Magic School Bus Inside the Earth Author: Joanna Cole Publisher: Scholastic Publishing ISBN:

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1 Magic School Bus Inside the Earth Author: Joanna Cole Publisher: Scholastic Publishing ISBN: Learning Objectives: The goal of this series of lessons is to give students the opportunity to explore what makes up the Earth under their feet in a fun, and familiar way that children can better understand. The students will, through teacher read aloud and scaffolded discussion of text dependent questions, recognize that content information is gleaned from careful reading and rereading of texts, vocabulary is learned from context, illustrations can be a key to author focus, and writing supports deeper understanding of what is read. Rationale: Magic School Bus Inside the Earth, was chosen to allow students to practice literary grade level standards with teacher guidance and support in 2 nd grade and will further facilitate discussions related to how rocks and soil make up the world beneath their feet. Reading Literature Task: The students will listen to the teacher read the text aloud in its entirety at least one time. Students will then, with teacher guidance, revisit chunks of the text to practice continually attempting to clarify the meaning of what they read and making inferences about the text. The teacher will ask questions and solicit student s ideas and thoughts to guide them through purposeful interaction with the text. The questions will focus on Key Ideas, Craft and Structure, Integration of Knowledge and Ideas. Speaking and Listening Task: Through the use of text dependent questions and then engaging in whole class discussion based on answers supported by the text, the students will engage in collaborative conversations that will deepen their understanding of key ideas that were presented in the text. Language: Vocabulary Task: Most of the meanings of the words in this text can be discovered from careful reading of the text or using the context of the surrounding text. Teachers will read and discuss selected words from the story and model how to figure out a word based on surrounding text and other strategies. In addition to teaching context clues, the text contains many Tier 2 and Tier 3 words that require explicit vocabulary instruction. Language: Conventions Task: A careful examination of the text will reinforce developing language as the teacher and students explore language and its conventions when writing, speaking, reading, and listening. Writing Task: Students will use informative or explanatory writing to write their own preamble to a class constitution or other classroom document. Marion County Unit of Study Link: Students will participate in this close reading read aloud as part of the 2 nd Grade Under My Feet Unit of Study. Students will use writing to summarize learning as they practice note taking skills at various intervals and engage in a culminating activity. Marion County Public Schools Revised: 2/12/2013 Page 1

2 Common Core Standards Addressed: Second Grade W.1.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.8 Recall information from experiences or gather information from provided or gather information from provided sources to answer a question. RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.4 Determine the meaning of words and phrases in a text relevant to grade 2 topic or subject area. RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.8 Describe how reasons support specific points the author makes in a text. RF.4 Read with sufficient accuracy and fluency to support comprehension. SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (2.SL.1.a / 2.SL.1.b / 2.SL.1.c) SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (2.L.1.a / 2.L.1.b / 2.L.1.c / 2.L.1.d / 2.L.1.e / 2.L.1.f) L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.4 Demonstrate or clarify the meaning of unknown and multiple meaning words and phrases based on grade 2 reading and content, choosing flexibility from an array of strategies. (2.L.4.a / 2.L.4.b / 2.L.4.c / 2.L.4.e) Social Studies Next Generation Sunshine State Standards SC.2.E.6.1 Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. SC.2.E.6.2 Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. SC.2.E.6.3 Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. SC.2.N.1.2 Compare the observations made by different groups using the same tools. SC.2.N.1.3 Ask How do you know? in appropriate situations and attempt reasonable answers when asked the same questions by others. SC.2.N.1.5 Distinguish between empirical observation (what you hear, see, feel, smell or taste) and ideas or inferences (what you think). Marion County Public Schools Revised: 2/12/2013 Page 2

3 Vocabulary List: Vocabulary in the story is critical to the students understanding of the text although the amount of focus on each word should vary. Tier 2 words are more abstract, likely to be encountered in a variety of situations and could have different meanings depending on the context. These words deserve more attention in the context and in daily vocabulary instruction and use. Tier 3 words in the text are more concrete and can quickly be told or pointed out with respect to the illustrations so the student can make meaning of the context and text. They do not need extensive focus. The student friendly definitions for the words below were found at Tier 2 words: wonder: (verb) to want to know or be curious about specs: (noun) a tiny bit or particle collect: (verb) to gather things together field: (noun) an area of special activity or interest shell: (noun) a hard, or somewhat hard, natural structure that surrounds and protects something crust: (noun) the outer layer of the Earth, another planet, or a moon layer: (noun) a section of something that alternates with a different material from top to bottom soil: (noun) the top layer of the earth s surface pressed: (verb) to bear down on with pressure or force pitch black: (adj.) completely black or deep black boring: (noun) the act or process of making a hole or other opening with a drill or similar tool sprouted: (verb) to grow rapidly pressure: (noun) a steady force upon a surface tunnel: (noun) an underground passageway Tier 3 words: masses: (noun) size or bulk minerals: (noun) a substance formed in the earth that is not of an animal or a plant jackhammers: (noun) a hand held device powered by compressed air, used to drill rock, cement, or the like; pneumatic drill sediment: (noun) solid material that settles to the bottom of a liquid sedimentary: (noun) type of rock formed from sediment fossil: (noun) the remains or trace of a living animal or plant from a long time ago stalagmite: (noun) a rock formation that looks like a cone and is built upward from the floor of a cave, formed by dripping water that contains tiny invisible bits of limestone stalactite: (noun) a rock formation that looks like an icicle and hangs from the roof of a cave, formed by dripping water that contains tiny invisible bits of limestone metamorphic: (adj.) showing or related to changes in the structure of rock igneous: (adj.) having to do with rocks formed by a volcano or other source of great heat mantle: (noun) the layer of the earth that lies between the crust and the core volcano: (noun) an opening in the earth's crust through which melted rock, ash, and gases are forced out lava: (noun) hot, melted rock that erupts from a volcano Marion County Public Schools Revised: 2/12/2013 Page 3

4 Reminders: It is important that the text remains the expert, not the teacher. All answers to questions must be supported with specific text sections or selections. Students must be asked to support their claims by giving specific text sections to justify their answers. Collaborative discussion and processing is an important piece of this lesson. Ask students to share with partners their thoughts and ideas, and then ask them to share out their answer. When possible, the teacher should ask a question, allow partners to discuss an answer that they can support with the text, then allow them to answer. Subsequent partners should be allowed to share additional justified answers before the teacher moves to the next question. The goal is for deep understanding of text and not rushing through the text. Lessons should be completed over the course of SEVERAL days. Reading a book to a class once is not sufficient to really enjoy the text and to understand the deeper meanings of the text. When possible, allow students to see the text during the discussion. If each student cannot have his/her own copy, or even share with a partner, the teacher should display the pages so all the students have exposure to the text during discussions. Have the text available to students when it is not being discussed so that they can explore the text independently as their confidence with the text improves and their understanding deepens. You will find students returning for multiple reads of this text independently. Do not front load the text prior to the first read, and do not front load any assignments. It is important that students discover and develop answers on their own or through collaborative discussion with peers. Marion County Public Schools Revised: 2/12/2013 Page 4

5 Lesson Sequence: Day 1: Read the story aloud to students straight through with very little discussion. When the story is over, ask the students to turn and talk to their partners about how they liked or disliked the story. Ask students to support their statements with specific examples in the text. After a short time, have students that are willing share their discussion points. (Note: The teacher should not share his/her opinion about the story, as students need to use their own judgment.) Day 2 and beyond (varies): Revisit specific sections of text for the various lesson points listed below. Student responses and behaviors should be noted so that the discussion activities do not last too long for their age and attention span. Make note which activities were completed each day, so that the other lesson discussions can be complete on subsequent days. (Note: Not all discussion lessons need to be completed. In addition, discussions do not need to follow a specific sequence.) Final Day: Introduce and complete one of the cumulative writing activities listed below. Conclusion / Cumulative Writing Activity Options: Which rock am I? 1. Give each student a rock or have them bring in a rock from home. 2. Students will create a list of adjectives to describe their rocks. 3. Divide the list into adjectives that describe size, shape, color, etc. 4. Have students create a riddle using the rocks features. Example: I am soft and crumbly, I am white, and sometimes you see fossils in me. Which rock am I? 5. Read riddles in small or whole group. Creative Writing: 1. Give each student a rock or have them bring in a rock from home. 2. Remind them of how some rocks have been around millions of years. Also review or remind them of our previous units of study on the history of our nation. 3. Have them make up a story about the history of their rock. Some questions to help get them started would be: Where did the rock come from? Another country? Could it have been the favorite rock of a Native American? Could it have been used as a trade for goods? Was it a lucky rock for someone? Did the rock remind an immigrant of the home country? Opinion Writing: 1. After reading the book, go over the rocks discussed in the story. 2. Have students choose one of the rocks to write about. 3. Use the following prompt or one of your own choosing: If I were a rock, I would choose to be. 4. Have students support their choice through details from the book or through additional research. Marion County Public Schools Revised: 2/12/2013 Page 5

6 The Magic School Bus Inside the Earth by Joanna Cole Scholastic Publishing ISBN: Text under Discussion Note: This book has an abundance of talking bubbles on each page. These have not been included in this retyping, but can be read to students. The notebook paper information IS included and should be read to the students. Page 7 In Ms. Frizzle s class we had been learning about animals homes for almost a month. We were pretty tired of it. So everyone was happy when Ms. Frizzle announced, Today we start something new. Page 8 Guiding Questions for Students Page 7 What would cause the students to be tired of learning about animals homes? Page 8 We are going to study about our earth! said Ms. Frizzle. She put us to work writing reports about earth science. And for homework, she said, each person must find a rock and bring it to school. Page 9 But the next day, almost everyone had some excuse. NB: Where do rocks come from? By Wanda Most of the earth is made of great masses of rock. The small rocks that we collect are just pieces that broke off from these huge masses. Page 10 Only four people had done the homework. And Phil is the only one who found a real rock. Page 9 If small rocks are just pieces of larger rocks, is the Earth just one big rock with a bunch of pieces broken off? Page 10 Why do you think the other students didn t do their homework? Marion County Public Schools Revised: 2/12/2013 Page 6

7 Page 11 I guess we ll have to go on a field trip and collect rocks. said Ms. Frizzle. Page 11 How do you think different minerals get into the same rock? NB: What are rocks made of? By Tim, Rocks are made of minerals. Sometimes you see tiny specks of different colors in a rock. Sometimes you see shiny specks. These different specks are the different minerals that make up the rock. Page 12 You never know what will happen on a trip with Ms. Frizzle. Her new dress was a trip in itself. At first the old school bus wouldn t start. But finally we were on our way. Page 13 Page 12 Why would the author call Ms. Frizzle s dress a trip in itself? Page 13 When we came to the field, all the kids wanted to get out of the bus. But suddenly, the bus began to spin like a top. That sort of thing doesn t happen on most class trips. Page 14 When the spinning finally stopped, some things had changed. We all had on new clothes. The bus had turned into a steam shovel. And there were shovels and picks for every kid in the class. Start digging! yelled Ms. Frizzle. And we began making a huge hole right in the middle of the field. Page 14 In the story, why would the author make the bus spin as part of the field trip? Does it add anything to the story? NB: The Earth s Crust by John, The outside of the earth is a shell of hard rock and soil. This shell is called the earth s crust. Marion County Public Schools Revised: 2/12/2013 Page 7

8 Page 15 NB: What is soil? By Florrie, Soil is made of ground-up rock, mixed with clay, bits of dead leaves, sticks, and small pebbles. Without rock there would be not soil for plant and trees to grow in. Page 16 Before long CLUNK! we hit rock. The Friz handed out jackhammers. We began to break through the hard rock. NB: There is always rock under you, by Shirley Most of the rock in the earth s crust is covered with soil or water. But if you dig deep enough, you will find the rock. Wherever you are standing or walking or floating on earth there is rock under you. Page 17 Page 15 Do you think all soil has the same mixture of ingredients? Page 16 Why did the author use the word CLUNK when they hit rock? Could she have used another word? Does it make the story more or less interesting? Page 17 Hey, these rocks have stripes, said a kid. Ms. Frizzle explained that each stripe was a different kind of rock. Page 18 Page 18 We chipped off pieces of the rocks for our class rock collection. These rocks are called sedimentary rocks, class, said Ms. Frizzle. There are often fossils in sedimentary rocks. NB: How Rock Layers are Formed by Molly, Millions of years ago, wind blew dust and sand into lakes and oceans. The dust and sand settled to the bottom in layers called sediment. Seashells formed in layers of sediment, too. Over time, the layers hardened into the sedimentary rock we see today. Why doesn t the author just write the facts about rocks in the story instead of putting them on the notebook paper? NB: An Earth Science Word by Dorothy Ann, Sedimentary comes from a word that means to settle. Marion County Public Schools Revised: 2/12/2013 Page 8

9 Page 19 Page 19 NB: Why There are Fossils in Rock Layers, by Phoebe Sometimes a prehistoric plant or animal died and was buried in layers of mud, sand, or crushed shells. Then it turned to rock along with the layers. It became a fossil. Page Wouldn t you know it? Just when we were finding lots of fossils, Ms. Frizzle said, Back on the bus, kids. Then as we were driving along, we heard rock crumbling underneath us. Down we went. Everything was pitch black. And we were falling, falling, falling! Page 22 We landed with a bump. Ms. Frizzle switched on the headlights. We had fallen through a hole into a huge limestone cave. Rain water has been dripping down through the earth for ages, said Ms. Frizzle. The water wore away this cave in the rock. Page 23 Page Has there ever been a time when something unexpected has happened to you? Page 22 Would you want to explore a cave? Page 23 We wanted to stay for a while, but suddenly, the bus sprouted a drill. It started boring through the rock. Frizzie shouted, Follow that bus! And down we went. NB: How Stalagmites and Stalactites are Formed, by Phil Shapes that look like cones and icicles are formed in caves by dripping water that contains tiny invisible bits of limestone. If something is invisible, how do you know for sure it is there? NB: How to Remember Which is Which: The word stalagmite has a g for ground. The word stalactite has a c for ceiling. Marion County Public Schools Revised: 2/12/2013 Page 9

10 Page The farther down we went, the hotter it got. The rocks were harder, too. These are rocks that were changed from one kind to another kind by heat and pressure, explained The Friz. Rocks that were changed are called metamorphic rocks. NB: Another Earth Science Word by Dorothy Ann, Metamorphic comes from a word that means to change. Page 26 We went down even farther toward the center of the earth. We hit rock that was formed billions of years ago from a pool of melted rock under the earth s surface. Rock like this is called igneous rock. NB: How Igneous rocks were Formed by Michael, Melted rock can push up through cracks in the earth s crust. When the melted rock cools and hardens, it is called igneous rock. Page The author has used several different names when referring to Ms. Frizzle. Why would she do that? Are you every referred to by different names? (nicknames) Page 26 In the story the further down inside the earth the class went, the rocks changed. Why do you think that happens? How do we know those rocks were formed billions of years ago? NB: Still Another Earth Science Word b Dorothy Ann, Igneous comes from a word that means fire. The heat inside the earth is like fire. It can melt rocks. Page 27 Page 27 We had dug all the way through the earth s crust. It was so hot now that Ms. Frizzle told us to get back on the bus. Page 28 She stepped on the gas and the bus started really drilling. Soon we were actually inside the earth. It was hot, hot, hot! And it got hotter and hotter as we zoomed toward the center. Page 28 If you are under ground and further away from the sun, why would it get hotter the further down inside the earth the class went? Marion County Public Schools Revised: 2/12/2013 Page 10

11 Page 29 We were glad when Ms. Frizzle headed out again. We reached the earth s crust and drove straight up through a tunnel of black rock. It was great to see the sky. Page 29 Why would the children be glad to be headed out? Do you think they trust Ms. Frizzle? NB: What is Inside the Earth by Ralph, Under the earth s crust there are pockets of melted rock. Below this is the mantle, made of solid hot rock. The outer core is liquid metal and the very center of the earth, the inner core, is a ball of solid metal. Page 30 Then we looked around. We had come out on an island in the middle of the ocean! Isn t this wonderful, class? said Frizzie. We ve driven right up on a volcanic island! It didn t look like much. But if Ms. Frizzle was right, the whole island was one big volcano! Page 30 How can there be a volcano in the middle of the ocean? Would it be called an island? Or would it be called a volcano in the middle of the ocean? NB: What is a Volcano? By Rachel A volcano is an opening in the earth s crust where melted rock can flow out. Volcanoes come in different shapes: cinder cone volcano, composite volcano and shield volcano. Page 31 We were nervous, but Ms. Frizzle made us collect some rocks. She said they had all hardened from melted rock that had come out of the volcano. Then suddenly, we heard rumblings from below. Page 31 Would all the rocks that formed from the lava coming out of the volcano be the same? Marion County Public Schools Revised: 2/12/2013 Page 11

12 Page 32 We scrambled into the bus. The Friz turned the ignition key and stepped on the gas. Nothing happened. The bus would not start! We thought we were goners! Page 32 What do you think the author meant when she used the phrase We thought we were goners? NB: Volcanoes Make New Land by Arnold, The material that comes out of a volcano is melted rock called lava. When lava cools, it hardens into new rock. In time, soil forms on the rock and plants can grow. Page 33 Red-hot lava came streaming out of the volcano. Some of it shot into the air like a fountain. Some of it flowed over the land like a river. Our bus went along with it right into the sea. Page 34 Page 33 Why did the lava come out of the volcano in different ways? Page 34 When the red-hot lava hit the water, it made a huge cloud of steam. All we could see was white. We seemed to be rising with the steam and floating along. No one knows how long we floated in the cloud Page 35 Page 35 But when it finally cleared, we were back in the school parking lot. Page 36 It had been a weird trip, but we did get a great rock collection for our classroom. Page 36 Do you think this was a weird trip? Would you want to take this trip? Why or why not? Marion County Public Schools Revised: 2/12/2013 Page 12