which of the following topics would you choose to research: forest plant and animal habi-tats, medicines from plants, or global warming? Why? Write a response in your journal and share your thoughts with a group member.


Comprehension Strategy: Make Judgments• Review the first row of the “Make Judgments” graphic organiz-

er. Remind students that when they make a judgment, they use information from the text along with previous knowledge and experiences.

• Read aloud pages 20–21.

Ask: What can happen when land is not managed properly? (The land can turn into desert.)

What do you know about how laws can help preserve the environment?

(Possible answer: States and countries enact and enforce laws to prevent problems such as deforestation.) What judgment would you make about laws controlling land use?

(Possible answer: All countries should enact laws controlling land use by farmers and others to prevent desertification.)

• Write students’ answers on the graphic organizer. Use the information on the graphic organizer on this page.

Use Context Clues to Determine Word Meaning: Direct Definitions• Read aloud the sentence containing the term global warming at

the top of the second column on page 16. Explain that the author gives a direct definition to help the reader understand the meaning of the term.

Say: You know that the phrase this is called is sometimes used to show that the following word was defined in the previous sentence or sentences. Look at the sentence before This is called global warming. It tells me that global warming is the rise of temperatures around the world.

• Tell students that they will continue to use context clues to determine the meanings of unknown words as they read Deforestation and Desertification. Learning the definitions of these words will help them understand the new information in the book.

• For additional practice, instruct students to complete the blackline master on page 16.


the Text

My prior Knowledge

My Judgment

2–3(pages 20–21)

When land is not managed properly, it can turn into desert.

States and countries enact laws to prevent problems such as deforesta-tion.

All countries should enact laws to control land use by farmers and others to prevent deforestation.

1. ecologists scientists who study the relationships between living things and their environments

2. analyze study3. supercomputer a large, very fast computer4. selective logging the practice of cutting down scattered trees

instead of large areas of trees5. indigenous peoples descendants of the original inhabitants of an

area6. shamans priests


Apply Strategies: Chapters 4, 5–Conclusion

Before ReadingMonitor-Reading Strategy: Reread• Remind students that they have been writing self-stick notes

when they needed to reread.

Say: Looking back at your self-stick notes and the pages to which they are attached will help you recall some important facts and some times when you were confused. The result will probably be that you will recall the facts in the book better than if you had not taken notes.

• Encourage students to continue thinking and writing about their reading on self-stick notes as they complete the book on their own.

During ReadingSet a Purpose for Reading• Instruct students to read the rest of the book silently to learn

about where desertification has occurred and where people are taking measures to reverse deforestation and desertification. Remind students to make notes of times they were confused and how rereading helped their confusion. Remind them to use synonyms and direct definitions to determine the meanings of new words.

After ReadingDiscuss the Reading• Ask students to share times when they were confused and

reread the text. Did rereading help them better understand? What questions do they still have? Answer any questions.

• Ask: What did you find about where desertification has occurred? What did you learn about ways people are reversing the effects of deforestation and desertification?

• Tell students to turn to page 29 and read the checkpoint. Remind them that making connections is a good way to find meaning in the text. Let students discuss their answers with a partner.

• For text-dependent comprehension practice, ask the questions for Chapters 4–5 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Teaching Tips

After discussing the reading, tell students to remove the self-stick notes from their books and place the notes in their journals on a page titled “Rereading.” Use this page to review rereading throughout the year.

Comprehension Strategy: Make Judgments• Review the graphic organizer that students have been complet-

ing. Explain that they will make judgments of their own on facts in Chapters 4–5 in pairs or independently.

• Ask if students have any questions before they begin. Monitor their work and help them with any difficulty. Discuss students’ responses together.

• For more practice on making judgments, instruct students to complete the blackline master “Make Judgments” on page 15.

Use Graphic Features to Interpret Information: Photographs• Tell students to turn to page 20 and look at the photograph of

the Dust Bowl.

• Read aloud page 20.

Ask: Why do you think this photograph is shown here?

(Possible answer: The text tells how land can be destroyed if it is not managed properly and describes the Dust Bowl as an example. The photograph illustrates the seriousness of damage done in this way.)

• Explain to students that photographs are often used to support or add to the information in the text.

Chapters 4, 5–Conclusion (continued)



1. Watch students as they make judg-ments. Ask yourself: How have students progressed with this strategy? What problems are they still having?

2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them?

3. Jot down your thoughts in your fold-er or notebook. For students who struggle with making judgments, review the strategy using the Comprehension Strategy Poster: Make Judgments.

Reader Response

Describe one action you would take to prevent deforestation and desertification. Choose an action discussed in the chap-ter or one you think of yourself. Write a response in your journal and share your thoughts with a group member.

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Clues/Evidence in the Text

My prior Knowledge My Judgment

Possible answer:Off-road vehicles can lead to desertification.Laws for off-road vehicles help prevent desertification.

Possible answer:Some people may not know how off-road vehicles can damage the land.People try to protect the land if they know how to do so.Most people obey laws.

Possible answer:People should be educated about the environmental dangers of off-road vehicles.Governments should enact laws controlling the use of off-road vehicles.


the Text

My prior Knowledge

My Judgment

4–5(page 26)

The giant redwood trees in Sequoia National Park are protected by the government.

Many old-growth trees have been cut down in our community and elsewhere.

Governments should make laws to prevent cutting down old-growth trees.

Administer Ongoing Comprehension Assessment• Administer Ongoing Assessment #25 on pages 86–87 in the

Comprehension Strategy Assessment Handbook (Grade 6).

• Point out to students that the book Deforestation and Desertification describes many causes and effects. For example, it describes the causes and effects of deforestation.

• Ask students to skim Chapters 4 and 5, looking for information about the causes and effects of some actions by people to pre-vent deforestation and desertification. Instruct them to write down the causes and effects on a chart like the one below.

• When the charts are complete, invite students to discuss the information they recorded. Then encourage them to draw con-clusions about how people can protect the earth from deforesta-tion and desertification.

• Give students the opportunity to share their conclusions.

Say: The book doesn’t directly say that the processes of deforestation and desertification can be prevented and even reversed if people take certain measures. But by looking at the causes and effects of some individual actions, we can conclude that the environment can be improved if people become educated about the problem and use their ingenuity to solve it.



1. Score assessments and determine if more instruction is needed for this strategy.

2. Keep group assessments in a small-group reading folder.

3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this man-ner? For in-depth analysis, discuss responses with individual students.

4. If needed, reteach this strategy and administer Ongoing Assessment #26 on pages 88–89 in the Comprehension Strategy Assessment Handbook (Grade 6).

5. Use Ongoing Assessments to document growth over time, for parent/teacher conferences, or for your own records.

Make sure students understand the meanings of cause and effect by discussing a few simple examples. For example, the effect of being hungry all morning might be caused by skipping breakfast. Help students complete the chart by discussing each row individu-ally. Ask them to read aloud the first cause on the chart. Help them find the part of the text that discusses this topic. Invite them to reread that sec-tion aloud. Then invite them suggest how they would summarize the infor-mation for the chart.

Synthesize Information

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Cause Effect

Tourists participate in ecotourism in Brazil.

Brazilians earn money by showing the rain forest rather than cutting it down.

The Chinese government is planting a “Green Wall” of trees.

China’s landscape will not be so barren.

The government of Senegal is considering planting 5,000 trees.

The advance of the Sahara Desert may be stopped.

The giant redwood trees of Sequoia National Park are protected by law.

They cannot be cut down.

Wangari Maathai started the Green Belt Movement.

Millions of trees have been planted in Kenya and other African countries.

Write a Personal ResponseInvite students to respond to the book in a way that is meaning-ful to them. The prompts below provide a variety of alternatives.

• What actions can you take to protect the earth from defor-estation and desertification? (text-to-self)

• Compare this book about our environment to other books about our environment you have read. (text-to-text/com-pare)

• What effects do deforestation and desertification have on the world? (text-to-world)

• What main ideas did you find in this book? (synthesize information)

• What parts of this book confused you? (self-monitor)

• What connections did you make to yourself and to other texts while you were reading this book? (make connections)

• Would you recommend this book to a friend? Why or why not? (evaluate)

• Describe what you felt as you read about deforestation and desertification in this book. Explain why you felt that way. (personal response)

Write to a Text PromptUse the prompt below as a timed writing activity. Allow students a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.

Write to a Picture PromptUse the following picture prompt to develop students’ visual writing abilities.

Reading/Writing Connections

Teaching Tips

Transfer personal response prompts to a piece of large chart paper and hang it in the room. Students can refer to the list throughout the year.

In managing Earth’s trees and land, should people put their present needs or the future of Earth first? Explain your answer. Use information from the book to support your answer.

Look at the picture on page 9. Explain how you could use it to convince others that forests should be preserved. Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer.


The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.

The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.

The prompt is somewhat devel-oped. There is minimal evidence of focus, organization, voice, and correct conventions.

The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.

Scoring Rubric

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3

2

1

©2011 Benchmark Education Company, LLC

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _

Directions: Use your answers to talk about the book.

Word Study:Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.

Questions:Write two or three questions you had while reading this book. Discuss the questions and answers.

Make Connections:Write three connections you made with the text. Discuss them with your group.

Adapted from Daniels, Harvey. 1994. Literature Circles. Portland, ME: Stenhouse Publishing Co.

Rules for a Good Discussion:1. Be prepared.

2. Pay attention to the person who is talking and do not interrupt him or her.

3. Think about what others are saying so you can respond.

4. Use inside voices.

5. Let everyone in the group have a turn to speak.

6. Be respectful of everyone’s ideas.

Adapted from Fountas, I.C., and Pinnell,

G. S. 2001. Guiding Readers and Writers.

Portsmouth, NH: Heinemann Publishing

Co.

Ways to Make ConnectionsText-to-Self: This reminds me of a time when I . . .

Text-to-World: What’s going on in this book is like what’s happening right now in . . .

Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .

Small-Group Discussion Guide


Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Make JudgmentsChapter Clues/

Evidence in the TextMy prior

KnowledgeMy Judgment

1(pages 6–7)

2–3(pages 20–21)

4–5(page 26)


Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Make JudgmentsDirections: Read the passage. Complete the judgment chart using your prior knowledge and events from the passage.

Desert Recreation?

Most Americans are not responsible for desertification. They don’t have cattle that might overgraze, leaving the land bare. They don’t have farms with land that must be used correctly. However, many Americans enjoy a form of recreation that can be a threat to our land. That is the use of off-road vehicles.

Many Americans enjoy driving SUVs, motorcycles, and all-terrain vehicles in the backcountry, especially in the West. They may not realize that off-road vehicles can damage the land, leading to desertification. The earth’s soil is formed through the weathering of rock. In fact, it takes 100 years to generate one millimeter of soil. Tracks made by off-road vehicles can damage the soil so that plants will no longer grow there.

People can help protect the land by driving off-road vehicles only on trails marked for that purpose. Laws for off-road vehicles have been enacted in some places. They have helped prevent desertification.

Clues/ Evidence in the Text

My prior Knowledge

My Judgment

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


Use Synonyms and Direct DefinitionsDirections: Read the passage. Look for synonyms or direct definitions of the boldfaced words. Write the synonyms or direct definitions below. Use the passage to help you.

Saving the Rain ForestEcologists, or scientists who study the relationships between living things

and their environments, have long focused on the Amazon Rain Forest. It is the world’s largest rain forest, and it is disappearing fast. Scientists are trying to find new ways to save it.

A group of scientists recently developed a new way to analyze, or study, logging in the Amazon Rain Forest. They used a supercomputer, a large, very fast computer, to analyze satellite images. With the supercomputer they could view much smaller areas of the forest. This allowed them to check on selective logging, the practice of cutting down scattered trees instead of large areas of trees. People use selective logging so they don’t get caught cutting down trees illegally. Unfortunately, the scientists found that selective logging is even a bigger threat than they thought. But by detecting selective logging they have a better chance of stopping it.

Ecologists in the Amazon get help from indigenous peoples, or descendants of an area’s original inhabitants. Shamans, or priests, of the Amazon have long used medicines from the rain forest. Farmers use environmentally friendly farming methods. Ecologists learn about these medicines and methods and pass the knowledge on. They hope to show that people can live in the forest without destroying it.

1. ecologists _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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2. analyze _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

3. supercomputer _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

4. selective logging _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

5. indigenous peoples _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

6. shamans _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Level V/60 Deforestation and Desertification · PDF file · 2012-12-21• Say: Deforestation—the destruction of forests—and ... I will go back and reread the first...

Documents