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VOL. 5, NO. 11 22
december 12, 2014

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TEACHER’S GUIDE

For
Common Core
teaching tips,
turn to page 2.

Teaching the cover story on

The Great Lakes
TEACHING TIPS

The Great Lakes are an
important water source for the
U.S. and Canada. But the lakes
are facing serious threats.

Before Reading

••The Great Lakes supply drinking
water for more than 26 million
people in the U.S. and Canada.
••In August, algae blooms in Lake
Erie prompted the city of Toledo
to enact a drinking-water ban.

Make Inferences
••Will the problems facing the
Great Lakes be easily solved?
Have students give details from
the text to support their answers.

Extend Learning

timeforkids.com

Customer Service: 800-777-8600 • E-mail the editors: teachersguides@timeforkids.com

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126 • Environment
227 328 29

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20 21 22 23 24 25
Topics
Addressed

• Pollution
83

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Worksheet Skills

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Diagram,
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The
Great
Lakes
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by Janet Piehl
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23(Lerner
24 28
25Publications,
26 30
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28 2010)
This informative
offering
230 331 41
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63
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85
gives readers
an
BREA
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96 the10
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8 Lakes.
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TFK PUBLISHING SCHEDULE
30 1
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B RWED
EAK
SUN MON TUE
THU

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FRI

SAT

1

OCT.

Log in and click the blue TFK Magazine tab
to find our weekly comprehension quizzes.

BREAK

• Life Science
5
6
7
8
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10 11
Students develop an
TFKunderstanding
PUBLISHING of
SCHEDULE
12 13 14 15 16 organisms
17 18
SUN MON
TUE WED THU FRI SAT
and environments.

JAN.

Assess Comprehension

30 31 (NAS)
1
2
Science

MAYDEC.SEPT.

Environmental Awareness
••The diagram on page 4 of this
guide explains how pollutants
enter the Great Lakes. Use it to
deepen students’ understanding
of the cover story.

29

NOV.
APRIL

••Nonnative animal and plant
species also threaten the Great
Lakes. To address the problem,
the Great Lakes Restoration
Initiative is developing methods
to block pathways by which
nonnative species enter the
lakes.

Critical Thinking

22

16 details,
17 18turn19to page
20 2,
21 or
For
BREAK
log in at timeforkids.com and
23 24 25 26 27 28
go
to TFK
B RMagazine.
EAK

MARCH

••Algae blooms aren’t caused solely
by phosphorus. Scientists say
climate change is also to blame.
Warmer water temperatures
have been linked to increased
algae growth.

Informational-Text Features
••Focus on the map on page 4 of
the student magazine. Which
states and countries border the
Great Lakes? Why is the map
included with the story?

15

OCT.

••Recommendations to solve
Lake Erie’s algae problem
include limiting phosphorus
runoff, modifying farming
practices, and banning the
use of phosphorus-based lawn
fertilizers.

Main Idea and Details
••What are two problems facing
the Great Lakes? What is being
done to solve these problems?
Have students cite details from
the text to support their answers.

7

BREAK
• Reading
Informational Text
8
9
10 11 12 13 14
• Writing

SEPT.
FEB.

••Toxins created by algae blooms
can cause vomiting and diarrhea
if consumed. They can also cause
skin irritation and can be harmful, even deadly, to pets.

Build Comprehension

B RCore
E A KState
Common
2
3
4
5
6
Standards

JAN.

Fast facts

Build Background
••Ask students to raise a hand if
they have heard of the Great
Lakes. Have volunteers share
what they know about the lakes.
Find the Great Lakes on a map.

1

Cover
25 26 Story
27 28 Standards
29 30
DEC.

SUMMARY

24

NOV.

10

OCT.

9

PT.

8

1

Answer Key
Top 5 Largest Lakes (p. 3)
1. 4,528 sq mi larger 2. false
Lake animals (p.8)
1. river otter, walleye 2. river otter
3. river otter 4. bald eagle
Teacher’s Guide
pollution pathways (p. 4)
1. five 2. true 3.–5. Answers will
vary.
a grand plan (p. 5)
1. Focus Area 4 2. false 3. Runoff
is water from rain or snow that
flows into the Great Lakes and other
bodies of water. / pollution
4.–5. Answers will vary.

Common Core Teaching Tips
Close Reading of the
Cover Story
Support close reading by following
these steps.

Read for Understanding

••Have students read the cover story
independently. Then read the story
together, stopping to discuss
important facts and details along the
way. Ask: Why are the Great Lakes
important? What problems do the
lakes face? What role does fertilizer
play in the Great Lakes’ problems?

groups to complete a jigsaw research
activity. Students should place
information into four categories:
Environment, History/Culture,
Geography, and Pollution. Have
students present their research.
Common Core State Standards
Addressed
Grade 3: RI.3.1, RI.3.4, RI.3.8, W.3.2
Grade 4: RI.4.1, RI.4.4, RI.4.8, W.4.2

Craft and Structure

••As a class, discuss word-attack
strategies. Ask: How can you
determine the meaning of an
unknown word? (Use context clues;
look up the word in a glossary or
dictionary.) Chart student ideas.
••Challenge pairs of students to use
word-attack strategies to determine
the definitions of toxic, murky, algae
blooms, fertilizers, and invasive.
Then review definitions as a class.

Integration of Knowledge and Ideas

••The author says algae blooms are
a big problem for the lakes. What
evidence does she provide to support
this idea? Remind students that
text features, such as pictures and
captions, are often included to
support a point.

Research and Writing Task

••Using information from great-lakes
.net/teach, have students work in
2

TFK WEEKLY printable QUIZzes
Teachers: Please note that there
are two quizzes. Be sure to use the
correct answer key for the quiz you
give your students.
magazine quiz: 1. A 2. D 3. B
4. A 5. C 6. C 7. B 8. A 9. D 10. D
cover story quiz: 1. D 2. D 3. B
4. D 5. A 6. D 7. D 8. D 9. A 10. D

Time For Kids
Editor Nellie Gonzalez Cutler
Assistant Managing Editors
Jaime Joyce (Education), Suzanne Zimbler
Executive Editor A ndrea Delbanco
Senior Editors Glenn Greenberg, Brenda Iasevoli,
Melanie Kletter
Associate Editor Laura Blackburn
Producer Stephanie Kraus
Assistant Editor C ameron Keady
Creative Director Jennifer Kraemer-Smith
Art Director Drew Willis
Designer Whitney Highfield
Assistant Designers Darby Minter, Katie Ragan
Photo Editor Don Heiny
Deputy Photo Editor Jill Tatara
Associate Photo Editor Nataki Hewling
Teacher’s Guides Art Directors
Stephen Blue, Cathy Sánchez Duvivier
Copy Editors Barbara Collier, Mike DeCapite,
Heather Price-Wright
TIME Editor Nancy Gibbs
Vice President, Consumer Marketing and Revenue 
Lydia Morris
Director, Consumer Marketing Jill Musguire
Senior Vice President, Finance Elissa Fishman
Customer Service Manager Mary Bruegger
Production Manager Gary Kelliher

Highlights from the
Classroom App
Our new TFK Classroom App is now
available! Sign up today for free at
timeforkids.com/classroomapp. Here is
some of what you will find in the app
this week.
• Videos about the Great Lakes
• A video about Juno’s mission to
Jupiter
• Read-aloud versions of the cover
story and Power Words

time For Kids
National Teacher Board (Edition 3-4)
Jana Bohling, KS; Lida Casper, MN; Kate Conley, OH;
Jan Ernst, WA; Laura Gage, OH; Wendy Goldfein, VA;
Joyce Gran, WA; Lauri Harvey, AL;
Tekoa Jane Hill, OK; Deana Hubbell, VA;
Kathryn Loiacono, KS;
Mary Ann Matys-Rohde, MA; Wendy Reise, NY;
Scott Sundgren, PA
TIME For Kids Edition 3–4 (ISSN 2156-5007) is published weekly
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Name

Date

Pollution Pathways

reading a diagram

Runoff: Water
from rain or snow
flows over the
ground and into
lakes and other
bodies of water.

Rivers:
Polluted river
water flows
into lakes.

Sediment: Sand carried
by wind and rain settles
at the bottom of lakes.

Courtesy Great Lakes Restoration Initiative; glri.us

The diagram shows the different ways pollution can enter the Great Lakes. Use the
diagram to answer the questions.
Air: Pollution from the air
can settle on lakes. Rain
and snow can also carry
How Pollution Enters the Great Lakes
air pollution into the water.

Groundwater: This water source,
located beneath the Earth’s surface,
is used for drinking water.

1. L ook at the diagram. How many

2. True or false: Pollution can enter the

____________________________________

different ways does pollution enter the
Great Lakes? ________________________
Great Lakes from rivers. ______________

4. Find groundwater on the diagram.
Why does the arrow point in two
directions?

____________________________________

3. Describe one way pollution might enter
the Great Lakes from the air.

____________________________________

____________________________________
____________________________________

5. H 
ow might pollution from a town that
is miles away enter the Great Lakes?
Explain your answer.

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

© 2014 TIME For Kids, timeforkids.com, Edition 3–4. This page may be photocopied for use with students. • Vol. 5, No. 11 • December 12, 2014

4

Name

Date

A Grand Plan

critical thinking

Read the Great Lakes Action Plan describing efforts to protect the largest group of
freshwater lakes on Earth. Read the plan’s five goals. Then answer the questions.

CANADA
e Superior
Lak

IO

IL

outh

e On t a
Lak

r

NY

Lake

IN

OH

E ri e

PA

goals important to the future of the
WESTVIRGINIA
Great Lakes?

____________________________________

DC

VIRGINIA

MISSOURI

____________________________________

2. True or false: The plan allows foreign

KENTUCKY

species to live in the Great Lakes.
____________________________________

____________________________________
NORTH CAROLINA
TENNESSEE
5. What can
people do to support this

plan? List two ways.

OKLAHOMA
3. Read about runoff
in Focus Area 3.

ARKANSAS
carry
into

SOUTHCAROLINA

____________________________________
____________________________________
GEORGIA
ALABAMA

____________________________________
LOUISIANA

MI

ast

4. R ead Focus Area 5. Why are these

protecting wetlands and other habitats?

____________________________________

Lake Michiga
n

WI

est

La

MI

1. Which Focus Area includes the goal of

What is runoff? What might it
the lakes?

orth

io

MN

on
Hur
ke

• Focus Area 1: Clean up the most
polluted parts of the Great Lakes.
Prevent future pollution.
• Focus Area 2: Prevent invasive, or
foreign, species from entering the
lakes.
• Focus Area 3: Reduce runoff from
cities and farms. Runoff is water
from rain or snow that flows over
the ground and into lakes and
other water bodies.
• Focus Area 4: Restore and protect
wetlands and other habitats.
• Focus Area 5: Track progress on
goals. Educate people on how best
to protect the lakes.

____________________________________

MISSISSIPPI

____________________________________

BONUS What can be done to teach people about how to protect the Great Lakes? Write
your answer on the back of this page.

© 2014 TIME For Kids, timeforkids.com, Edition 3–4. This page may be photocopied for use with students. • Vol. 5, No. 11 • December 12, 2014

5

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