[Type text]
Hello, fellow Adventure Guides, Mr. Marc here!
On today’s episode, we went to one of the hottest places in the world … the Mojave Desert in
the American Southwest. Once bustling with prospectors during the gold rush, the Mojave
Desert is now home to ghost towns, giant dams, and abandoned mines. During our present day
adventure we crossed the Kelso Dunes of the Mojave Desert, ran through a cactus path, and
used our balance to walk a tightrope.
Thanks to Professor Maddison, we learned many exciting facts about the Mojave Desert. We
learned what a desert is, how hot it can get and how much rain it doesn’t get. We also learned
about the importance of staying hydrated and how to help conserve water at home. We saw
different rock layers from the past, learned all about gold and echoes, and even learned about
helmet safety.
While we need to exercise our muscles to keep our bodies fit, we know we need to exercise our
minds, too. That’s why our team at Adventure to Fitness created these additional “mind
adventures” for you to share with your students. There’s one mind adventure for each grade
level, each incorporating the Next Generation Sunshine State Standards. We’ve also included
vocabulary and literature recommendations to increase your students’ brainpower even further.
Remember Adventure Guides: Be swift, be safe, and be adventurers!
Mr. Marc, out!
VOCABULARY
1. ARCHEOLOGIST (noun):An anthropologist who studies prehistoric people and their
culture.
2. CAVERN (noun):A large cave. A large underground chamber, as in a cave.
3. CONSERVE (verb): To use carefully or sparingly, avoiding waste.
4. EVAPORATE (verb):To convert or change into a vapor. To draw off in the form of vapor.
To draw moisture from, as by heating, leaving only the dry solid portion.
5. GOLD (noun):Symbol Au A soft, yellow, corrosion-resistant element, the most malleable
and ductile metal, occurring in veins and alluvial deposits and recovered by mining or by
panning or sluicing.
6. GRASSLAND (noun):An area, such as a prairie or meadow, of grass or grasslike
vegetation.
7. LAKE (noun):A large inland body of fresh water or salt water.
8. MINE (noun):An excavation in the earth from which ore or minerals can be extracted.
9. MINERAL (noun):A naturally occurring, homogeneous inorganic solid substance having a
definite chemical composition and characteristic crystalline structure, color, and
hardness. A substance that is neither animal nor vegetable; inorganic matter.
10. MOUNTAIN (noun):A natural elevation of the earth's surface having considerable mass,
generally steep sides, and a height greater than that of a hill.
11. PALEONTOLOGIST (noun): One who studies the forms of life existing in prehistoric or
geologic times, as represented by the fossils of plants, animals, and other organisms.
12. PULLEY (noun):A simple machine consisting essentially of a wheel with a grooved rim in
which a pulled rope or chain can run to change the direction of the pull and thereby lift a
load.
13. PYRITE (noun):A brass-colored mineral, FeS2, occurring widely and used as an iron ore
and in producing sulfur dioxide for sulfuric acid. Also called fool's gold.
14. REPLENISH (verb):To fill or make complete again; add a new stock or supply to.
15. RIVER (noun):A large natural stream of water emptying into an ocean, lake, or other
body of water and usually fed along its course by converging tributaries.
16. ROCK (noun):Relatively hard, naturally formed mineral or petrified matter; stone.
17. SUNSTROKE (noun):Heat stroke caused by exposure to the sun and characterized by a
rise in temperature, convulsions, and coma.
18. WATER VAPOR (noun):Water in a gaseous state, especially when diffused as a vapor in
the atmosphere and at a temperature below boiling point.
RESOURCES

About Habitats: Deserts (About...) by Cathryn Sill

Here Is the Southwestern Desert (Web of Life) by Madeleine Dunphy

J Is for Joshua Tree: The Story Behind the Scenery by Judy Rosen & Biff Baird

Mojave by Diane Siebert

Red Carpet Chronicles: Mojave Desert Plants Reveal All to Terri Terrain
by Becky Davis

The Desert Is Theirs by Byrd Baylor

The Magic School Bus: All Dried Up: A Book About Deserts by Joanna Cole

Who Grows Up in the Desert?: A Book About Desert Animals and Their Offspring (Who
Grows Up Here?) by Theresa Longenecker
Rivers, Grasslands, and Lakes…Oh My!
Suggested Grade Level: Kindergarten
Next Generation Sunshine State Standard: SS.K.G.3.1 Identify basic landforms.
SS.K.G.3.2 Identify basic bodies of water.
Overview: In Mission Mojave, we saw that the desert is not just sand. There are mountains,
grasslands, and even rivers and lakes. In this mind adventure, students will identify landforms
and bodies of water found in the Mojave Desert.
Content Area: Social Studies
Required Materials:
 Handout
 Crayons
Time Required: 20-25 minutes
Procedures:
1. Give each student a copy of the included handout.
2. Read the directions to the class and complete together.
3. Circulate the room to make sure students are coloring the landforms and bodies of
water correctly.
MOJAVE DESERT
NAME: ____________________________________________________
Directions: Color the landforms and bodies of water.
mountains = brown
tree = green
grassland = green
lake = blue
Legend Has It…
Suggested Grade Level: First Grade
Next Generation Sunshine State Standard: SS.1.G.1.3 Construct a basic map using key
elements including cardinal directions and map symbols.
Overview: In Mission Mojave, we saw that the desert is not just covered in sand. There are
mountains, grasslands, and even rivers and lakes. In this mind adventure, students will create a
map of the Mojave using a legend with map symbols.
Content Area: Social Studies
Required Materials:
 Handout
 Crayons
Time Required: 15-20 minutes
Procedures:
1. Give each student a copy of the included handout.
2. Explain how a legend or a key is used to make maps.
3. Tell students to create a picture to represent each of the landforms and bodies of
water included in the key. Draw an example on the board.
4. Next tell students to use their symbols to draw a map of the Mojave.
Legend Has It – The Mojave Desert
Name: _____________________________________________________
MAP LEGEND
Mountain
Lake
Joshua Tree
Desert
Valley
Mr. Marc
EXAMPLE ANSWER KEY
MAP LEGEND
Mountain
Lake
Joshua Tree
Desert
Valley
Mr. Marc
No Sweat!
Suggested Grade Level: Second Grade
Next Generation Sunshine State Standard: SC.2.E.7.3: Investigate, observe and describe
how water left in an open container disappears (evaporates), but water in a closed container
does not disappear (evaporate).
Overview: While traveling through the Mojave in search of Mr. Clock, Mr. Marc referred to
how quickly sweat evaporated from the skin in the desert. In this mind adventure students will
conduct an experiment and note how water evaporates and explore ways that might prevent it
and might make it happen faster.
Subject Area: Science
Required Materials:
 6 empty jars of the same size (baby food jars work well)
 3 lids for the jars
 Water
 Clear tape
 2 thin tipped markers (of different colors)
Time Required: 15-20 minutes to prepare/discuss the experiment (which is conducted over
several days)
Procedures:
1. Put a piece of tape vertically on the side of each jar.
2. Measure an equal amount of liquid into each of the six jars. (Fill each about half way.)
3. Put a lid on each of three jars. The other three jars will not have a lid.
4. With the marker, draw a line on the tape at the water level. (Remember, they should all
be the same.)
5. Place one jar with a lid and one jar without a lid in each of three places:
a. on a windowsill that gets lots of warm sunlight
b. in a cool shelf (or in a cabinet)
c. on your desk
6. Prepare a chart on bulletin board paper and display it in the classroom. (See suggestion
below.)
7. Hypothesize: Ask your students to make predictions about what will happen to the water
levels in each of the six jars.
8. Mark a line for their predictions with a different colored marker on the chart.
9. Check the jars each day for five days. Note the results on the bulletin board paper on
the last day.
10. At the end of the week, compare the results to their predictions.
11. Ask: What happened to the water in the jars without lids? Where did it go? Was there
any change to the water level in the jars with lids? Why not?
Day One
Our Prediction
Set 1: Windowsill
Set 1: Windowsill
Set 2: Desk
Set 2: Desk
Set 3: Cool Shelf
Set 3: Cool Shelf
Day Five
Set 1: Windowsill
Set 2: Desk
Set 3: Cool Shelf
Mojave Desert Vertebrates
Suggested Grade Level: Third Grade
Next Generation Sunshine State Standard: SC.3.L.15.1: Classify animals into major groups
(mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those
having live births and those which lay eggs) according to their physical characteristics and
behaviors.
Overview: In this adventure through the Mojave, Mr. Marc mentioned several different kinds
of desert animals. In this mind adventure students will note physical characteristics of desert
animals and practice categorizing them.
Subject Area: Science
Required Materials:
 Handout
 Pencil
Time Required: 15-20 minutes
Procedures:
1. Read the characteristics of vertebrates (listed on the handout) with your students.
2. Note in particular the oddity that most reptiles lay eggs but some give live birth (e.g.
rattlesnakes). Also note that amphibians are born in water (e.g. tadpoles) and live on land
in their adult life (e.g. frogs).
3. Provide examples for each classification by using some common Florida animals. Some are
listed below.
Mammal
dog
cat
human
Bird
mockingbird
eagle
cardinal
Reptile
Florida kingsnake
chameleon
alligator
Amphibian
green treefrog
Southern toad
American bullfrog
4. Have your students complete the handout.
Fish
largemouth bass
channel catfish
Nile perch
Mojave Desert Vertebrates
Name ______________________________________
Characteristics of Vertebrates
Vertebrates are animals with backbones.
Read the information about the
characteristics of the five classifications
of vertebrates.
Mammals
 Hair or fur
 Breathe with lungs
 Warm blooded
 Give live birth
Birds




Feathers
Breathe with lungs
Warm blooded
Lay eggs
Reptiles
 Dry skin
 Breathe with lungs
 Cold blooded
 Most lay eggs, some give live birth
Amphibians
 Moist smooth skin
 Breathe with lungs and gills
 Cold blooded
 Lay many eggs
Fish




Directions: Think about the characteristics
of each desert vertebrate that Mr. Marc
talked about. Write the classification on the
line below each animal’s name.
1. California Kingsnake
_____________________________
2. coyote
_____________________________
3. Gila monster
_____________________________
4. kangaroo rat
_____________________________
5. hawk
_____________________________
6. cougar
_____________________________
7. hummingbird
_____________________________
Scales
Breathe with gills
Cold blooded
Lay many eggs
8. jackrabbit
_____________________________
Old MacDonald Meets the Mojave
Suggested Grade Level: 4th Grade
Next Generation Sunshine State Standard: LA.4.4.1.2 The student will write a variety of
expressive forms (e.g., short story, poetry, skit, song lyrics) that employ figurative language
(e.g., simile, metaphor, onomatopoeia, personification), rhythm, dialogue, characterization, plot,
and/or appropriate format.
Overview: The Mojave Desert has played an exciting role in our country’s history, and it
continues to be one of the most amazing geographical areas in the world. In this mind
adventure students will work in pairs to write a song about the Mojave Desert.
Content Area: Writing
Required Materials:

Pencils

Paper
Time Required: 20-30 minutes
Procedures:
1. Ask students to share out what they remember from the episode. Write that list on the
board. (reference the teacher letter for a recap of the episode )
2. Explain to students that they are going to work in pairs to create a song about the
Adventure to Fitness – Mojave episode. They are going to rewrite the song “Old
MacDonald Had a Farm,” so that it becomes a song about the Mojave Desert.
3. Ask students to sing the song as a reminder of how it goes.
4. Reiterate that they need to take the information from the Mojave episode and rewrite
the song.
5. Group students into pairs.
6. Give students 15-20 minutes to write their songs. Encourage them to use as much as
they can about the Mojave Desert.
7. Ask students to share their songs once they are ready.
Mission Mojave Crossword
Suggested Grade Level: 5th Grade
Next Generation Sunshine State Standard: LA.5.1.6.1 - The student will use new vocabulary
that is introduced and taught directly.
Overview: Mr. Marc took students across the amazing and massive Mojave Desert. Students
were introduced to the terrain, the inhabitants, and to the impact heat can have on the human
body. In this mind adventure students will complete a crossword puzzle using vocabulary terms
learned in Mission Mojave.
Content Area: Language Arts
Required Materials:

Handout

Pencils
Time Required: 20 minutes
Procedures:
1. Ask students what they remember from the Mojave Desert episode.
2. Display a list of the vocabulary words introduced in the episode.
3. Distribute crossword puzzle and ask them to complete the crossword puzzle.
4. Work as a class to review the answers.
5. Extension: Ask your students to create sentences or short stories using the words, once
they’ve identified them.
Across
4. To fill or make complete again; add a new stock or supply to.
6. To use carefully or sparingly, avoiding waste.
7. A brass-colored mineral, occurring widely and used as an iron ore and in producing sulfur dioxide for
sulfuric acid. Also called fool's gold.
8. A soft, yellow, corrosion-resistant element, the most malleable and ductile metal, occurring in veins
and alluvial deposits and recovered by mining or by panning or sluicing.
9. An excavation in the earth from which ore or minerals can be extracted.
Down
1. A large cave. A large underground chamber, as in a cave.
2. A naturally occurring, homogeneous inorganic solid substance having a definite chemical composition
and characteristic crystalline structure, color, and hardness. A substance that is neither animal nor
vegetable; inorganic matter.
3. To convert or change into a vapor. To draw off in the form of vapor. To draw moisture from, as by
heating, leaving only the dry solid portion.
5. Heat stroke caused by exposure to the sun and characterized by a rise in temperature, convulsions,
and coma.