Physical Science

Teacher’s Guide

The
Savage
Mountain

8-915-3276

A Mountain K2 K2 Geared
Called K2 1978 2011 Up!

5/3/13 11:14 AM
001-019_OTG_59946_G5.indd 1 12/12/13 3:04 PM
 Contents
The Savage Mountain
Literacy Overview . . . . . . . . . . . . . . . . . . . . . . . . 2
Science Background . . . . . . . . . . . . . . . . . . . . . . . 4
A Mountain Called K2 . . . . . . . . . . . . . . . . . . . . .. 7
K2 1978 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 9
K2 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Geared Up! . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Discuss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Research & Share . . . . . . . . . . . . . . . . . . . . . . . .17 P h y s ic a l
S c ie n c e

Correlation . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Glossary

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© National Geographic Learning, Cengage Learning, Inc.

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11:15 AM

The Savage Mountain | Contents

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 Literacy Overview Physi cal Scien ce

Reading Selections
• A Mountain Called K2 (science article)
• K2 1978 (personal narrative)
• K2 2011 (third-person narrative) The
• Geared Up! (reference article) Savage
Mountain
COMMON CORE STATE STANDARDS FOR
ENGLISH LANGUAGE ARTS
CC.5.RInfo.1 Quote accurately from a text when NGL.Cenga ge.com 888-915-3 276

explaining what the text says 980L

explicitly and when drawing
Geared
inferences from the text. A Mountain K2
1978
K2
2011 Up!
Called K2

CC.5.RInfo.3 Explain the relationships or interactions 5/3/13 11:15 AM

between two or more individuals, events, ideas, or

OC_SE59311_5P_FO_CVRAL
1-2

concepts in a historical, scientific, or technical text based

CONTENT GOAL
on specific information in the text. Students will read four selections in The Savage Mountain. They will
CC.5.RInfo.4 Determine the meaning of general learn about the challenges mountaineers face when climbing one of
academic and domain-specific words and phrases in a text the world’s most treacherous peaks and the how these hazards are
relevant to a grade 5 topic or subject area. rooted in the science concepts of force, and gravity.
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
COMPREHENSION GOAL
or more texts. Remind students that as thinking-intensive readers they must
CC.5.RInfo.6 Analyze multiple accounts of the same listen to their inner voice to monitor and repair comprehension as
event or topic, noting important similarities and they read. Find opportunities to model and teach active thinking
differences in the point of view they represent. strategies to help students access content. You may want to focus
on the following strategies for The Savage Mountain.
CC.5.RInfo.7 Draw on information from multiple print
or digital sources, demonstrating the ability to locate • Determine Importance: Readers need to sift out the most
an answer to a question quickly or to solve a problem important information in a text. They must distinguish the
efficiently.
important information from the interesting details to answer
CC.5.RInfo.9 Integrate information from several texts questions and arrive at main ideas.
on the same topic in order to write or speak about the
subject knowledgeably.
• Ask Questions: Readers expand understanding when they
ask themselves questions as they read and when they ask
© National Geographic Learning, Cengage Learning, Inc.

others questions as they discuss the content. Self-questioning

Writing Standards (page 17) propels readers to discover answers, ask more questions, and
do further research.

The Savage Mountain | Literacy Overview 2

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 The NG Ladders on-level eBook for The Savage Mountain
is available in .pdf format. Project the eBook on your
interactive whiteboard, or have students listen to or read Physica l Science

it on tablets or other mobile devices.

The
Savage
Mountain

980L NGL.Cengage.c om
888-915-3276

A Mountain
Called K2 K2
K2
1978 Geared
OC_SE59311_5P_FO
_CVRAL 1-2 2011
Up!

5/3/13 11:15 AM

What do you think a

“savage” mountain is? Ask students to Turn and Talk about other challenges
mountaineers might face and what they think it would be
What challenges might like to climb to the top of K2.
climbers face there?
Students can then Share what they already know or
wonder about climbing extremely tall mountains.
You may want to return to the graphic organizer to add
more information after students read each selection.

BUILD SCIENCE BACKGROUND

ACTIVATE & BUILD Pages 4–6 of this teacher’s guide address how certain
BACKGROUND science concepts relate to each selection in The Savage
Mountain. This information will provide you with science
Draw the graphic organizer shown above. Ask: What do
background knowledge as you plan your teaching for this
you think a “savage” mountain is? What challenges might
book.
climbers face there? Write students’ responses in the
graphic organizer. Help students access background knowledge related to the
science concepts. Support the concepts of force and gravity
Model for students by thinking aloud. You might say
in ways that are familiar to your students.
something similar to the following: I’ve hiked up small
hills before, and all I needed were good boots and plenty of • force: Tell students that a force is a push or pull. Explain
water. Then hold up the book cover and say: Hiking up this through demonstration: toss a ball, push an object
mountain would be completely different. It looks incredibly cold across a table, or blow on a sheet of paper. For each
and steep. Climbers would probably need much more special example, have students identify where the force is
equipment than I needed to hike up a hill. coming from and what object receives the force. Then
invite students to test the effect of forces on other
Explain that the mountain on the cover is called K2 and
classroom objects and record their results.
© National Geographic Learning, Cengage Learning, Inc.

it is located on the border of China and Pakistan in Asia. It

• gravity: Tell students gravity is a force that is
is the second-tallest mountain in the world, after Mount
always acting to pull objects toward the center of the
Everest, but many people consider it even more difficult
Earth. Drop a ball and ask students to describe what
to climb. Tell students that climbers who wish to reach the
happened, based on what they just learned. Point to the
top must face extreme winds, brutally cold temperatures,
ball on the ground and ask students whether gravity is
avalanches, and other natural hazards, and very low
still affecting the ball. (Yes, it’s keeping it on the ground)
oxygen levels, which makes breathing difficult.

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 Physi cal Scien ce

Science Background

The
Savage Science concepts are a critical part of each selection in The Savage
Mountain. These pages will help you build content knowledge so
Mountain that you may more effectively have discussions with students as
they read each selection in the book.
The following big idea science concepts apply to several selections
in the book.
• A force (student book, pp. 6, 12, 22, 30) is a push or pull. A
NGL.Cenga ge.com 888-915-3 276
force can be described by its strength and direction. A contact
Geared
force is the most familiar, occurring when two objects touch. An
K2 K2
A Mountain Up!
Called K2 1978 2011
example is the force a person exerts when pushing a shopping
5/3/13 11:15 AM cart. A noncontact force occurs when one object exerts force on
another without touching it. A magnet, for example, can pull
and push another magnet and some metals without touching
A FRAMEWORK FOR K–12 SCIENCE EDUCATION them.
Core Idea PS2: Motion and Stability: Forces and
• Gravity (student book, pp. 7, 12, 26) is a noncontact force.
Interactions 
How can one explain and predict interactions between
Gravity is best known as the force responsible for pulling all
objects and within systems of objects? objects toward the center of Earth. In reality, gravitational
force is present between any two objects in the universe. The
Core Idea ESS3: Earth and Human Activity
gravitational attraction between those objects will be stronger
ESS3.B: Natural Hazards 
How do natural hazards affect individuals and societies?
when they have larger masses or when they are closer together.
For example, a person exerts a gravitational pull on any nearby
object, such as a desk. The desk also exerts a gravitational
pull of equal strength on the person. But because the mass of
the person and the desk are so small, (when compared with
something like planet Earth), the gravitational attraction
between them is far too small to notice.
The mass of Earth, on the other hand, is so large that a person
easily feels its gravitational pull. You notice this pull as you climb
up stairs or a hill. With each step, you must pull your leg up
against the gravitational force pulling it down. Falling is another
way we feel Earth’s gravitational pull. If a person jumps up,
© National Geographic Learning, Cengage Learning, Inc.

Earth’s gravity will pull the person back down. As Earth pulls
the person down, that person will exert an equally strong pull
on Earth. However, because Earth’s mass is so large compared
with the person’s mass, it is practically impossible to observe the
effects of this pull.
Pages 5–6 in this teacher’s guide describe how the science
concepts above relate to each selection. Additional science
background information is given for each selection.
THE SAVAGE MOUNTAIN
science Background 4

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 A MOUNTAIN CALLED K2 K2 1978
Student Book, pp. 2–9 Student Book, pp. 10–19
Teacher’s Guide, pp. 7–8 Teacher’s Guide, pp. 9–10
In this selection, students will learn about the many In this selection, students will read the personal accounts
hazards mountaineers face when climbing K2, the second- of two mountaineers who were part of an expedition
tallest mountain in the world. They will also read how to K2 in 1978. They will read about the challenges the
mountaineers must use forces (student book,p. 6) to fight climbers faced and how they overcame these challenges
the pull of gravity (student book, p. 7). to reach the top of the mountain.
One of the dangers of climbing snow-capped mountains Among the greatest risks climbers face are the medical
is the risk of an avalanche—a sudden rush of snow and complications that can arise from oxygen deprivation.
ice down a steep slope. Avalanches can occur when loose, While the percentage of oxygen in the air is practically the
powdery snow is suddenly dislodged from a slope. The same at these altitudes, the density is significantly less.
snow falls down the mountain, picking up speed because This means that each lungful of air only contains about a
of gravity. The falling snow knocks loose even more snow, third of the air a person can inhale at sea level.
setting off a growing chain reaction. Avalanches can be
Air is denser at sea level because the atmosphere
even more devastating when a hard crust develops on
overhead is much thicker. More air overhead means more
the snow’s surface. When this crust fractures, the built-
mass is pulled down by gravity (student book, p. 12). It
up snow is released all at once in a devastating “slab
also means more force (student book, p. 12) is exerted on
avalanche.” Mountaineers caught in the path of a slab can
the ground. This force is called air pressure. At sea level,
be crushed or buried under tons of snow.
air pressure is great enough to compress air so it is easily
The tremendous energy contained in an avalanche breathable. At higher altitudes, however, the mass of the
ultimately comes from the force of gravity. In general, as air overhead is significantly less, and air pressure is often
an object is raised above the surface of Earth, the amount too low to compress the air to tolerable concentrations.
of gravitational potential energy it contains increases. This Breathing normally would result in suffocation. This
means that when something causes an object to fall, it explains why many mountaineers carry bottled oxygen
will strike the ground faster (and more forcefully) when and, incidentally, why commercial jets must maintain
dropped from a greater height. pressurized cabins at cruising altitude.
Thus, avalanches that start from higher altitudes can Prolonged exposure to low oxygen concentrations
reach higher speeds than is possible on lower mountains. causes altitude sickness. Symptoms include headaches,
Higher mountains also provide more time and space hyperventilation, nausea, and disorientation. This
for avalanches to grow in size. Whenever the speed or interferes with mental concentration, which can lead
© National Geographic Learning, Cengage Learning, Inc.

the mass of snow making up an avalanche increases, its to fatal accidents in treacherous conditions. Advanced
kinetic energy (energy of motion) also increases. By the symptoms include loss of coordination, increased blood
time a large avalanche reaches the base of a mountain, it pressure, and fluid buildup in the lungs and brain (which
can contain millions of tons of snow and travel up to 300 can lead to coma or even death). The body compensates
kilometers per hour. If this avalanche encounters an object for low oxygen concentrations by making more red blood
in its path, some of this kinetic energy is released and a cells to transport oxygen, but this takes time. High altitude
force is exerted—demolishing whatever is in the way. climbers often must acclimate for many months before
they push for the summit.

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 K2 2011 GEARED UP!
Student Book, pp. 20–29 Student Book, pp. 30–31
Teacher’s Guide, pp. 11–12 Teacher’s Guide, pp. 13–14
In this selection, students will read an account of an In this selection, students will learn about different types
expedition in 2011 to the summit of K2. They will learn of equipment that mountaineers use that enable them to
about the dangers these climbers faced as they traveled climb the steep slopes and survive the harsh conditions
along a route steeper and more treacherous than the one they encounter on K2.
taken by the 1978 expedition.
A compass uses magnetic force (student book, p. 30)
Huge glaciers surround the base of K2. Glaciers are to indicate direction. A freely rotating pointer on the
expanses of ice that form in highlands at high altitudes. compass aligns toward the north, allowing hikers to
They are often called “rivers of ice” because of the way determine the direction in which they are traveling.
they slowly slide down mountain valleys. Glaciers form The pointer is actually a tiny bar magnet, and the north
over many years as repeated snowfalls build up without pole of the pointer aligns toward Earth’s magnetic south
completely melting. The layers compact into ice. Gravity pole. Earth’s magnetic south pole is actually near the
(student book, p. 26) pulls glaciers down mountains, but geographic North Pole.
the ice usually creeps along at only a few centimeters (a
Light usually travels in a straight line, but it can change
couple of inches) per day. As a glacier moves, the force
direction when it strikes a surface. A black surface absorbs
(student book, p. 22) of the moving ice breaks away rock
most of the light that strikes it, but a white surface, such
from the valley floor and walls. The glacier carries this
as snow, reflects most of the light. Mountain climbers
rock, which grinds against the sides of the valley. Over
must wear goggles that protect their eyes from the
thousands of years, this grinding force noticeably erodes
intense reflection of the sun’s ultraviolet rays. At sea
the valley deeper and wider.
level, Earth’s atmosphere provides some protection from
In addition to the risks related to weather and the lack of these harmful rays. At extreme altitudes, however, there
water and oxygen, mountaineers face the obvious risks is much less atmosphere to block the rays. Without
related to gravity. When a person stands on flat ground, proper protection, climbers can experience damage
gravity pulls him or her in the direction of the center of similar to sunburn at the back of their eyes, causing a
Earth, but in response to this force, the ground exerts a temporary loss of vision called snow blindness.
reaction force upward on the person. The person does
Help students demonstrate how intense the reflection of
not move up or down because the forces are balanced.
sunlight from ice and snow can be. Darken the classroom
When a person stands on a sloped surface, however, the
and place a sheet of black construction paper and a
reaction force of the ground points directly out from
sheet of white paper side by side. Have students observe
(perpendicular to) the sloped surface and does not fully
© National Geographic Learning, Cengage Learning, Inc.

the reflection that occurs as they shine a narrow-beam

balance the downward force of gravity. As long as the
flashlight first toward the black paper and then toward
slope is not too steep, the force of friction between the
the white paper. They will observe a much more intense
person’s shoes and the ground can help balance the
reflection from the white paper.
upward and downward forces and prevent the person
from slipping. Icy slopes are especially dangerous for
mountain climbers because there is so little friction.

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 K2
T
GENRE Science Article Read to find out why climbing K2 holds many challenges.

A Mountain
hat’s one way a dictionary A sudden snowstorm can end an
defines adventure. What does expedition—or turn it deadly. Even

A Mountain Called adventure mean to you? It might be a

camping trip or a visit to a foreign city.
Yet what’s exciting for one person might
be ordinary for another. Some activities,
in good weather, mountaineering is
dangerous. Thin air at high altitudes
makes breathing difficult, one wrong step
can spell disaster, and frigid temperatures
such as a voyage to the ocean floor, are can cause frostbite.
so incredible, that they would satisfy
What, then, draws people to this
anyone’s hunger for adventure. Or how
adventure? Some mountaineers enjoy
about an expedition to the Himalaya to climb
the challenge, some enjoy the excitement,
one of the world’s seven highest mountains?
and others enjoy risks. They all enjoy the

Called K2 
Mountain climbing, or mountaineering, is amazing views from the top.
full of adventure. Look at the definition of
Most experts agree that one peak stands
adventure again. Is mountaineering daring
above all others for the challenge and thrill,
and difficult? You bet, even for experienced
and it’s not the world’s highest mountain. It’s
by Judy Elgin Jensen mountaineers; and the journey is always
ad the second highest—and called K2.
•ve uncertain. Things happen, especially weather.
a daring n•t
of uncertaand difficult und ure
and som in outcome, usuertaking
ewhat dan ally
gerous. exciting
Science Article

Mount EvErEst
(mownt EV-uh-rest)
K2
China-Pakistan border
KanchEnjunga
(kuhn-chuhn-JUHN-guh)
Lhotse
(LOTE-say)
MakaLu 1
(muh-kuh-LOO wun)
Cho oyu
(choh-oh-YOO)
DhauLagiri 1
(DOW-luh-geer-ee wun)
China-Nepal border 8,611 m (28,251 ft.) India-Nepal border China-Nepal border China-Nepal border China-Nepal border Nepal
8,850 m (29,035 ft.) 8,586 m (28,169 ft.) 8,516 m (27,939 ft.) 8,485 m (27,837 ft.) 8,201 m (26,906 ft.) 8,167 m (26,795 ft.)

2 3

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Reading OBJECTIVES Summary  “A Mountain Called K2” is a science article that provides
• Determine the meanings of unknown words and an overview of K2, the world’s second-tallest mountain. It contains
phrases. facts about the location and history of K2 and the extreme challenges
• Explain the relationships and interactions
and hazards mountaineers must overcome to reach its summit.
between ideas in a scientific text.

SCIENCE OBJECTIVES
• Explain how force and gravity affect climbers of BUILD BACKGROUND FOR THE GENRE
mountains such as K2.
Have students turn and talk about the kinds of things they might
• Describe hazards in high altitude environments
learn in a science article. Then have them share their ideas. Tell them
and how people respond to these hazards.
that “A Mountain Called K2” is a science article with the following
elements:
COMMON CORE STATE STANDARDS FOR
• It uses facts, details, examples, and evidence to convey information
ENGLISH LANGUAGE ARTS
about forces involved in mountain climbing.
CC.5.RInfo.3 Explain the relationships or interactions
between two or more individuals, events, ideas, or • The text is organized using headings and has specialized vocabulary.
concepts in a historical, scientific, or technical text based • Facts and information are conveyed through photos, captions, a
on specific information in the text.
diagram, and other graphics.
CC.5.RInfo.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.
BUILD VOCABULARY & CONCEPTS
A FRAMEWORK FOR K–12 SCIENCE EDUCATION • forces • gravity • oxygen
Core Idea PS2: Motion and Stability: Forces and
Interactions
Remind students that Using Context Clues is a strategy to infer the
How can one explain and predict interactions between meaning of an unfamiliar word. They can “read around” the word, or
objects and within systems of objects? read a few sentences before and after it, to make meaning from the
Core Idea ESS3: Earth and Human Activity context. Remind them to look at the photographs, too.
ESS3.B: Natural Hazards
How do natural hazards affect individuals and societies? Another strategy to try is Sketching Words. Share the word forces in
context and have students sketch a picture or diagram that they think
demonstrates the meaning of the word. Allow a few minutes for them
to complete their sketches, and then have them turn and share their
sketches with a partner. Students should first explain their sketches,
and then partners should compare and contrast them. Listen to
students’ explanations and correct any misconceptions. Have students
© National Geographic Learning, Cengage Learning, Inc.

follow the same steps with the words gravity and oxygen.
Point out other important words in the selection, such as altitudes,
frostbite, summit, and avalanches. Have pairs use sketches or context
clues to determine their meaning. Some words lend themselves to
sketching; others may not. You may start by giving sketching tips or by
providing a sample sketch or diagram for one of the words.

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 READ response: K2 is called the Savage Mountain because it is
so difficult and dangerous to climb.)
The content goal for The Savage Mountain is for students
to learn about the challenges mountaineers face when Determine Word Meaning  Activate students’ prior
climbing K2 and how these relate to the concepts of force knowledge by having them turn and talk about what they
and gravity. As students read “A Mountain Called K2,” think they know about the word expedition. Next, have
they will learn about the energy and force climbers use to them read the first paragraph on page 3. After reading,
overcome gravity as they move up the steep slopes. Point ask a few students to share their definition of the word.
out the Read to find out statement at the top of page 2 Ask how this word is different from similar words like trip,
in the student book: Read to find out why climbing K2 holds adventure, or hike. Have student pairs locate several other
many challenges. unfamiliar words in the selection and work together to
figure out the meaning of these words, as well as possible
Help students with the comprehension goal of
synonyms.
accessing content by determining importance. Explain
that by examining the text we can determine which Explain Relationships  Point out to students that a
details describe the main ideas and which details provide good way to increase their understanding of a selection
support. This can deepen our understanding. Model by is to look for relationships between concepts. Model
reading the second and third paragraphs on page 3. Then by reading the paragraph about force on page 6. Say:
say: When I read these paragraphs, words like difficult, Steep slopes require climbers to use greater force to climb K2
daring, disaster, and uncertain stand out to me. I also read than to climb a mountain with shallower slopes. Then have
that snowstorms, thin air, and frostbite can all pose hazards students turn and talk to discuss relationships between
to mountaineers. These details all relate to one important additional concepts in the selection. Ask: What is the
point: that mountaineers must face many extreme dangers relationship between gravity and dangers that climbers face
when climbing K2. on K2? (Possible response: Gravity pulls everything down,
including snow and climbers on mountains. The risks
Before students begin reading, say: As you read, pay
from snow falling in the form of an avalanche or of injury
attention to the details and notice which ones relate to a
from a fall are magnified on extremely high, treacherous
bigger, more important idea. If you can’t decide, try reading
mountains such as K2.) Additional relationships to
the paragraph again and reflect on the facts and information.
discuss include those between altitude and oxygen,
Pause at the end of each page to think about the important
between altitude and water, and between the number of
points on the page.
people who have climbed K2 and Mount Everest.

TURN & TALK WRITE & ASSESS

Revisit the Read to find out statement. Have students
You may want to have students do a “quick write” to
© National Geographic Learning, Cengage Learning, Inc.

turn and talk about why climbing K2 is challenging.

assess understanding. It’s always helpful to have students
(Possible response: The mountain is extremely tall and
reflect on both the content and their thinking process.
steep, and the air is so thin and cold that climbers can
have difficulty breathing and staying warm.) Have • What are three challenges mountaineers must face when
students turn and talk about the Check In question, climbing K2?
thinking about the meaning of the word savage as they • What other questions do you have about high altitude
talk: Why is K2 called the Savage Mountain? (Possible mountaineering?

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 genre Personal narrative read to find out if climbers reached the top of K2.

K2 1978
Porters trudge toward Base Camp
at 4962 meters (16,300 feet).

The porters carry 25-kilogram

(55-pound) boxes of supplies.

by Jim Whittaker and Jim Wickwire

excerpted and adapted by Glen Phelan

Prologue I saw why K2 is called the

when The nATIonAl geogrAPhIC
Savage Mountain. Yet I gained
SoCIeTY SPonSoreD A u.S.
eXPeDITIon To K2 In 1978, The
valuable experience, and I was
mounTAIn hAD been SCAleD onlY ready to try again in 1978. In
TwICe. woulD IT SuCCeeD where mid-June, I flew to Pakistan

Personal Narrative
oTher u.S. TeAmS hAD FAIleD? with a team of 14 climbers, and
with help from about 350 local
JIm whITTAKer,
TeAm leADer, DeSCrIbeS The
porters, we carried nine tons of
ADvenTure From bASe CAmP To supplies more than 160 kilometers
The FInAl PuSh For The SummIT. (100 miles) to the base of K2.
That three-week trek was just the
beginning of our adventure.
I had always longed to climb
K2. I had already scaled
Mount Everest, the world’s
highest mountain. K2 is shorter
than Everest, but its slopes are
steeper, its weather is wilder,
and it has more avalanches than
Everest, so for me, K2 is the
ultimate challenge.

I had tried to meet that challenge

in 1975, but we were beaten Jim Whittaker shows the head porter how to tie
back by stormy weather, and ropes. They will use the ropes to cross a swollen
river between them and the mountain.

10 11

10_SE59328_5P_FO_S2OL 10 4/23/13 10:05 AM 11_SE59328_5P_FO_S2OL 11 4/23/13 10:05 AM

Reading OBJECTIVES Summary  “K2 1978” includes two personal narratives written
• Identify chronological text structure. by Jim Whittaker and Jim Wickwire about their expedition to the
• Analyze multiple accounts of the same event. summit of K2 in 1978. The narratives describe the dangers the
SCIENCE OBJECTIVES climbers faced and the ways they overcame those challenges.
• Understand that force and gravity affected
climbers in the K2 expedition.
• Recognize that hazards in high altitude BUILD BACKGROUND FOR THE GENRE
environments affect climbers.
Ask students to turn and talk about the kinds of information they
might expect to read in a personal narrative. Have pairs share their
COMMON CORE STATE STANDARDS FOR
ideas with the class. Then tell students that “K2 1978” is a personal
ENGLISH LANGUAGE ARTS narrative with the following elements:
CC.5.RInfo.5 Compare and contrast the overall structure • It provides two firsthand accounts of an event—the climbing of K2.
(e.g., chronology, comparison, cause/effect, problem/
• The writers describe events in chronological order. The descriptions
solution) of events, ideas, concepts, or information in two
or more texts. include dates, times, places, and people involved.
CC.5.RInfo.6 Analyze multiple accounts of the same • It includes photos with captions, as well as other graphics.
event or topic, noting important similarities and
differences in the point of view they represent.
BUILD VOCABULARY & Concepts
A FRAMEWORK FOR K–12 SCIENCE EDUCATION
• gravity • energy
Core Idea PS2: Motion and Stability: Forces and
• force • oxygen
Interactions
How can one explain and predict interactions between Remind students that Using Context Clues is a strategy to infer the
objects and within systems of objects?
meaning of an unfamiliar word. They can “read around” the word, or
Core Idea ESS3: Earth and Human Activity read a few sentences before and after it, to make meaning from the
ESS3.B: Natural Hazards 
How do natural hazards affect individuals and societies?
context. Remind them to look at the photographs, too.
Another strategy to try is Becoming Wordkeepers. Explain that a
wordkeeper is responsible for knowing the meaning, part of speech,
and spelling of a certain word. But remind students that the meaning
of the word is the most important thing to remember. Write the
word gravity and its part of speech on a card and ask if anyone knows
its meaning. If a student gives the correct definition, write it on the
back of the card and give it to the student. If no one knows the word,
© National Geographic Learning, Cengage Learning, Inc.

ask a volunteer to learn it and be the wordkeeper. Other students

can ask the wordkeeper if they forget the word’s meaning or spelling.
Follow the same steps with the words force, energy, and oxygen.
You may want to point out other important words or terms in this
selection, such as prologue, epilogue, trudged, parka, and mishaps.
Designate a wordkeeper for each of these words and any words that
might be unfamiliar to students.

THE SAVAGE MOUNTAIN | K2 1978 9

001-019_OTG_59946_G5.indd 9 12/12/13 3:04 PM

 READ dates, times, or numbered events that help the reader
understand the order of events. Encourage students to
The content goal for The Savage Mountain is for students look for these clues as they read. Model by reading aloud
to learn about the challenges mountaineers face when the last paragraph on page 10. Then say: In this paragraph,
climbing K2 and how these relate to the concepts of force the author indicates the order of events with these dates:
and gravity. Explain that “K2 1978” describes an exciting 1975, 1978, and mid-June. Have students turn and talk
but harrowing expedition to the summit of K2 in 1978. with a partner about the order of events in the text and
Point out the Read to find out statement at the top why chronological order is important in this narrative.
of page 10 in the student book: Read to find out if climbers You may want them to make a time line to put the major
reached the top of K2. events in order, including details from both Whittaker’s
Help students with the comprehension goal of and Wickwire’s accounts.
accessing content by asking questions as they read. Analyze Multiple Accounts  Remind students that “K2
Model by reading the prologue on page 10 aloud. Then 1978” is a personal narrative told from the first-person
say: Mountain climbers must spend a lot of time planning point of view by two mountaineers from the expedition.
a trip to K2. Only the most skilled climbers with the best Point out the two accounts beginning on page 10 and
equipment would dare attempt such a feat. Still, I’m sure page 15. Say: While both parts of the personal narrative are
things go wrong. I wonder if anything went wrong on this told from the first person point of view, of the two writers
expedition, and if so, what. I’ll read on to find out. only Jim Wickwire climbed to the top. So of these two writers,
Before students begin reading, say: As you read, pause only Wickwire can give a firsthand account of that final push
from time to time and ask yourself questions about what you to the summit. Then model how to analyze and compare
are reading. Re-read the text when you do not understand these accounts. Say: To fully understand what happened
something, or read on to see if your questions are answered on this expedition, I look for common times or events in
further on. Sometimes these questions will be answered, but both accounts. For example, on page 14 Whittaker describes
at other times you may need to do research on your own. spotting Lou on the summit at 5:20 p.m. That matches
Wickwire’s reference to 5:20 p.m. on page 17. Whittaker loses
sight of Lou after that, so it’s only because of Wickwire’s
TURN & TALK account that we know what happened next. Have students
Revisit the Read to find out statement. Have students turn and talk to a partner about how Whittaker’s and
turn and talk about whether climbers reached the top of Wickwire’s accounts complement each other, including
K2 and what challenges they had to overcome on their which details can be found in both accounts and which
journey. Check students’ understanding by discussing the are only given in one story.
Check In question: Which part of the 1978 K2 expedition do
you think was most dangerous? (Possible response: I think
WRITE & ASSESS
© National Geographic Learning, Cengage Learning, Inc.

the route along the sharp, narrow ridge with a sheer drop
on either side was the most dangerous. Climbers had to You may want to have students do a “quick write” to
use ropes to avoid falling, and even a small mistake could assess understanding. It’s always helpful to have students
have been fatal.) reflect on both the content and their thinking process.

Describe Text Structure  Tell students that the • What parts of the text indicate that teamwork was
structure of personal narratives is often chronological. important to the success of the expedition?
Signal words, such as first, next, then, and finally, provide • What do you still wonder about expeditions to K2?
clues about the order. An author also might provide

THE SAVAGE MOUNTAIN | K2 1978 10

001-019_OTG_59946_G5.indd 10 12/12/13 3:04 PM

 GENRE Third-Person Narrative Read to find out how a modern climb of K2 compares and

K2 2011
contrasts with an earlier expedition.

K2 2011
An extremely dangerous climb 8,611 meters (28,251 feet) high. Later,
makes a dream come true. Gerlinde would try to summit K2, and
In 1994, Gerlinde Kaltenbrunner became in the summer of 2011, she succeeded.
fascinated by K2’s shape—a triangle That year, she and her husband, Ralf
formed by steep slopes Dujmovits, led the International 2011
merged at the summit K2 North Pillar Expedition.

by Glen Phelan

Third-Person Narrative

Ralf and Gerlinde study the way

up to the next camp on K2.

20 21

20_SE59328_5P_FO_S3OL 20 4/23/13 10:07 AM 21_SE59328_5P_FO_S3OL 21 4/23/13 10:07 AM

Reading OBJECTIVES Summary  “K2 2011” is a third-person narrative about a 2011

• Determine the meanings of unknown words and expedition to K2. It describes the hazards that the climbers faced—
phrases. including avalanches, deep snow, and oxygen deprivation—as they
• Draw inferences from the text.
took the especially challenging north route to the summit.
SCIENCE OBJECTIVES
• Understand that force and gravity affected
climbers in the K2 expedition. BUILD BACKGROUND FOR THE GENRE
• Recognize that hazards in high altitude
Lead students to an understanding of the elements of a third-person
environments affect climbers.
narrative. Explain that “K2 2011” is a third-person narrative and has
the following elements:
COMMON CORE STATE STANDARDS FOR • It tells about real people, places, and events.
ENGLISH LANGUAGE ARTS
• The description of events is in chronological order, and the
CC.5.RInfo.1 Quote accurately from a text when
description includes dates, times, places, and people involved.
explaining what the text says explicitly and when drawing
inferences from the text. • The writer includes a map of ascent that details the different legs
CC.5.RInfo.4 Determine the meaning of general
of the journey.
academic and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
BUILD VOCABULARY & Concepts
A FRAMEWORK FOR K–12 SCIENCE EDUCATION
• oxygen • force • gravity
Core Idea PS2: Motion and Stability: Forces and
Interactions Remind students that Using Context Clues is a strategy to infer the
How can one explain and predict interactions between
meaning of an unfamiliar word. They can “read around” the word, or
objects and within systems of objects?
read a few sentences before and after it, to make meaning from the
Core Idea ESS3: Earth and Human Activity
ESS3.B: Natural Hazards context. Remind them to look at the photographs, too.
How do natural hazards affect individuals and societies?
Another helpful strategy is Playing Word Charades. Divide the
class into small groups. Tell one student in each group that he or she
will be silently acting out the word oxygen. Give those students about
a minute to come up with a strategy. Then have the students act out
the word oxygen as other students in the group try to guess the word.
Repeat the steps for force and gravity.
You may want to point out other important words in the selection,
© National Geographic Learning, Cengage Learning, Inc.

such as peak and glaciers. Have students play charades or use context
clues to determine their meaning. Some words lend themselves to
charades; others may not. Decide which of these strategies is most
appropriate for each word.

THE SAVAGE MOUNTAIN | K2 2011 11

001-019_OTG_59946_G5.indd 11 12/12/13 3:04 PM

 READ It sounds like it would be easy to fall over in fast-moving water.
The team would want animals that would keep their balance.
The content goal for The Savage Mountain is for students That must relate to what sure-footed means. Animals or
to learn about the challenges mountaineers face when people who are sure-footed must not easily lose their balance.
climbing K2 and how these relate to the concepts of force Have students locate several other words in the selection
and gravity. Explain that “K2 2011” describes a more that are unfamiliar to them, such as caravan and crampons.
recent attempt to reach the top of K2, in which members For each word, have students read the sentences around
of the expedition used forces to overcome hazards from the word with a partner and then use context clues
gravity and other environmental challenges. Point out the and what they already know to determine each word’s
Read to find out statement at the top of page 20 in the meaning.
student book: Read to find out how a modern climb of K2
compares and contrasts with an earlier expedition. Making Inferences  Tell students that by closely
paying attention to the details of a text, we can infer
Help students with the comprehension goal of information that is not explicitly stated. Have students
accessing content by asking questions. Model by reading look at the map on pages 24 and 25 and call their
page 22 aloud. Say: The text says that some of the climbers attention to the dates next to each of the camps. Say:
had tried to reach the top of K2 but failed. I wonder why they When I look at each camp, I see a set of dates. The first date,
failed? It also says that Gerlinde reached the summit of the 13 in white, says “summit push,” and underneath “established.”
highest peaks without bottled oxygen. It seems like climbing For almost every camp, the established date is earlier than the
without bottled oxygen was an important challenge. I wonder summit push. I can infer this means the mountaineers had
about that, too. I have ideas about both questions, but I’m to climb partway up the mountain to set up each camp before
going to read on to see if I can find the answer. they actually attempted to climb all of K2! Direct students
Before students begin reading, say: As you read, look for to compare the dates to infer the total amount of time
answers to questions you have about the selection. Remember, the mountaineers were encamped on K2, as well as how
all your questions may not be answered. Sometimes further long it took them to complete their final climb to the
research is needed. summit.

TURN & TALK WRITE & ASSESS

Revisit the Read to find out statement. Have students You may want to have students do a “quick write” to
turn and talk about how the 2011 expedition to K2 is assess understanding. It’s always helpful to have students
similar to and different from the 1978 expedition. To reflect on both the content and their thinking process.
check understanding, have students turn and talk about • What were some exceptional challenges taken on by
the Check In question: Why was Gerlinde’s climb to Gerlinde and the team on this expedition?
© National Geographic Learning, Cengage Learning, Inc.

the summit of K2 so remarkable? (Gerlinde was the first • What did this text remind you of?
woman to reach the summit of all of Earth’s 8,000-meter
peaks without using bottled oxygen.)
Determine Word Meaning  Share with students that
they can use context clues and what they already know
about a topic to determine the meaning of an unfamiliar
word. Model this strategy for the word sure-footed by
reading aloud the fourth paragraph on page 22. Then say:

THE SAVAGE MOUNTAIN | K2 2011 12

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 GENRE Reference Article Read to find out what a mountaineer needs to climb

Geared Up!
snow-covered mountains.
GoGGles protect against strong
sunlight that reflects off the snow.

Ropes support the weight of

climbers as they move up and
down steep surfaces.

When Gerlinde Kaltenbrunner left Camp 1,

her journal stayed behind. She didn’t forget
it—she didn’t drop it—she just didn’t want TenT and sleepInG baG keep a
climber warm by blocking wind and
to carry the weight. Every gram counts holding in body heat.
by Lara Winegar
when you’re trudging through deep snow
up steep slopes. The more weight you
carry, the more force you need to move it,
so your equipment has to be as lightweight

Reference Article
as possible. It also has to be durable—
strong and long-lasting because no stores
or repair shops are “just around the corner”
on the mountain!

So, what does a well-equipped climber COMPASS tells in what

need to tackle the tall peaks? Here is a direction north is and is
important if the GPS fails.
small sampling of the gear that climbers
wouldn’t be without. booTs protect and keep feet warm. They
have an inner boot of foam, an outer boot
of plastic or leather, and an insulated
outer layer of waterproof fabric.

ICe axe wedges into the ice so a

climber can pull on it or pin down
objects such as sleeping bags.
CRampons claw into ice.
These metal spikes attach to
the bottom of the boots.

GLOBAL POSITIONING SYSTEM

(GPS) tells a climber’s exact
location. Check In Which one of these items would you most not want to lose? Tell why.

30 31

30_SE59328_5P_FO_S4OL 30 4/23/13 10:08 AM 31_SE59328_5P_FO_S4OL 31 4/23/13 10:08 AM

Reading OBJECTIVES Summary  “Geared Up!” is a reference article that describes various
• Explain the relationships and interactions types of equipment that mountaineers use. Photos and descriptions
between ideas in an informational text. help the reader understand the importance of having the right
• Draw information from multiple sources.
equipment to protect the climbers as they face hazardous conditions.
SCIENCE OBJECTIVES
• Understand that force and weight are related.
BUILD BACKGROUND FOR THE GENRE
Lead students to an understanding of the elements of a reference
COMMON CORE STATE STANDARDS FOR
ENGLISH LANGUAGE ARTS
article. Explain that “Geared Up!” is a reference article and has the
following elements:
CC.5.RInfo.3 Explain the relationships or interactions
between two or more individuals, events, ideas, or
• The content does not have to be read sequentially. Readers can dip
concepts in a historical, scientific, or technical text based
on specific information in the text. in and out of the article as needed over time.
CC.5.RInfo.7 Draw on information from multiple print
• Its purpose is to provide concise, easy-to-scan descriptions.
or digital sources, demonstrating the ability to locate • Facts are conveyed through informational inserts.
an answer to a question quickly or to solve a problem
efficiently.
BUILD VOCABULARY & Concepts
A FRAMEWORK FOR K–12 SCIENCE EDUCATION
• force
Core Idea PS2: Motion and Stability: Forces and
Interactions
Remind students that Using Context Clues is a strategy to infer the
How can one explain and predict interactions between
objects and within systems of objects? 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 helpful strategy is Using Visual Vocabulary. Have students
find pictures that they feel help explain the meaning of the word force.
Then have them turn and talk with a partner about the picture they
chose and how it demonstrates the meaning of force.
Identify other important words in the selection, such as trudging,
treacherous, insulated, and spikes. Then have students use context
clues or visual vocabulary to determine the meaning of these and any
words that may be unfamiliar.
© National Geographic Learning, Cengage Learning, Inc.

THE SAVAGE MOUNTAIN | GEARED UP! 13

001-019_OTG_59946_G5.indd 13 12/12/13 3:05 PM

 READ conditions they face. Point out that each piece of
equipment is designed to deal with a specific hazard
The content goal for The Savage Mountain is for students or obstacle. Model how to identify this relationship by
to learn about the challenges and hazards mountaineers drawing students’ attention to the ropes in the picture
face when climbing K2 and how these relate to the on page 31. Say: I know that mountaineers need ropes for
concepts of force and gravity. As students read “Geared climbing. They attach the ropes to rocks or strong ice to lift
Up!” they will learn about supplies the mountaineers use themselves up steep slopes. Linking ropes is also useful for
to protect themselves from K2’s harsh environment and helping mountaineers find each other in a heavy snowstorm.
to climb the treacherous and icy slopes of the mountain. Ropes must be strong and durable because mountaineers rely
Point out the Read to find out statement at the top on them in these situations. Have students turn and talk
of page 16 in the student book: Read to find out what a with a partner about the other types of equipment and
mountaineer needs to climb snow-covered mountains. how each is related to a challenge mountaineers face.
Help students with the comprehension goal of Use Multiple Sources  Ask students what questions
accessing content by asking questions as they read. Read they have about the gear in the article, including its
the first paragraph on page 30 and then say: It says here features and benefits. Model by saying: It’s hard to
that mountaineers bring only the most essential equipment imagine what it would be like to sleep on a cold, windy
on the mountain because they need to save on weight and mountain like K2. Temperatures are well below freezing!
that their equipment must be light and durable. I wonder What kind of sleeping bag is warm enough for those
what kind of equipment is considered the most essential for temperatures? I think I could find an answer by searching
climbing a mountain? I think I will read on to find out. online. I might start by using terms like, “sleeping bag’ and
Before students begin reading, say: Remember to ask “temperature.” Also, the text says that Gerlinde wrote in a
questions about what you are reading. If you are curious journal. What did she write with? When I’ve tried to write in
about something, you may find the answer if you read on. really cold weather, the pen wouldn’t work! Have students
turn and talk with a partner about questions they have
related to gear featured in the selection or to other gear.
TURN & TALK Encourage them to find answers to their questions by
Revisit the Read to find out statement. Have students using print or digital sources.
turn and talk about what a mountaineer needs to climb
snow-covered mountains. To check understanding, have
students turn and talk about the Check In question:
WRITE & ASSESS
Which one of these items would you most not want to lose? You may want to have students do a “quick write” to
Tell why. (Possible response: I would not want to lose my assess understanding. It’s always helpful to have students
boots. They are insulated with many layers, so without reflect on both the content and their thinking process.
© National Geographic Learning, Cengage Learning, Inc.

them my feet would probably get frostbite. In the • Why didn’t Gerlinde bring her journal to the top of K2?
picture, I can also see the ground is rocky and covered • What are some other supplies that you think climbers
with snow, so without them I would also get wet and would need on an expedition to K2?
injure my feet.)
Explain Relationships  Help students understand
that mountaineers need all of the equipment shown
and described on pages 30–31 because of the hazardous

THE SAVAGE MOUNTAIN | GEARED UP! 14

001-019_OTG_59946_G5.indd 14 12/12/13 3:05 PM

 K2
and
s. K2. compares s to climb

K2 2011
challenge top of of K2 dition. eer need
many hed the modern
climb mountain ntains.
holds ers reac how a an earli
er expe what a mou
ing K2 if climb find out  snow-covered
why climb find out  find out  contrasts with Read to
find out  read to Read to
Read to Narrative Article
narrative eference

lled
Article on
cience ersonal hird-Pers GENRE R

A Mountain Ca
GENRE S genre P GENRE T

Discuss
wire
Jim Wick Phelan
er and
Whittak by Glen
by Jim adapted
d and p 1,
excerpte left Cam
unner forget
Kaltenbr didn’t
d the Gerlinde nd. She
When want
K2 is calle ed nal stay
ed behi didn’t Winegar
I saw why untain. Yet I gain her jour drop it—s
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counts by Lara
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Savage e, and it—she ht. Ever deep snow
og ue l geogrA PhIC experienc 1978. In y the weig
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ready to I flew to Pakistan
weig
whe nJensen nSo reD when
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The es. The need to
Elgin
by Judy SoC IeTY K2 In mid-Jun
e, bers, and up stee
p slop e you tweight
of clim
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Ion To SCA leD 14 e forc
eXP eDIT local the mor as ligh
with a team about 350 of to be
been re
n hAD eeD whe carry, nt has
mou nTAI lD IT
SuCC
help from tons Phelan equipme be dura
ble—
e. wou FAIl eD? with ied nine by Glen so your
also has
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we carr eters ible. It because
no stor
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ad•ven•ture AK erThe more than K2. and long nd the
wh ITT supplies base of t arou in what
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a daring and difficult undertaking JIm leAD CrIb eS s) to the was just the ir shop
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tant if
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re Fro
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P_FO_S P_FO_S P_FO_S 30_SE5
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Reading OBJECTIVES
• Use evidence from a text when explaining what
Content & Comprehension Goals
the text says. Guide students to discuss what they learned about how force and
• Compare and contrast text structures. gravity relate to the topics discussed in The Savage Mountain. Ask:
• Write or speak about the topic by using What are some ways climbers overcome the challenges they face on K2?
information from the four selections. (Possible responses are given in the concept map. Students may have
SCIENCE OBJECTIVES more or different information.)
• Understand and describe force and interacting
forces.
• Describe energy and how force relates to it. What are some ways
• Describe hazards in high altitude environments
and how the hazards affect people.
climbers overcome the
challenges they face on K2?
COMMON CORE STATE STANDARDS FOR
ENGLISH LANGUAGE ARTS They wear goggles
CC.5.RInfo.1 Quote accurately from a text when to avoid the strong They use ropes so
explaining what the text says explicitly and when drawing sunlight reflection. gravity won’t pull
inferences from the text. them down steep
CC.5.RInfo.6 Analyze multiple accounts of the same
slopes.
event or topic, noting important similarities and Some climbers
differences in the point of view they represent. use bottled
oxygen because They carry water with
CC.5.RInfo.9 Integrate information from several texts on
of the thin air. them so they won’t get
the same topic in order to write or speak about the subject
dehydrated.
knowledgeably.

A FRAMEWORK FOR K–12 SCIENCE EDUCATION

The four selections in The Savage Mountain are a science article, a
Core Idea PS2: Motion and Stability: Forces and
personal narrative, a third-person narrative, and a reference article.
Interactions
How can one explain and predict interactions between Physical science concepts (energy, force, and gravity) thread through
objects and within systems of objects? the selections. Guide a discussion about these science concepts.
Core Idea ESS3: Earth and Human Activity
ESS3.B: Natural Hazards
What makes the selections especially interesting, though, is the
How do natural hazards affect individuals and societies? interdisciplinary context—real-life stories and events that include
not only physical science but also history, Earth science, technology,
engineering, and geography.
© National Geographic Learning, Cengage Learning, Inc.

Remind students that the selections “K2 1978” and “K2 2011” are
narratives about climbers’ experiences on K2. Have student pairs
compare and contrast these two narratives. Then discuss as a class.
(“K2 1978” is written in first person, so we see the mountaineers’
words and know what they thought and felt. “K2 2011” is written in
third person, so we read about the experiences of the mountaineers
through the words of another writer.)

THE SAVAGE MOUNTAIN | DISCUSS 15

001-019_OTG_59946_G5.indd 15 12/12/13 3:05 PM

 DISCUSS
Have students collaboratively answer the questions on Discuss
page 32 as you move about the room and listen in to 1. How did
the informati
on in “A Mo
understand untain Called
support and scaffold student conversations and clarify 2. Compare
the other thr
ee pieces in
the book?
K2” help you

and contra
misconceptions. and “K2 20
11”?
st the expedi
tions describ
ed in “K2 197
8”
3. Cite exa
mples of the
effects of for
1. How did the information in “A Mountain Called K2” from “A Mo

4. Explain
untain Called
ces such as
K2,” “K2 197
8,” and “K2
gravity on clim
2011.”
bers
how gear fro
help you understand the other three pieces in the book? mountain-cli
freezing tem
m “Geared
mbing challen
Up” helps a
ges such as
climber han
dle
peratures. blinding sno
w, gravity, and
(Possible response: The first selection provided 5. What do
you still wonde
r about mo
as “K2 1978” untain-climb
background information that helped me understand more inform
and “K2 20
ation?
11”? What wo
uld be som
ing expeditio
e good ways
ns such
to find

the geography of K2 and some of the hazards the 32

climbers face. It also explained some of the history 32_SE28_

5P_FO_DO
L 32

of previous attempts to climb K2.)

4/23/13 10:08
AM

2. Compare and contrast the expeditions described in

“K2 1978” and “K2 2011.” (Possible response: All 4. Explain how gear from “Geared Up” helps a climber
expeditions to the summit of K2, including the one handle mountain-climbing challenges such as blinding
in 1978, faced extreme hazards, but the expedition snow, gravity, and freezing temperatures. (Possible
in 2011 used the north route, which includes steeper responses: Goggles protect the climbers’ eyes from
slopes that are more dangerous. The climbers all the reflection of strong sunlight. A GPS device
used bottled oxygen part of the time in 1978, but in and a compass can protect climbers from getting
2011 Gerlinde reached the summit of K2 without lost. Ropes protect climbers from falling on steep
extra oxygen. The expedition in 1978 carried 9 tons slopes. A tent and sleeping bag protect climbers
of supplies, but the expedition in 2011 carried only 2 from the wind and freezing temperatures at night.
tons of supplies.) Boots protect climbers from frostbite to their feet.
Crampons protect climbers from slipping on the ice
3. Cite examples of the effects of forces such as gravity and snow. An ice axe protects climbers from slipping
on climbers from “A Mountain Called K2,” “K2 1978,” if they wedge it into the ice of a steep slope. It can
and “K2 2011.” (Possible response: Avalanches can also protect equipment such as a sleeping bag if the
cause snow to exert tremendous forces against the climber uses the ice axe to pin it down.)
climbers. Gravity constantly pulls climbers toward
the center of Earth, and it can cause them to fall 5. What do you still wonder about mountain-climbing
off steep slopes if they aren’t careful. Winds exert expeditions such as “K2 1978” and “K2 2011”? What
a strong force against the climbers. In 2011, the would be some good ways to find more information?
climbers overcame the force of fast-moving water.) (Answers will vary, but students should describe a
© National Geographic Learning, Cengage Learning, Inc.

variety of references, such as book and magazine

articles, reliable Internet sites, and talking with
experts.)

THE SAVAGE MOUNTAIN | DISCUSS 16

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 Physical Science

The
Savage Research & Share
Mountain

NGL.Cengage.com 888-915-3276

980L
K2 Geared
A Mountain K2
2011 Up!
Called K2 1978

5/3/13 11:15 AM

1-2
OC_SE59311_5P_FO_CVRAL

OBJECTIVES In small groups or individually, offer students the chance to explore

• Ask questions based on reading The Savage questions they have or ideas they still wonder about, based on their
Mountain. reading in The Savage Mountain. Use question 5 on the Discuss page
• Research, document, and share of the student book as an example of further information related to
information. mountain climbing that students might research.

COMMON CORE STATE STANDARDS FOR EXPLORE

ENGLISH LANGUAGE ARTS
CC.5.Write.7 Conduct short research projects that use
Encourage students to express their curiosity in their own way. The
several sources to build knowledge through investigation questions students have matter. You might have students talk with
of different aspects of a topic. peers, write about what they wonder, or create drawings based on
CC.5.Write.8 Recall relevant information from what they learned from reading the different selections in The Savage
experiences or gather relevant information from print and
Mountain. Guide them to immerse themselves in resources related to
digital sources; summarize or paraphrase information in
notes and finished work, and provide a list of sources. what they are most interested in learning more about. They might ask
CC.5.Write.9 Draw evidence from literary or
questions or make statements about their interests, for example:
informational texts to support analysis, reflection, and
• What are some of the other mountains higher than 8,000 meters,
research.
and how does climbing them compare with climbing K2?
CC.5.Write.10 Write routinely over extended time
frames (time for research, reflection, and revision) and • What happens to an expedition if someone gets sick or injured
shorter time frames (a single sitting or a day or two) while climbing the mountain?
for a range of discipline-specific tasks, purposes, and
• How are expeditions to the world’s highest peaks affecting the
audiences.
environment? How are these effects being addressed?

GATHER INFORMATION
After students explore, they should arrive at a question that will
drive their research. Students may want to read, listen to, and view
information with their question in mind. Guide students to use resources,
such as reliable sites on the Internet, science texts and articles, library
books, and magazines, that address the question they posed. Collecting
information may lead students to revise or narrow their question.
© National Geographic Learning, Cengage Learning, Inc.

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.

THE SAVAGE MOUNTAIN | research & share 17

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 ANALYZE & SYNTHESIZE SHARE
Guide students to carefully and thoughtfully review their When students share their research, they become
notes to determine the big ideas related to their question. teachers, consider how their ideas were shaped by the
As students prepare to use the information they’ve investigation, and pose new questions. Students may
gathered to formulate an answer to their question, express their knowledge by writing, speaking, creating a
support them as they analyze and synthesize. Be sure visual piece, or taking action in the community. The best
they do the following: culminating projects are ones with authentic purposes.
For example, the student who wants to know about
• Revise any misconceptions.
other types of equipment mountaineers use on K2 could
• Notice incongruities in their information.
research the information by looking at mountaineering
• Evaluate all the various pieces of information.
supply stores online. The student could then make a
• Pull together the most pertinent information that
computer presentation with pictures of the equipment
addresses their question.
and descriptions of how climbers use it.
While analyzing and synthesizing their research, students
When students are given the time to gather information
may realize that the more they learn, the more they
about a topic that interests them, they will find unique
wonder. To help focus their thinking, students may want
and individual ways to share what they learned. Some
to talk with classmates or write in a research notebook.
options you can suggest might include the following:
Remind them that just as in real-world scientific research,
there may not be a final answer to the question they posed. • eBooks with photos and text to share with other
students who are building background on the topic
• An online video explaining the equipment and
demonstrating how to use it
• An interview with a climber who has made journeys to
tall mountains and can explain some of the hazards he
or she faced

© National Geographic Learning, Cengage Learning, Inc.

THE SAVAGE MOUNTAIN | RESEARCH & SHARE 18

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 Correlation

Grade 5 Common Core State Standards for English Language Arts and
A Framework for K–12 Science Education
correlated to National Geographic Ladders Science

The Savage Mountain

Common Core State Standards for English Language Arts, Grade 5
Teacher’s Guide
Reading Standards for Informational Text
Key Ideas and Details
1. Quote accurately from a text when explaining what the text says explicitly and when drawing Pages 11–16
inferences from the text.
2. Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts Pages 7–8, 13–14
in a historical, scientific, or technical text based on specific information in the text.
Craft and Structure
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant Pages 7–8, 11–12
to a grade 5 topic or subject area.
5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, Pages 9–10
problem/solution) of events, ideas, concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in Pages 9–10, 15–16
the point of view they represent.
Integration of Knowledge and Ideas
7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an Pages 15–16
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 Pages 15–16
subject knowledgeably.
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend informational texts, including history/social studies, If the entire NG Ladders Science grade 5
science, and technical texts, at the high end of the grades 4–5 text complexity band independently program is used throughout the year,
and proficiently. students will have had exposure to
multiple genres, multiple levels, and
appropriate scaffolding.
Writing Standards
Text Types and Purposes
1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
© National Geographic Learning, Cengage Learning, Inc.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
3. Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.

(cont. on p. 20)

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 Production and Distribution of Writing
4. Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience.
5. With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.
6. With some guidance and support from adults, use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a single sitting.
Research to Build and Present Knowledge
7. Conduct short research projects that use several sources to build knowledge through investigation of Pages 17–18
different aspects of a topic.
8. Recall relevant information from experiences or gather relevant information from print and digital Pages 17–18
sources; summarize or paraphrase information in notes and finished work, and provide a list of
sources.
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 Pages 17–18
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.

The Savage Mountain

A Framework for K–12 Science Education
Teacher’s Guide
Core Idea PS2: Motion and Stability: Forces and Interactions Pages 4–16
How can one explain and predict interactions between objects and within systems of objects?
Core Idea ESS3: Earth and Human Activity  Pages 4–12, 15–16
ESS3.B: Natural Hazards
How do natural hazards affect individuals and societies?

© National Geographic Learning, Cengage Learning, Inc.

THE SAVAGE MOUNTAIN | correlation 20

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 Glossary

energy  (noun) the ability to do work or cause a change ACKNOWLEDGMENTS

Grateful acknowledgment is given to the authors, artists, photographers, museums,
force  (noun) a push or a pull publishers, and agents for permission to reprint copyrighted material. Every effort
has been made to secure the appropriate permission. If any omissions have been
gravity  (noun) a force that pulls things toward the center made or if corrections are required, please contact the Publisher.
of Earth Credits
1, 2, 3, 4, 17 (bg) ©Galen Rowell/Corbis. (l) ©Ralf Dujmovits. (cl) ©Dianne Roberts.
oxygen  (noun) a gas in the air that all living things need to live (cr) ©Tommy Heinrich/National Geographic Stock. (r) ©altrendo images/Getty
Images. 7 (bg) ©Tim Graham/Alamy. 9 (bg) ©Dianne Roberts. (b) ©James Wickwire.
(c)(cl) ©Lukiyanova Natalia/frenta/Shutterstock. 11 ©Tommy Heinrich/National
Geographic Stock. 13 (bg) ©altrendo images/Getty Images. (t) ©Photodisc/Getty
Images. (b) ©NorthernExposure/Alamy. (r) ©Stockbyte/Getty Images. 16 (bg)
©Ralf Dujmovits. (l) ©altrendo images/Getty Images. (c) ©Tommy Heinrich/National
Geographic Stock. (r) ©Dianne Roberts.

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.

Content Consultants National Geographic and the Yellow Border are registered trademarks of the
National Geographic Society.
Judith S. Lederman, Ph.D., Associate Professor and
For permission to use material from this text or product, submit all requests
Director of Teacher Education, Illinois Institute of Technology online at cengage.com/permissions

Randy L. Bell, Ph.D., Associate Dean and Professor, Further permissions questions can be emailed to [email protected]
Oregon State University Visit National Geographic Learning online at NGL.Cengage.com
Visit our corporate website at cengage.com
Kathy Cabe Trundle, Ph.D., Associate Professor of Early
Childhood Science Education, The Ohio State University ISBN: 978-12853- 5994-6

11111

Science

Physical Science  The Sinking of the Titanic

© National Geographic Learning, Cengage Learning, Inc.

The World’s Ocean • The Savage Mountain

Going Green
Earth Science  The Disappearing Badlands
Power Up • Earth’s Crazy Climate
Exploring Above and Beyond
Life Science  Swarm! • The Galápagos Islands
African Savanna • Explorer Zoltan Takacs:
Nature Has the Answers

001-019_OTG_59946_G5.indd 21 1/30/14 2:34 PM