two girls walking along a trail in the woods
Stone36/Shutterstock.com (woods); Jeka/Shutterstock.com (girls)

Lost in the Woods

Two kids are lost in a terrifying forest. Can a golden retriever find them before it’s too late?

By Lauren Tarshis, with reporting by Allison Friedman
From the September 2020 Issue

Learning Objective: to read an article and watch a video about search-and-rescue dogs and to draw key details from both to respond to a prompt

Lexiles: 980L, 860L
Other Key Skills: mood, author’s craft, author’s purpose, text structure, text feature, figurative language, synthesizing
AS YOU READ

As you read the article and study the images, think about what makes dogs well suited for search-and-rescue work.

It’s the stuff of nightmares—getting hopelessly lost in the woods on a dark and rainy night. For Sammie Wartchow and Ali Ferry, that nightmare was about to become real.

It’s the stuff of nightmares—getting hopelessly lost in the woods on a dark and rainy night. For Sammie Wartchow and Ali Ferry, that nightmare was about to become real.

Courtesy of Joanne Varley

Maddee

It was 3 p.m. on a sunny Saturday in Issaquah, Washington, a small city surrounded by forests of towering trees. Ali, 10, and her mom had just picked up Sammie, also 10, for a sleepover. Now Ali thought it would be fun to show Sammie a stream she had discovered earlier that day not far from her house.

The stream was just a short walk from the road, at the head of a trail leading into a vast forest. Like most kids in Issaquah, both girls had grown up exploring the woods, so Ali’s mother didn’t think twice about letting them go on a mini adventure by themselves. She dropped them off and said she’d come back to pick them up in 30 minutes.

But when Mrs. Ferry returned, the girls were nowhere to be found.

She waited a few minutes and then started walking down the trail, calling their names.

“Ali! Sammie!”

The swiftly darkening woods swallowed her words.

Her panic rising, Mrs. Ferry shouted again and again. Minutes ticked by. The sun was setting, and rain was starting to fall.

The girls had vanished.

Mrs. Ferry quickly got in touch with her husband and Sammie’s parents. They called 911, trying not to think about the bears and cougars that prowled the woods, or even more terrifying possibilities.

“Everything was running through my head, and nothing was positive,” says Sammie’s mother, Vicky.

Within hours, nearly 100 police officers and volunteers were combing the rain-soaked forest. Flashlights punctuated the darkness like giant fireflies. The blades of a helicopter thwacked the air overhead. Walkie-talkies crackled.

The most expert searcher in the woods that night, however, did not have a flashlight or a helicopter or a walkie-talkie. All she had was her nose.

That searcher was a 3-year-old golden retriever named Maddee. She had been trained as a search-and-rescue (SAR) dog—the kind that gets called when a person is lost or trapped and must be found quickly. SAR dogs are deployed in the wilderness as well as in disaster areas such as buildings crumbled by earthquakes or mudslides, neighborhoods flattened by tornadoes or hurricanes, and mountainsides crushed by avalanches. One SAR dog can be more effective than 20 human searchers.

But could Maddee find Sammie and Ali?

It was 3 p.m. on a Saturday in Issaquah, Washington, a small city surrounded by forests. Ali was 10. She and her mom had just picked up Sammie, also 10, for a sleepover. Now Ali wanted to show Sammie a stream she had found earlier that day not far from her house.

The stream was just a short walk from the road, at the head of a trail leading into a forest. Both girls had grown up exploring the woods. Ali’s mom felt OK letting them walk there by themselves. She dropped them off and said she’d come back to pick them up in 30 minutes.

But when Mrs. Ferry returned, she didn't see the girls.

She waited a few minutes. Then she started walking down the trail, calling their names.

“Ali! Sammie!”

The woods swallowed her words.

Mrs. Ferry shouted again and again. Minutes ticked by. The sun was setting, and rain was starting to fall.

The girls had vanished.

Mrs. Ferry got in touch with her husband and Sammie’s parents. They called 911, trying not to think about the bears and cougars in the woods, or even scarier possibilities.

“Everything was running through my head, and nothing was positive,” says Sammie’s mom, Vicky.

Within hours, nearly 100 police officers and volunteers were combing the forest. Flashlights punctuated the darkness like giant fireflies. The blades of a helicopter thwacked the air overhead. Walkie-talkies crackled.

The most expert searcher in the woods that night, however, did not have a flashlight or a helicopter or a walkie-talkie. All she had was her nose.

That searcher was a 3-year-old golden retriever named Maddee. She had been trained as a search-and-rescue (SAR) dog. These dogs are called when a person is lost or trapped and must be found quickly. SAR dogs are deployed in the wilderness as well as in disaster areas such as buildings crumbled by earthquakes or mudslides, neighborhoods flattened by tornadoes or hurricanes, and mountainsides crushed by avalanches. One SAR dog can be more effective than 20 human searchers.

But could Maddee find Sammie and Ali?

Courtesy of Q13 FOX News, Seattle

Maddee and her trainer, Joanne Varney

Extraordinary Powers

Extraordinary Powers

What make dogs such effective searchers is their extraordinary noses. A dog’s sense of smell can be up to 100,000 times more acute than a human’s.

“A dog’s nose, unlike ours, doesn’t just pick up the strongest scent in a room or a yard,” writes Nancy Castaldo in her book Sniffer Dogs. “Dogs smell every scent.”

Castaldo compares a dog’s sense of smell to a human’s sense of hearing. For example, when you walk into school, you might hear dozens of different sounds—doors slamming, footsteps echoing, your best friend shouting your name, chairs scraping across floors, laptops humming, your teacher saying, “Quiet, please.” But you would likely notice only the strongest scent, like the aroma of French toast sticks wafting from the cafeteria. A dog walking into school with you would smell dozens and dozens of scents.

Most amazingly, the dog would detect the smell of each individual student and teacher. That’s because even when we’ve just scrubbed ourselves clean in the shower, we each emit a unique scent that a dog’s supersensitive nose can recognize. This scent comes from microscopic bits of dried skin called rafts. We can’t see or smell them, but we shed millions of these rafts every day. They scatter all around us when we take a step, cling to our dirty clothes when we toss them in the hamper, and even drift in the water around us when we swim. It’s these rafts that create a scent trail a dog can follow.

Before Maddee began searching the woods that night, her trainer, Joanne Varney, brought her to Ali’s house. The family gave Varney one of Ali’s shirts and a blanket that Sammie had packed for the sleepover. Maddee took a good whiff of both items so she would know what scents to search for.

Just as you can look at a picture of hundreds of people and pick out the face of one friend, Maddee would be able to sift through the thousands of smells in the forest and pinpoint the scents of Ali and Sammie.

What make dogs such effective searchers? Their amazing noses. A dog’s sense of smell can be up to 100,000 times more acute than a human’s.

“A dog’s nose, unlike ours, doesn’t just pick up the strongest scent in a room or a yard,” writes Nancy Castaldo in her book Sniffer Dogs. “Dogs smell every scent.”

Castaldo compares a dog’s sense of smell to a human’s sense of hearing. For example, when you walk into school, you might hear many different sounds—doors slamming, footsteps echoing, your best friend shouting your name, chairs scraping across floors, laptops humming, your teacher saying, “Quiet, please.” But you would likely notice only the strongest scent, like the aroma of French toast sticks coming from the cafeteria. A dog walking into school with you would smell dozens of scents.

Most amazing, the dog would detect the smell of each individual person. Even right after taking a shower, we each emit a unique scent that a dog’s sensitive nose can recognize. This scent comes from microscopic bits of dried skin called rafts. We can’t see or smell them, but we shed millions of these rafts every day. They scatter around us when we take a step. They cling to our dirty clothes when we toss them in the hamper. They drift in the water around us when we swim. These rafts create a scent trail that a dog can follow.

Before Maddee began searching the woods that night, her trainer, Joanne Varney, brought her to Ali’s house. The family gave Varney one of Ali’s shirts and a blanket that Sammie had packed for the sleepover. Maddee sniffed both items so she would know what scents to search for.

Just as you can look at a picture of hundreds of people and pick out the face of one friend, Maddee would be able to sift through the thousands of smells in the forest and pinpoint the scents of Ali and Sammie.

Passing the Test

All dogs have an extraordinary sense of smell, but not every dog can become a successful SAR canine. Trainers look for dogs that are smart, bold, and extremely energetic. Many are found in animal shelters. Very often, a dog whose bouncing-off-the-walls personality overwhelmed its original owners can become a superstar SAR dog.

The key is training.

Training a search dog revolves around the dog’s innate desires to play and to be rewarded. Search dogs are taught to follow a particular scent and to signal to their human partners when they find it, such as by sitting or barking. When they succeed, they are rewarded, just as pets might be rewarded for following a command to sit or fetch.

But the process is time-consuming; it takes about 600 hours to train a SAR dog. Varney began training Maddee when she was a puppy, starting with simple obedience commands and working up to more complicated tasks. At 18 months, Maddee was ready to go on missions.

SAR dogs are a small and elite group in the U.S., and the best of them can work under extraordinarily difficult conditions. They can climb ladders, scale towers of rubble, and dig through piles of snow. Some can even search in water.

In the past decade, American SAR dogs have saved countless lives. In 2010, following a devastating earthquake in Haiti, SAR dogs found people caught in the rubble, including a 3-year-old girl who had been trapped for five days. After Hurricane Sandy hit the East Coast in 2012, SAR dogs helped find many elderly people who were trapped inside their homes without water or electricity. And in 2017, teams of SAR dogs were sent to Puerto Rico to help locate survivors after Hurricane Maria left much of the island in ruins.

All dogs have a powerful sense of smell, but not every dog can be a successful SAR canine. Trainers look for dogs that are smart, bold, and energetic. Many are found in animal shelters. Often, a dog that had too much energy for its original owners can become a great SAR dog.

The key is training.

Training a search dog revolves around the dog’s innate desires to play and to be rewarded. Search dogs are taught to follow a particular scent and to signal to their human partners when they find it, such as by sitting or barking. When they succeed, they are rewarded.

It takes about 600 hours to train a SAR dog. Varney began training Maddee when she was a puppy, starting with simple obedience commands and working up to more complicated tasks. At 18 months, Maddee was ready to go on missions.

SAR dogs are a small and elite group in the U.S. The best of them can work under very difficult conditions. They can climb ladders, scale towers of rubble, and dig through piles of snow. Some can even search in water.

In the past 10 years, American SAR dogs have saved countless lives. In 2010, after an earthquake in Haiti, SAR dogs found people caught in the rubble, including a 3-year-old girl who had been trapped for five days. After Hurricane Sandy hit the East Coast in 2012, SAR dogs helped find elderly people who were trapped inside their homes without water or electricity. In 2017, SAR dogs were sent to Puerto Rico to help locate survivors after Hurricane Maria left much of the island in ruins.

Matt Slaby/LUCEO

Sammie (left) and Ali, at age 15, in the woods where they got lost

Nose to the Ground

When Maddee arrived to help search for Ali and Sammie, the girls had been missing for five hours. Frantic volunteers were shouting. The helicopter overhead made it almost impossible to hear. People were slipping and falling along the muddy trails.

But Maddee was unfazed. Right away, Varney says, she was ready to run.

Off Maddee went, nose to the ground, zigzagging through the mud, trying to pick up the correct scents. She ran up and down hills, jumped over roots, and crossed two streams. Varney’s husband was there too, and at first they tried to keep Maddee on her leash.

“But finally, I let her go free on the trail,” says Varney.

Two hours into their search, Maddee and the Varneys were heading up a hill when suddenly, “Maddee wanted to leave the trail and head downhill,” says Varney.

The brush was very thick, and the only light Varney had was from the headlamps she and her husband wore.

But she had a feeling that they were close.

“Ali! Sammie!” Varney called.

At first it was hard to hear.

Then two voices rose out of the darkness.

“Over here! Over here!”

A few minutes later came Maddee’s barks.

She had found them.

The girls were huddled together—cold, wet, and frightened, but unhurt.

It turned out that Sammie and Ali had lost the trail and become disoriented, walking in circles until they stopped and hunkered down under some trees. At one point, they felt certain a large animal was nearby. “There was something out there looking at us,” Sammie remembers.

As the hours crept by, all the girls could do was hope someone would find them. Little did they imagine that the someone would be a golden retriever.

An hour after Maddee found them, the girls were reunited with their overjoyed families. “When I saw my mom,” says Sammie, “I just burst out crying.” The girls were grateful to everyone who had searched for them and eager to put the nightmare behind them.

As for Maddee?

She was soon snug in her bed, awaiting her next mission.

When Maddee arrived to help search for Ali and Sammie, the girls had been missing for five hours. Volunteers were shouting. The helicopter was loud. People were slipping and falling on the muddy trails.

But Maddee was unfazed. She was ready to run.

Off Maddee went, nose to the ground, trying to pick up the correct scents. She ran up and down hills, jumped over roots, and crossed two streams. Varney’s husband was there too. At first they tried to keep Maddee on her leash. “But finally, I let her go free on the trail,” says Varney.

Two hours into their search, Maddee and the Varneys were heading up a hill. Suddenly, Maddee wanted to leave the trail and head downhill.

The brush was very thick. The only light Varney had was from the headlamps she and her husband wore.

But she had a feeling that they were close.

“Ali! Sammie!” Varney called.

At first it was hard to hear.

Then two voices rose out of the darkness.

“Over here! Over here!”

A few minutes later came Maddee’s barks.

She had found them.

The girls were cold, wet, and scared, but unhurt.

Sammie and Ali had lost the trail and become disoriented. They had walked in circles, and then stopped to rest under some trees. At one point, they felt sure a large animal was nearby. “There was something out there looking at us,” Sammie remembers.

Hours went by. All the girls could do was hope someone would find them. Little did they imagine that the someone would be a golden retriever.

An hour after Maddee found them, the girls were back with their families. “When I saw my mom,” says Sammie, “I just burst out crying.” The girls were grateful to everyone who had searched for them and eager to put the nightmare behind them.

As for Maddee?

She was soon snug in her bed, awaiting her next mission.

This article was originally published in the September 2020 issue.

This article was originally published in the September 2020 issue.

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Step-by-Step Lesson Plan

Close Reading, Critical Thinking, Skill Building

Essential questions: What is the relationship between humans and dogs? How do authors create suspense? How can using multiple sources enhance your understanding of a topic?


1. PREPARING TO READ (10 minutes)

Do-Now: Solve a riddle. (5 minutes)

  • Post this riddle in your classroom or virtual hangout: I can smell whale poop. I come in many shapes and sizes. Americans spend billions of dollars on me every year. I sweat through my feet. I can run faster than you. What am I? Give students a few minutes to guess. Then invite students to share their responses. Finally, reveal the answer: a dog.
  • Alternative idea: If you’re meeting in a virtual classroom, invite students to introduce their dogs (or any pets) and share one fun fact about them.

Preview vocabulary. (5 minutes)

Share Vocabulary: Words and Definitions (available in your Resources tab) and review the words as a class. (Optionally, have students complete the practice activity for homework.) Highlighted words: acute, deployed, disoriented, elite, emit, innate, unfazed

Do-Now: Solve a riddle. (5 minutes)

  • Post this riddle in your classroom or virtual hangout: I can smell whale poop. I come in many shapes and sizes. Americans spend billions of dollars on me every year. I sweat through my feet. I can run faster than you. What am I? Give students a few minutes to guess. Then invite students to share their responses. Finally, reveal the answer: a dog.
  • Alternative idea: If you’re meeting in a virtual classroom, invite students to introduce their dogs (or any pets) and share one fun fact about them.

Preview vocabulary. (5 minutes)

Share Vocabulary: Words and Definitions (available in your Resources tab) and review the words as a class. (Optionally, have students complete the practice activity for homework.) Highlighted words: acute, deployed, disoriented, elite, emit, innate, unfazed

2. READING AND DISCUSSING (45 MINUTES)

  • Have a volunteer read the As You Read box on page 6 of the magazine or at the top of the digital story page.
  • Read the story once through as a class. Optionally, have students listen to the author read the story while they follow along. (The audio read-aloud is located in the Resources tab in Teacher View and at the bottom of the story page in Student View.) Differentiation: Share the lower-Lexile version of the article with any students who may need it.
  • Divide students into groups to read the story again and respond to the following close-reading questions. Tip: If you’re remote, you can have each group respond in a shared Google Doc or discuss the questions in their own chat rooms. A PDF of these questions and an Interactive version are both available in your Resources tab.

Close-Reading Questions

  1. What mood does author Lauren Tarshis create in the introduction? How does this mood help draw the reader into the article? (mood, author’s craft) The author creates a mood of fear and anxiety by immediately situating two girls in a real-life “nightmare.” She writes that they are “lost in the woods on a cold and rainy night.” This mood gets the reader emotionally involved in the story and makes the reader want to find out what happens.
  2. What does the section “Extraordinary Powers” contribute to the article? (text structure) The section contributes to the article by helping readers understand what makes search-and-rescue dogs effective: their sense of smell. The section explains how powerful a dog’s sense of smell can be and how dogs can detect individual scents among thousands of different smells. This section further contributes to the article by helping readers understand why Maddee was able to find Ali and Sammie.
  3. What idea is supported by the details about search-and-rescue dogs in other disasters (such as the earthquake in Haiti and the hurricane in Puerto Rico)? (author’s purpose) The author likely included these details to support her claim that search-and-rescue dogs have saved countless lives.
  4. What can the reader conclude from the information in the text feature “Dogs on the Job”? (text feature) The reader can conclude that dogs have been an important part of human life for thousands of years—and not simply as pets. They have helped humans get food, fight wars, tend to sheep, and more. In other words, dogs have been partners to humans for a very long time.
  5. What are some examples of figurative language—such as simile, metaphor, personification, and imagery—in the article? How does the figurative language affect the reading experience? (author’s craft, figurative language) Examples include: “The swiftly darkening woods swallowed her words” (p. 6); “Flashlights punctuated the darkness like giant fireflies. The blades of a helicopter thwacked the air overhead. Walkie-talkies crackled” (6); “The helicopter overhead made it almost impossible to hear. People were slipping and falling along the muddy trails” (9); and “Then two voices rose out of the darkness” (9). Students might offer that the figurative language makes the reading experience more interesting—that it helps the reader imagine scenes from the article or that it engages the reader’s imagination.
  6. How does the author create suspense throughout the article? (mood, author’s craft) The author creates suspense by taking the reader through the girls’ disappearance moment-bymoment, through the experiences of the people who were searching for them, so that the reader has no more information about what happened to the girls than their parents or any of the searchers did. In addition, the author includes sensory details about the darkness and wetness of the woods and the sounds of helicopter blades and walkie-talkies, which helps create a mood of tension and anxiety, heightening the suspense.
  • Watch the Beyond the Story video, which explores how search-and-rescue dogs are trained. Then have students respond to the Video Discussion Questions in groups or independently.
  • Share the following critical-thinking question with students and let them respond in small groups.

Critical-Thinking Question (5 minutes)

  1. Imagine that the editor wants to turn this article into a longer piece—the length of a chapter in a book. What additional information should be included? Answers will vary, but students might suggest additional information about the girls’ personalities and their friendship, as well as about their prior experience hiking in the woods; details about Maddee’s background and training; and more details about the girls’ experience while they were lost.
  • Have a volunteer read the As You Read box on page 6 of the magazine or at the top of the digital story page.
  • Read the story once through as a class. Optionally, have students listen to the author read the story while they follow along. (The audio read-aloud is located in the Resources tab in Teacher View and at the bottom of the story page in Student View.) Differentiation: Share the lower-Lexile version of the article with any students who may need it.
  • Divide students into groups to read the story again and respond to the following close-reading questions. Tip: If you’re remote, you can have each group respond in a shared Google Doc or discuss the questions in their own chat rooms. A PDF of these questions and an Interactive version are both available in your Resources tab.

Close-Reading Questions

  1. What mood does author Lauren Tarshis create in the introduction? How does this mood help draw the reader into the article? (mood, author’s craft) The author creates a mood of fear and anxiety by immediately situating two girls in a real-life “nightmare.” She writes that they are “lost in the woods on a cold and rainy night.” This mood gets the reader emotionally involved in the story and makes the reader want to find out what happens.
  2. What does the section “Extraordinary Powers” contribute to the article? (text structure) The section contributes to the article by helping readers understand what makes search-and-rescue dogs effective: their sense of smell. The section explains how powerful a dog’s sense of smell can be and how dogs can detect individual scents among thousands of different smells. This section further contributes to the article by helping readers understand why Maddee was able to find Ali and Sammie.
  3. What idea is supported by the details about search-and-rescue dogs in other disasters (such as the earthquake in Haiti and the hurricane in Puerto Rico)? (author’s purpose) The author likely included these details to support her claim that search-and-rescue dogs have saved countless lives.
  4. What can the reader conclude from the information in the text feature “Dogs on the Job”? (text feature) The reader can conclude that dogs have been an important part of human life for thousands of years—and not simply as pets. They have helped humans get food, fight wars, tend to sheep, and more. In other words, dogs have been partners to humans for a very long time.
  5. What are some examples of figurative language—such as simile, metaphor, personification, and imagery—in the article? How does the figurative language affect the reading experience? (author’s craft, figurative language) Examples include: “The swiftly darkening woods swallowed her words” (p. 6); “Flashlights punctuated the darkness like giant fireflies. The blades of a helicopter thwacked the air overhead. Walkie-talkies crackled” (6); “The helicopter overhead made it almost impossible to hear. People were slipping and falling along the muddy trails” (9); and “Then two voices rose out of the darkness” (9). Students might offer that the figurative language makes the reading experience more interesting—that it helps the reader imagine scenes from the article or that it engages the reader’s imagination.
  6. How does the author create suspense throughout the article? (mood, author’s craft) The author creates suspense by taking the reader through the girls’ disappearance moment-bymoment, through the experiences of the people who were searching for them, so that the reader has no more information about what happened to the girls than their parents or any of the searchers did. In addition, the author includes sensory details about the darkness and wetness of the woods and the sounds of helicopter blades and walkie-talkies, which helps create a mood of tension and anxiety, heightening the suspense.
  • Watch the Beyond the Story video, which explores how search-and-rescue dogs are trained. Then have students respond to the Video Discussion Questions in groups or independently.
  • Share the following critical-thinking question with students and let them respond in small groups.

Critical-Thinking Question (5 minutes)

  1. Imagine that the editor wants to turn this article into a longer piece—the length of a chapter in a book. What additional information should be included? Answers will vary, but students might suggest additional information about the girls’ personalities and their friendship, as well as about their prior experience hiking in the woods; details about Maddee’s background and training; and more details about the girls’ experience while they were lost.

3. SKILL BUILDING AND WRITING (20 MINUTES)

  • Have students complete Preparing to Write: Search-and-Rescue Dogs (available in your Resources tab) . This activity will help them organize their ideas in preparation for the writing prompt on page 9 in the printed magazine and at the bottom of the digital story page.
  • Alternatively, have students choose a culminating task from the Choice Board, a menu of differentiated activities. You can find it in your Resources tab.
  • Have students complete Preparing to Write: Search-and-Rescue Dogs (available in your Resources tab) . This activity will help them organize their ideas in preparation for the writing prompt on page 9 in the printed magazine and at the bottom of the digital story page.
  • Alternatively, have students choose a culminating task from the Choice Board, a menu of differentiated activities. You can find it in your Resources tab.
Text-to-Speech