Developed by North Carolina Teachers

for North Carolina Classrooms

Teacher HandbookGrade 3

We wish to thank the following teachers of Sardis Elementary Schoolin Monroe, North Carolina, for their contribution to this program.A team of expert teachers, led by Teri Marsh, Literacy Specialist,first reviewed hundreds of books and selected those that best sup-

ported North Carolina’s Standard Course of Study Objectives for Science.They created lesson plans that focused on science content and guided read-ing skills and then tried them out in their classrooms.

KINDERGARTEN

Kelly Hughes Kristin Hilkert

GRADE ONE

Dee Cochran Andi Matysek

GRADE TWO

Jerilyn Hilse Jodi Osborn

GRADE THREE

Kim Parker Caron Wickline

GRADE FOUR

Amy Sutton Michele Martin

GRADE FIVE

Debbie Lipscomb Jodi Hindes

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CONTENTS. . . . . . . . . . . . . . . . The North Carolina Science and Reading Kits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5The Importance of Nonfiction Text in the Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How the Books Were Selected . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Using the Science Kits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Read-Aloud and Guided Reading Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9North Carolina Standard Course of Study: Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10North Carolina Standard Course of Study: Language Arts. . . . . . . . . . . . . . . . . . . . . . . . 12The Teaching Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

GOAL 1: The learner will conduct investigations and build an understanding of plantgrowth and adaptations.

Cactus Hotel by Brenda Guiberson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Objectives: 1.02, 1.03/Guided Reading

Desert Giant by Barbara Bash . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Objectives: 1.02, 1.03/Guided Reading

From Acorn to Oak Tree by Jan Kottke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Objective: 1.03/Guided Reading

From Seed to Plant by Gail Gibbons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Objectives: 1.03, 1.05, 1.06/Guided Reading

The Magic School Bus Gets Planted adapted by Lenore Notkin . . . . . . . . . . . . . . . . . . . . . 24Objective: 1.02/Guided Reading

Peanuts by Claire Llewellyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Objective: 1.03/Read Aloud

Plant Life by Peter Riley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Objectives: 1.01, 1.05, 1.06/Read Aloud

The Reason for a Flower by Ruth Heller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Objective: 1.05/Guided Reading

Saguaro Cactus by Paul and Shirley Berquist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Objectives: 1.02, 1.03/Guided Reading

GOAL 2: The learner will conduct investigations to build understanding of soil properties.

The Magic School Bus Meets the Rot Squad adapted by Linda Beech . . . . . . . . . . . . . . . . . 34Objective: 2.05/Read Aloud

GOAL 3: The learner will make observations and use appropriate technology tobuild an understanding of the earth/moon/sun system.

A Book About Planets and Stars by Betty Polisar Reigot . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Objective: 3.02/Guided Reading

Can You Hear a Shout in Space? by Melvin and Gilda Berger . . . . . . . . . . . . . . . . . . . . . . . 38Objective: 3.01/Guided Reading

CONTENTSc o n t i n u e d . . . . . . . . . . . . . . . . . .Constellations by Paul P. Sipiera . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Objective: 3.02/Guided ReadingThe Earth in Space by Peter Riley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Objectives: 3.01, 3.02, 3.03, 3.05/Read AloudThe Magic School Bus Lost in the Solar System by Joanna Cole and Bruce Degen . . . . . . . . 44

Objective: 3.02/Read AloudThe Magic School Bus Sees Stars adapted by Nancy White . . . . . . . . . . . . . . . . . . . . . . . . 46

Objective: 3.02/Guided ReadingThe Moon by Carmen Bredeson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Objectives: 3.02, 3.05/Guided ReadingPostcards from Pluto by Loreen Leedy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

Objective: 3.02/Guided ReadingSeeing Stars by Rosanna Hansen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Objective: 3.02/Guided Reading The Solar System by Carmen Bredeson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Objective: 3.02/Guided ReadingStargazers by Gail Gibbons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Objectives: 3.02, 3.06/Guided Reading

GOAL 4: The learner will conduct investigations and use appropriate technology tobuild an understanding of the form and function of the skeletal and musclesystems of the human body.

Bones! All Kinds of Hands, All Kinds of Feet by Rosanna Hansen . . . . . . . . . . . . . . . . . . . . . 58Objectives: 4.01, 4.02/Guided Reading

Me and My Amazing Body by Joan Sweeney . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Objectives: 4.01, 4.02, 4.05/Guided Reading

Muscles by Seymour Simon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Objective: 4.05/Read Aloud

Outside and Inside You by Sandra Markle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Objectives: 4.01, 4.02, 4.03, 4.04, 4.05/Guided Reading

The Search for the Missing Bones by Eva Moore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Objective: 4.02/Guided Reading

Skeletons! Skeletons! All About Bones by Katy Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Objective: 4.02/Guided Reading

Blackline Masters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

The North Carolina Science and Reading Kits for kindergarten throughgrade five is a unique program designed to teach standards-basedscience content and build reading skills.The program was createdby a team of experienced North Carolina elementary schoolteachers who saw an opportunity to use nonfiction and fictiontrade books as a means of supplementing their science curriculum.

The teachers selected Scholastic trade books that supported the goals andobjectives of the North Carolina Standard Course of Study for Science. Oncethe books were reviewed and approved, teaching planswere developed that not only addressed the science con-tent of each book but also targeted essential reading skillsusing a guided reading approach.The reading skills in eachlesson support the goals and objectives of the StandardCourse of Study for Language Arts.The teachers then tookthe instruction one step further by providing cross-curric-ular activities that applied the content to writing, vocabu-lary development, math, social studies, and technology.The result is an exciting new, multipurpose program that:

NORTH CAROLINA SCIENCEand READING KITS

■ Maximizes instructional time Providingtime for content-area instruction is a chal-lenge, especially in elementary classroomswhere the teaching of reading skills is ofprimary importance. With the NorthCarolina Science and Reading Kits teach-ers can meet science standards within thereading block while teaching reading skillsthat meet the language arts standards.

■ Ensures that science instruction meetsthe needs of all students The readabilityof most science textbooks is on or abovegrade level, which makes them inaccessi-ble to students reading below grade level.The books in the North Carolina Scienceand Reading Kits represent a range oflevels so that all students have access totext that they can read with instructionalsupport from the teacher.

■ Enriches existing science programs andkits The engaging, leveled books andinstructional plans of the North CarolinaScience and Reading Kits add an extradimension to classroom science instruc-tion and can be easily adapted to sciencetextbook programs or skills kits.

■ Expands classroom libraries with high-quality nonfiction books Researchincreasingly supports the need for moreaccess to nonfiction books in elementaryschool classrooms. Each North CarolinaScience and Reading Kit includes 132nonfiction leveled books that will capturestudents’ attention and are appropriate forindependent reading as well as for scienceinstruction.

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6

The Importance of NonfictionText in the Classroom

There are many compelling reasons toinclude nonfiction books in class-room libraries and instructional pro-

grams and to introduce them at earliergrades.As students move through thegrades,“reading to learn” becomes amajor focus inschool (Chall,1983). Students areexpected to learnby reading text-books, referencematerials, andother informationalsources such as theInternet.As theyprogress throughhigh school and college, they willencounter increasingly more difficult texts.Introducing them to nonfiction as early aspossible can only help them succeed lateron in both their academic and adult lives.

Although students’ first encounters withreading are often fiction in the form of storiesand chapter books, most of the reading theywill do as adults involves nonfiction.Think ofwhat you read everyday: newspapers, lessonplans, textbooks, forms, reports, instructions,lists, signs, even recipes—these are all nonfic-tion.According to one study 96% of the infor-mation on the Internet is nonfiction (Kamil &Lane, 1998).

Children, like adults, have different prefer-ences in what they choose to read. Some likefiction, while others prefer nonfiction, and

some have no preference. For those childrenwho prefer nonfiction, including more infor-mational books in classroom libraries mayimprove attitudes toward reading (Caswell &Duke, 1998). One reason that many childrenmay prefer nonfiction text is that it answerstheir questions about the world. Children aremore motivated when they are reading forthe purpose of answering questions that areof interest to them. And when children arereading something that interests them theirreading is likely to improve (Schiefele, Krapp,& Winteler, 1992).

How the Books Were Selected

For the North Carolina Science andReading Kits the teachers reviewedhundreds of nonfiction, and some

fiction, trade books before selecting thetitles for each grade. Each title and collec-tion was carefully evaluated based on thefollowing criteria:■ All books must be age-appropriate and

engaging for the intended learner.

■ The content of the book must meet at leastone, and ideally more than one, of theobjectives of the North Carolina StandardCourse of Study for Science.

■ The book must support at least one of theobjectives of the North Carolina StandardCourse of Study for Language Arts.

■ The grade-level collection must includebooks at a variety of reading levels.

Kindergarten and grade one each have 42titles, and grades two, three, four, and fiveeach have 27 titles. Each grade-level collec-tion contains a combination of single titlesfor reading aloud and multiple copies forguided reading for a total of 132 books.

TEACHING WITH TRADE BOOKS

7

Using the Science Kits The program is designed to be flexible sothat it can meet the requirements of avariety of instructional plans and class-room configurations.

As mentioned earlier, in elementary class-rooms teaching reading skills is of primaryimportance and finding time for content- areainstruction is a challenge.The North CarolinaScience and Reading Kits help to solve thisdilemma by teaching the science content ofthe books through a guided reading approach.

The Books

The books in the collection wereselected for either reading aloud orguided reading.The read-aloud books

are meant to be read by the teacher tothe whole group. Books were selected forthis category for several reasons:■ they are particularly engaging or interest-

ing and are well suited for introducing anew science topic that the whole classwill study;

■ the content and vocabulary are unfamiliarand need explanation;

■ the reading level is more difficult and thetext is more accessible when read aloudand discussed as a group.

The majority ofbooks, especially inthe upper grades,are appropriate forguided reading insmall groups. Thechart on page 9 liststhe read-aloud andguided reading titlesfor grade three.

The Teaching PlansThere is a teachingplan for each book inthe collection.Theteaching plans areorganized accordingto the science goaleach book supports.The books are listedin alphabetical orderunder each goal, andthe objectives cov-ered are also noted.

The lessons can be taught in any order.Books can be used to supplement or extendscience instruction from textbooks or skillkits. Books on the same topic may be intro-duced together so students can learn about atopic in depth or compare and contrast infor-mation from different sources.

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Teaching the Lesson

The teaching plans follow the samegeneral format for both read-aloudand guided reading instruction.The

lesson begins with an introduction to thebook and the topic. Depending on thetopic and whether it is being exploredfor the first time or whether students arefamiliar with it, this can include:■ a discussion of the main topic of the book

with the teacher eliciting students’ priorknowledge or relevant experiences;

■ introduction of new or unfamiliar vocabu-lary that is essential to understanding thetopic;

■ drawing attention to special text featuressuch as photographs, diagrams, graphs, time-lines, sidebars, glossaries and indexes thathelp make the text accessible to readers;

■ encouraging students to predict whatthey will learn from the book; and

■ instructions for important questions orideas to pay attention to while reading oractivities to complete.Once the book has been introduced, stu-

dents are ready to listen or read the book ontheir own. For guided reading lessons, stu-dents should read the whole text or a partic-ular section assigned by the teacher. Readingmay be oral or silent depending on the read-ing skill and level of the group. As studentsread the teacher can observe, offering sup-port when necessary.This is also a good timeto focus on new vocabulary and decodingskills such as consonant blends, inflectionalendings, or compound words.

After students finish reading, discuss themain idea of the text, following up on ques-tions or predictions students made about the

book earlier. Group activities such as fillingout a K-W-L chart should be completed at thistime. Follow-up activities to be completed byindividuals, partners, or the whole groupreinforce the science topic or focus on spe-cific reading skills. Students should beencouraged to revisit the text as they com-plete these activities.

Extending the Lesson

These activities apply the science con-tent of the books to math, social stud-ies, writing, vocabulary development,

and technology.Additional science activities are also

included here.Written by North Carolina teach-ers, these activities are grade appropriate andsupport the content-area curricula for math,social studies, and writing. Many of the tech-nology activities list specific Web sites.You maywant to preview these before allowing stu-dents to access them to ensure that the contentis appropriate and that the site is operational.

Blackline Masters

Blackline masters for many of thelessons are included at the end ofthe teacher’s handbook.

Some of these are specific to a particularbook or lesson, but many, such as idea webs,Venn diagrams, or data recording sheets forexperiments, are generic and can be used formultiple lessons.

Classroom LibrariesA list of additional nonfiction books on

grade-level science topics is included forteachers who want to expand their classroomlibraries.The books are leveled for independ-ent reading.

TEACHING WITH TRADE BOOKS

9

READ-ALOUD and GUIDED READING Books—Grade ThreeTitle Author Readabilty Levels

READ-ALOUD BOOKSThe Earth in Space 34-38 P 830LThe Magic School Bus Lost in the Solar System 34-38 P 480LThe Magic School Bus Meets the Rot Squad 34-38 P 470LPeanuts 18-20 KPlant Life 34-38 O 880LMuscles 34-38 O 1030L

GUIDED READING BOOKSBones! All Kinds of Hands, All Kinds of Feet 18-20 K 530LA Book About Planets and Stars 32 O 760LCactus Hotel 18-20 K 790LCan You Hear a Shout in Space? 34-38 NR 770L Constellations 30 N 760LDesert Giant 24-28 L 980LFrom Acorn to Oak Tree 14 H BRFrom Seed to Plant 30 N 660LThe Magic School Bus Gets Planted 34-38 P 530LThe Magic School Bus Sees Stars 34-38 P 580LMe and My Amazing Body 24-28 M 710LThe Moon 14 H 560LOutside and Inside You 730LPostcards from Pluto 34-38 P 490LThe Reason for a Flower 34-38 PSaguaro Cactus 30 N 840L The Search for the Missing Bones 34-38 P 550LSeeing Stars 30 N 660LSkeletons! Skeletons! All About Bones 34-38 O 630LThe Solar System 16 I 490LStargazers 34-38 O 640L

DRA™ GRL Lexile®

Leveling information is not currently available for all books. Check www.scholastic.com for updates.

10

GOALS AND OBJECTIVES

1.01 Observe and measure how thequantities and qualities of nutrients, light,and water in the environment affect plantgrowth.

1.02 Observe and describe howenvironmental conditions determine howwell plants survive and grow in aparticular environment.

1.03 Investigate and describe how plantspass through distinct stages in their lifecycle including growth, survival, andreproduction.

1.04 Explain why the number of seeds aplant produces depends on variables suchas light, water, nutrients, and pollination.

1.05 Observe and discuss how beespollinate flowers.

1.06 Observe, describe and recordproperties of germinating seeds.

SCIENCE COMPETENCY GOAL 1: The learner will conduct investigations and build anunderstanding of plant growth and adaptations.

Science Curriculum

The focus for third grade students is on identifying systems and patterns in sys-tems. Systems are the units of investigations.A system is an interrelated group ofobjects or components that form a functioning unit. Students learn to identify

portions of a system to facilitate investigation. Systems have boundaries, components,resources, flow and feedback. Guide student learning to continue to emphasize the uni-fying concepts previously introduced including evidence, explanation, measurement,order, organization, and change as well as the introduction at grade three of systems.The strands provide a context for teaching the content goals.

STRANDS: Nature of Science, Science as Inquiry, Science and Technology, Science inPersonal and Social Perspectives

2.01 Observe and describe the propertiesof soil: color, texture, capacity to holdwater.

2.02 Investigate and observe thatdifferent soils absorb water at differentrates.

2.03 Determine the ability of soil to supportthe growth of many plants, including thoseimportant to our food supply.

2.04 Identify the basic components ofsoil: sand, clay, humus.

2.05 Determine how composting can beused to recycle discarded plant andanimal material.

2.06 Determine the relationship betweenheat and decaying plant matter in acompost pile.

SCIENCE COMPETENCY GOAL 2: The learner will conduct investigations to buildunderstanding of soil properties.

11

3.01 Observe that light travels in astraight line until it strikes an object andis reflected and/or absorbed.

3.02 Observe that objects in the sky havepatterns of movement including the sun,moon, stars.

3.03 Using shadows, follow and recordthe apparent movement of the sun in thesky during the day.

3.04 Use appropriate tools to makeobservations of the moon.

3.05 Observe and record the change inthe apparent shape of the moon from dayto day over several months and describethe pattern of changes.

3.06 Observe that patterns of stars in thesky stay the same, although they appearto move across the sky nightly.

SCIENCE COMPETENCY GOAL 3: The learner will make observations and useappropriate technology to build an understanding of the earth/moon/sun system.

4.01 Identify the skeleton as a system ofthe human body.

4.02 Describe several functions of bones:support, protection, locomotion.

4.03 Describe the functions of differenttypes of joints:hinge,ball and socket, gliding.

4.04 Describe how different kinds ofjoints allow movement and compare thisto the movement of mechanical devices.

4.05 Observe and describe how musclescause the body to move.

SCIENCE COMPETENCY GOAL 4: The learner will conduct investigations and useappropriate technology to build an understanding of the form and function of the skeletaland muscle systems of the human body.

English Language Arts Curriculum STRANDS: Oral Language,Written Language, and Other Media/Technology

1.01 Apply phonics and structuralanalysis to decode words (e.g., roots,suffixes, prefixes, less common vowelpatterns, syllable breaks).

1.02 Apply meanings of common prefixesand suffixes to decode words in text toassist comprehension.

1.03 Integrate prior experiences and allsources of information in the text (grapho-phonic, syntactic, and semantic) whenreading orally and silently.

1.04 Increase sight vocabulary, readingvocabulary, and writing vocabulary

through wide reading; word study;listening; discussion; book talks; bookclubs; seminars; viewing; role play;studying author’s craft.

1.05 Use word reference materials (e.g.,dictionary, glossary) to confirm decodingskills, verify spelling, and extendmeanings of words.

1.06 Read independently daily from self-selected materials (consistent with thestudent’s independent reading level) toincrease fluency; build backgroundknowledge; extend vocabulary.

LANGUAGE ARTS COMPETENCY GOAL 1: The learner will apply enabling strategies andskills to read and write.

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PAGE HED

3.01 Respond to fiction, nonfiction,poetry, and drama using interpretive,critical, and evaluative processes byconsidering the differences amonggenres; relating plot, setting, andcharacters to own experiences and ideas;considering main character’s point ofview; participating in creativeinterpretations; making inferences anddrawing conclusions about charactersand events; reflecting on learning, gainingnew insights, and identifying areas forfurther study.

3.02 Identify and discuss similarities anddifferences in events, characters,concepts and ideas within and across

selections and support them byreferencing the text.

3.03 Use text and own experiences toverify facts, concepts, and ideas.

3.04 Make informed judgments abouttelevision productions.

3.05 Analyze, compare and contrastprinted and visual information (e.g.,graphs, charts, maps).

3.06 Conduct research for assigned andself-selected projects (with assistance)from a variety of sources (e.g., print andnon-print texts, artifacts, people, libraries,databases, computer networks).

LANGUAGE ARTS COMPETENCY GOAL 3: The learner will make connections throughthe use of oral language, written language, and media and technology.

2.01 Use metacognitive strategies tocomprehend text (e.g., reread, readahead, ask for help, adjust reading speed,question, paraphrase, retell).

2.02 Interact with the text before, during,and after reading, listening, or viewing bysetting a purpose; previewing the text;making predictions; asking questions;locating information for specificpurposes; making connections; usingstory structure and text organization tocomprehend.

2.03 Read a variety of texts, includingfiction (short stories, novels, fantasies,fairy tales, fables); nonfiction(biographies, letters, articles, proceduresand instructions, charts, maps); poetry(proverbs, riddles, limericks, simplepoems); drama (skits, plays).

2.04 Identify and interpret elements offiction and nonfiction and support by

referencing the text to determine theauthor’s purpose; lesson and/or message;plot; conflict; sequence; resolution; mainidea and supporting details; cause andeffect; fact and opinion; point of view(author and character); author’s use offigurative language (e.g., simile, metaphor,imagery).

2.05 Draw conclusions, makegeneralizations, and gather support byreferencing the text.

2.06 Summarize main idea(s) fromwritten or spoken texts using succinctlanguage.

2.07 Explain choice of reading materialscongruent with purposes (e.g., solvingproblems, making decisions).

2.08 Listen actively by facing the speaker;making eye contact; asking questions toclarify the message; asking questions togain additional information and ideas.

LANGUAGE ARTS COMPETENCY GOAL 2: The learner will apply strategies and skillsto comprehend text that is read, heard, and viewed.

GOALS AND OBJECTIVES

13

4.01 Read aloud grade-appropriate textwith fluency, comprehension, andexpression.

4.02 Use oral and written language topresent information in a sequenced,logical manner; discuss; recount andnarrate; explain own learning; sustainconversation on a topic; reportinformation on a topic; share informationand ideas; answer open-ended questions.

4.03 Share written and oral products in avariety of ways (e.g., author’s chair, bookmaking, publications, discussions,presentations).

4.04 Use planning strategies (withassistance) to generate topics and toorganize ideas (e.g., drawing, mapping,discussing, listing).

4.05 Identify (with assistance) thepurpose, the audience, and the appropriateform for the oral or written task.

4.06 Compose a draft that conveys majorideas and maintains focus on the topic byusing preliminary plans.

4.07 Compose a variety of fiction,nonfiction, poetry, and drama selectionsusing self-selected topics and forms (e.g.,poems, simple narratives, short reports,learning logs, letters, notes, directions,instructions).

4.08 Focus reflection and revision (withassistance) on target elements byclarifying ideas; adding descriptive wordsand phrases; sequencing events and ideas;strengthening word choice; combiningshort, related sentences.

4.09 Produce work that follows theconventions of particular genres (e.g.,personal narrative, short report, friendlyletter, directions and instructions).

4.10 Explore technology as a tool tocreate a written product.

LANGUAGE ARTS COMPETENCY GOAL 4: The learner will apply strategies and skillsto create oral, written, and visual texts.

5.01 Use correct capitalization (e.g.,geographical place names, holidays,special events, titles) and punctuation(e.g., commas in greetings, dates, city andstate; underlining book titles; periodsafter initials and abbreviated titles;apostrophes in contractions).

5.02 Use correct subject/verb agreement.

5.03 Demonstrate understanding by usinga variety of complete sentences(declarative, imperative, interrogative, andexclamatory) in writing and speaking.

5.04 Compose two or more paragraphswith topic sentences; supporting details;sufficient elaboration; appropriate, logicalsequence.

5.05 Use a number of strategies forspelling (e.g., sound patterns, visualpatterns, silent letters, less common lettergroupings).

5.06 Proofread own writing for spellingand correct most misspellingsindependently with reference toresources (e.g., dictionaries, glossaries,word walls).

5.07 Edit (with assistance) to useconventions of written language andformat.

5.08 Create readable documents withlegible handwriting (manuscript andcursive).

LANGUAGE ARTS COMPETENCY GOAL 5: The learner will apply grammar andlanguage conventions to communicate effectively.

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THE TEACHING PLAN

18

North Carolina Standard Course of Study ObjectivesScience: 1.02 Observe and describe how environmental conditions determine how well plants survive and grow ina particular environment. 1.03 Investigate and describe how plants pass through distinct stages in their life cycleincluding growth, survival, and reproduction.Language Arts: 2.01 Use metacognitive strategies to comprehend text. 2.02 Interact with the text before, during,and after reading, listening, or viewing by previewing the text and asking questions. 2.03 Read a variety of textsincluding nonfiction.Critical Stance: VisualizeConnections: Text to world

Desert GiantBy Barbara Bash

Book FeaturesGenre: Informational picture bookLevels: DRA™–24-28; GRL–L; Lexile® Measure–980LFormat: 32 pages, informational text, illustrationsVocabulary: aquatic, saguaro, accordion-like, callous,nocturnal, nectar, pollinate, pulp, larvae, javelina,decomposes

SummaryThe role of the saguaro cactus as a home foranimals, a source of food for people andanimals, a material for tools, and animportant element in the desert ecology iscovered in this book. Readers learn how theTohono O’odham Indians benefit inparticular from this large plant.

FYIMaterialsSenses chart such as the one shown here:

List of vocabulary words, one per studentOwl Moon by Jane Yolen, sticky notesBlackline master: Senses of the Desert,

p. 70Four cactus plants

Introduce the Book Before handing out the books ask students ifthey have ever been to a desert. Call onvolunteers to describe what the desert islike.Then ask students to close their eyesand imagine what a desert might look, smell,taste, sound, and feel like. Explain that this iscalled visualizing; good readers often use thistechnique when reading a text. Havestudents think in silence for a minute, thenopen their eyes and give you descriptions.Write their descriptions on the senses chart.

GUIDED READING

Sight Sound Smell Touch Taste

Books are designated foreither reading aloud or

guided reading.

The genre, reading levels, pagecount and vocabulary words are

listed at the beginning of the lessonfor easy reference. Special features

such as photographs, charts, ordiagrams are also noted.

Each lesson begins with abrief description of thebook so teachers can

familiarize themselves withthe content and features.

Whether it is a read-aloud or guidedreading lesson, the introduction

offers strategies for activating priorknowledge, previewing the content,introducing skills, and highlighting

book features.

This special section alerts teachersto materials or preparations

necessary for teaching the lessonand may also offer background

information to support the content.

Each book aligns with one or moreof the science and language artsobjectives from North Carolina’s

Standard Course of Study. Criticalthinking skills relating to cognition,interpretation, critical stance andconnections are also identified for

each lesson.

15

19

Tell students to check their ideas about thedesert as they read the book.

Introduce and discuss the vocabulary words.Point out that students have encounteredsome of these words in other books. Giveeach student a copy of the word list, and askstudents to check off the words as theycome to them in the book.

Read the BookTell students to practice visualizing as theyread. Model how you would do this withanother book, Owl Moon by Jane Yolen. Readsnippets from the story and explain whatyou are visualizing. For example: sight –darkness, strange shadows; smell – scent ofChristmas trees; touch – cold air stingingyour cheeks; hearing –feet crunching in thesnow; taste – the frost on your lips like ice.Point out how visualizing helps youappreciate the book’s language and enjoy andunderstand the story. Have students markthe places where they are visualizing inDesert Giant with sticky notes.

Revisit the BookDiscuss the places students marked and addnew examples to the senses chart. Ifsomething is already on the chart from thepre-reading visualization, point out that somepeople made good predictions about thedesert.To reinforce the lesson, providestudents with a copy of the blackline master,Senses of the Desert on page 70. Have themcomplete the chart.

Extend the LessoncSCIENCEObtain several cactus plants. Have studentsmake predictions about which will surviveand thrive under these conditions: one plantgets watered every day, one plant getswatered twice a week, one plant getswatered once a week, and one once amonth. Follow through with this plan for acouple of months. Observe the plants’growth and talk about why some plants dowell and others don’t.

aWRITINGHave students reread the first page of thebook, and note that the author suggests thatthe cacti in the desert forest might bethought of as Saguaro People.Ask studentswhat these “people” might say to oneanother in a conversation about theirenvironment. Have students write upimaginary conversations among the saguaro.Encourage students to use facts and sensoryimages from the book. Set aside time forstudents to share their conversations.

TECHNOLOGY You might have students research the historyand culture of the Tohono O’odham Indians,formerly known as the Papago. On the Webstudents can access:www.arizonan.com/Indianlands/tohonoOdham

The last section of theteaching plan focuses oncross-curricular activities

in writing, vocabularydevelopment, science,

social studies, math, andtechnology.These

activities enable studentsto apply what they havelearned to other contentareas and to strengthen

their skills.

This section offers questionsand strategies to support

comprehension and vocabularydevelopment and points out

book features that help makethe text accessible.

Additional teaching strategiesreinforce what students have

learned.Whole class, small group,and individual activities givestudents the opportunity to

practice newly acquired skills andexpand content-area knowledge.

16

North Carolina Standard Course of Study ObjectivesScience: 1.02 Observe and describe how environmental conditions determine how well plants survive and grow ina particular environment. 1.03 Investigate and describe how plants pass through distinct stages in their life cycleincluding growth, survival, reproduction.Language Arts: 1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through word study.2.02 Interact with the text before, during, and after reading, listening, or viewing by making connections. 3.05Analyze, compare and contrast printed and visual information.Cognition: Vocabulary in contextCritical Stance: Compare and contrastConnections: Text to world

Cactus HotelBy Brenda Guiberson

Book FeaturesGenre: Informational picture bookLevels: DRA™–18-20; GRL–K; Lexile® Measure–790LFormat: 32 pages, informational text, illustrationsVocabulary: paloverde, spiny, saguaro, brilliant,beckon, Gila, millipede

Summary This beautifully illustrated book tells thestory of a saguaro cactus in the SonoranDesert. It describes the conditions underwhich the cactus flowers from a seed undera paloverde, and tells of its years as a sourceof food and a home for countless desertanimals.After 200 years the cactus falls inthe wind to the desert floor, where stillother creatures find homes in it.

FYIMaterialsScissorsU.S. mapGraph paper, crayons

GUIDED READING

17

Introduce the BookCreate a K-W-L (What We Know;What WeWant to Know;What We Learned) chart on theboard to find out what students know aboutcacti.Ask students what they already knowabout cacti and list their responses in thefirst column.Then display the book andexplain that it is about a saguaro cactus.Have students suggest some things they wantto learn about these plants.Tell students thatafter reading the book, they will be able toadd information to the last column.

Introduce and review the vocabulary words.Ask students to raise their hands when theycome to a vocabulary word in the text.

Read the BookAs students read, ask them to note howdifferent animals use the saguaro for theirneeds.Ask questions such as: How does thepack rat use the saguaro? How does thejackrabbit use the cactus? Continue by havingstudents explain how these animals use thecactus: Gila woodpecker, elf owl, white-winged dove, insects, bats, millipede,scorpion, ants, termites.

Revisit the BookAfter reading, have students explain why thebook is titled Cactus Hotel.Talk about thedifferent animals that visit the cactus andhow they use the saguaro. Follow up byasking questions such as: How does a tree inthe forest provide for animals in comparison tothe cactus? How is a bird’s use of the cactusdifferent than an insect’s?

Extend the LessoncSCIENCEHave students make a Venn Diagram andcompare a cactus with an oak tree (or anyother tree you suggest). Display and discussthe diagrams to help students understandthe similarities and differences.

�SOCIAL STUDIESRead the last page in the book, then havestudents locate the following on a map ofthe United States:Arizona, southern Arizona,the Sonoran Desert. Explain that this uniqueenvironment extends to the northern part ofMexico, our neighbor on the south.Interested students might research moreabout the Sonoran Desert.1+2MATHStudents can make a timeline on graph paperto show the life of a saguaro cactus that isplanted today. Using information from thebook, have students figure out the year inthe future when the cactus is: 2 ft. tall, 10 ft.tall, 18 ft. tall, when it falls.Ask students toillustrate their timelines with pictures of thecactus for each of these years.As anenrichment question you might ask: If acactus fell today, when did it sprout? (Hint:work backwords.)

aWRITINGTell students to imagine that they are visitingthe Sonoran Desert and are there on thenight of the year when the saguaro cactusblooms. Have students write a postcard to afriend describing what they saw and whathappened.

18

North Carolina Standard Course of Study ObjectivesScience: 1.02 Observe and describe how environmental conditions determine how well plants survive and grow ina particular environment. 1.03 Investigate and describe how plants pass through distinct stages in their life cycleincluding growth, survival, and reproduction.Language Arts: 2.01 Use metacognitive strategies to comprehend text. 2.02 Interact with the text before, during,and after reading, listening, or viewing by previewing the text and asking questions. 2.03 Read a variety of textsincluding nonfiction.Critical Stance: VisualizeConnections: Text to world

Desert GiantBy Barbara Bash

Book FeaturesGenre: Informational picture bookLevels: DRA™–24-28; GRL–L; Lexile® Measure–980LFormat: 32 pages, informational text, illustrationsVocabulary: aquatic, saguaro, accordion-like, callous,nocturnal, nectar, pollinate, pulp, larvae, javelina,decomposes

SummaryThe role of the saguaro cactus as a home foranimals, a source of food for people andanimals, a material for tools, and animportant element in the desert ecology iscovered in this book. Readers learn how theTohono O’odham Indians benefit inparticular from this large plant.

FYIMaterialsSenses chart such as the one shown here:

List of vocabulary words, one per studentOwl Moon by Jane Yolen, sticky notesBlackline master: Senses of the Desert,

p. 70Four cactus plants

Introduce the Book Before handing out the books, ask students ifthey have ever been to a desert. Call onvolunteers to describe what the desert islike.Then ask students to close their eyesand imagine what a desert might look, smell,taste, sound, and feel like. Explain that this iscalled visualizing; good readers often use thistechnique when reading a text. Havestudents think in silence for a minute, thenopen their eyes and give you descriptions.Write their descriptions on the senses chart.

GUIDED READING

Sight Sound Smell Touch Taste

19

Tell students to check their ideas about thedesert as they read the book.

Introduce and discuss the vocabulary words.Point out that students have encounteredsome of these words in other books. Giveeach student a copy of the word list, and askstudents to check off the words as theycome to them in the book.

Read the BookTell students to practice visualizing as theyread. Model how you would do this withanother book, Owl Moon by Jane Yolen. Readsnippets from the story and explain whatyou are visualizing. For example: sight –darkness, strange shadows; smell – scent ofChristmas trees; touch – cold air stingingyour cheeks; hearing –feet crunching in thesnow; taste – the frost on your lips like ice.Point out how visualizing helps youappreciate the book’s language and enjoy andunderstand the story. Have students markthe places where they are visualizing inDesert Giant with sticky notes.

Revisit the BookDiscuss the places students marked and addnew examples to the senses chart. Ifsomething is already on the chart from thepre-reading visualization, point out that somepeople made good predictions about thedesert.To reinforce the lesson, providestudents with a copy of the blackline master,Senses of the Desert on page 70. Have themcomplete the chart.

Extend the LessoncSCIENCEObtain several cactus plants. Have studentsmake predictions about which will surviveand thrive under these conditions: one plantgets watered every day, one plant getswatered twice a week, one plant getswatered once a week, and one once amonth. Follow through with this plan for acouple of months. Observe the plants’growth and talk about why some plants dowell and others don’t.

aWRITINGHave students reread the first page of thebook, and note that the author suggests thatthe cacti in the desert forest might bethought of as Saguaro People.Ask studentswhat these “people” might say to oneanother in a conversation about theirenvironment. Have students write upimaginary conversations among the saguaro.Encourage students to use facts and sensoryimages from the book. Set aside time forstudents to share their conversations.

TECHNOLOGY You might have students research the historyand culture of the Tohono O’odham Indians,formerly known as the Papago. On the Webstudents can access:www.arizonan.com/Indianlands/tohonoOdham

20

North Carolina Standard Course of Study ObjectivesScience: 1.03 Investigate and describe how plants pass through distinct stages in their life cycle including growth,survival, and reproduction.Language Arts: 1.03 Integrate prior experiences and all sources of information in the text when reading orallyand silently. 1.06 Read independently daily from self-selected materials to increase fluency, build backgroundknowledge, and extend vocabulary.Cognition: Text features, word studyInterpretation: Make predictionsConnections: Text to world

From Acorn to Oak Tree

By Jan Kottke

Book FeaturesGenre: NonfictionLevels: DRA™–14; GRL–H; Lexile® Measure–BRFormat: 24 pages, informational text, photographs,table of contents, glossary, indexVocabulary: acorn, leaves, root, shoot, sprout

SummaryThis Welcome to Reading! book offers a lookat how an acorn grows and develops into anoak tree. Clear photographs illustrate thesimple text.

FYIMaterialsAcornsPaper cups, soil

Introduce the BookIntroduce the book by showing studentssome acorns.Ask: What do acorns become?Help students realize that acorns grow intooak trees.Then ask: Do you think all acornsbecome trees? What else happens to acorns?Students might recall that squirrels gatherthese nuts for food.

Read aloud each vocabulary word on page22.Ask for volunteers to offer definitions ofeach word, then read the book definitions.Point out the pronunciation guides inparentheses.

GUIDED READING

21

Read the BookAs students read, have a volunteerpositioned at the board. Call on students totell the volunteer what to illustrate fromeach page. Explain that students should referto the text and photographs.

Volunteer draws an acorn. (page 4)

Shows a crack in the acorn with a shootpushing toward the soil. (page 6)

Adds a sprout pushing up from the acorn.(page 8)

Adds some leaves to the sprout. (page 10)

Adds more leaves. (page 12)

Draws a large oak tree. (page 14)

Draws flowers on a branch of the tree.(page 18)

Shows acorns on the branch. (page 20)

Revisit the BookUse the drawings to have students retell thecycle of an acorn to an oak tree. Encouragestudents to add details and use thevocabulary words.Talk about how long thisprocess takes. Point out that like a saguarocactus, an oak tree can live for well over 100years.

Extend the LessoncSCIENCEStudents might plant acorns in soil in papercups.Add water and place the cups in goodlight; then observe and record any changesover several days.To study variables, put oneacorn in a cup with no soil, put another in acup of soil but with no water, and a third in acup with soil and water but no light, and thelast in a cup with soil, water and a goodsource of sunlight. Have students predict theoutcome of each acorn’s growth, thenobserve and verify their predictions overseveral days.

aWRITINGSuggest that students write the biography ofan oak tree using the basic information fromthe book and other facts that they research.Set aside time for students to read aloudtheir biographies.

TECHNOLOGYStudents can access more information aboutthe many different kinds of oak trees, theproducts made from these trees, and theuses for acorns by visiting a website such as:www.about-oak-trees.com.

�SOCIAL STUDIESTell students that the oak tree is the nationaltree of the United States and also the statetree of Illinois. Have students learn moreabout trees as national and state symbols by visiting:www.arborday.org/programs/nationaltree andwww.museum.state.il.us/exhibits/symbols/tree.

22

North Carolina Standard Course of Study ObjectivesScience: 1.03 Investigate and describe how plants pass through distinct stages in their life cycle including growth,survival, and reproduction. 1.05 Observe and discuss how bees pollinate flowers. 1.06 Observe, describe and recordproperties of germinating seeds.Language Arts: 1.02 Apply meanings of common prefixes and suffixes to decode words in text to assistcomprehension. 2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text todetermine the sequence and cause and effect.Cognition: SequenceInterpretation: Cause and effect

From Seed to PlantBy Gail Gibbons

Book FeaturesGenre: NonfictionLevels: DRA™–30; GRL–N; Lexile® Measure–660LFormat: 32 pages, informational text, illustrations,diagrams, projectVocabulary: pollination, parachutes, germination,stamens, pistil, stigma, sepal, ovules

SummaryWell-known author Gail Gibbons describesvarious kinds of seeds, explains the parts of aflower, and takes readers through theprocess of pollination and growth. Studentsalso learn what a seed needs to germinateand become a full-grown plant.

FYIMaterialsPoster padBlackline master:The Parts of a Flower,

p. 71Glass jars, bean seeds, black construction

paper, clay pots, small trowelsSeed catalogs, calendars

Introduce the BookBuild background knowledge by asking if anystudents have ever helped someone in agarden or planted seeds and watched themgrow. Encourage students to recall whatseeds might need to grow.Tell students theywill be reading a book about how seedsbecome plants.

Write the vocabulary words on the board.Ask students what the words pollination andgermination have in common. Draw attentionto the suffix –ion, and explain that it hasbeen added to the words pollinate andgerminate.The suffix changes the words fromverbs to nouns that describe a process.

GUIDED READING

23

Read the BookAs students read, emphasize the sequence bywriting these words on a poster pad:pollination, seed grows, fruit or pod grows, fruitor pod ripens and breaks open, seeds scatter,seeds are planted or settle in soil, seedsgerminate, roots form and shoots grow, leavesgrow, flower buds form.

Revisit the BookUse the sequence to review the book withstudents.Ask questions such as:

What causes a seed to sprout?

What is the effect of a plant being pollinated?

What is the effect of a bird eating berries?

What would cause seeds from the same plantto end up in different places?

Reinforce what students have learned byproviding them with the blackline master,TheParts of a Flower on page 71. Instructstudents to use the words from the box tolabel the flower parts. Students may alsowish to color the diagram.

Extend the LessoncSCIENCEHave students work in small groups to trythe project “From Seed to Plant” in thebook. Provide each group with the materialsneeded to complete the first three steps.Instruct the groups to observe their jarseach day and record what they see.Whenthe beans have sprouted, have students dosteps five, six, and seven.

Remind students that they eat many parts ofplants.As homework challenge students toname a plant where people eat each of theseparts:

stem

root

seed

leaves

fruit

bulb

flower

tuber

aWRITINGHave students read the plant and seed factson the last page of the book.Then have themwork in small groups to research and writeminibooks on other interesting plant facts.Students can place their minibooks in ascience corner as a class reference.1+2MATHBring in seed catalogs and calendars, andhave students use them to calculate whenvarious seeds will germinate. Give students alist of cities in different parts of the country.Draw attention to the frost maps in thecatalogs and have students figure out when itis safe to plant in each city.

24

North Carolina Standard Course of Study ObjectivesScience: 1.02 Observe and describe how environmental conditions determine how well plants survive and grow ina particular environment.Language Arts: 2.02 Interact with the text before, during, and after reading, listening, or viewing by previewingthe text and using story structure and text organization to comprehend. 3.01 Respond to fiction, nonfiction, poetry,and drama using interpretive, critical, and evaluative processes by participating in creative interpretations.Cognition: Story elementsInterpretation: Problems/clues chart before and after readingCritical Stance: Character analysisConnections: Pre-reading questions

The Magic School BusGets PlantedAdapted by Lenore Notkin

Book FeaturesGenre: Informational FictionLevels: DRA™–34-38; GRL–P; Lexile® Measure–530LFormat: 32 pages, narrative text, illustrations, speechballoonsVocabulary: photosynthesis, carbohydrates, papier-mache, volunteered, deduction, particles, incredible,chloroplasts, somersault

SummaryAdapted from the Magic School Bustelevision show, this book features Ms.Frizzle taking her class on a field trip to theinside of a plant.While there her studentslearn about how a plant produces food.

FYIMaterialsChart paperTwo houseplants

Introduce the BookTo activate prior knowledge, ask studentsthe following questions:

Have you ever read a Magic School Bus bookor seen one of the television shows?

What usually happens in these stories?

Is there a mystery or a problem?

How is it solved?

GUIDED READING

25

Encourage students to talk about how Ms.Frizzle’s class always goes on a field trip tofigure out something. Have students previewthe book to look for problems or clues.Write their responses on chart paper.Explain that a problem would be somethinglike, “I don’t know what the word soggymeans,” or “Why is that character wearing acow costume?” A clue would be somethinglike, “I think this story might be about ‘Jackand the Beanstalk’ because I see a beanstalkand a character that looks like Jack,” or “Thisstory has something to do with plantsbecause I see lots of illustrations of plants.”

Write the vocabulary words on the boardand have students copy them. Pronounceeach word and tell students to look for thewords as they read the book. Point out thatstudents should try to use context to learnwhat each word means.

Read the BookExplain to students that this book is afictional story with nonfiction information.Because of this there are story elements justas in other fiction stories.These elementsare characters, settings, events, problems,resolution and an ending.Ask students toread and identify each of these categories inthe book.

Revisit the BookHave students work together to identifyeach story element in the book.Ask studentsto explain how they determined the meaningof each vocabulary word.Then ask thesequestions:

What does the author mean when Ms. Frizzlesays, “We’re getting to the root of the problem”?

What was the purpose of the class trip? Whatjob do chloroplasts have in photosynthesis?

Why does the leaf look so textured?

How do plants get air and water?

What would happen if you cut all of the leavesoff a plant?

Go back to problems and clues that studentsmentioned before reading the book, andclear up any remaining questions.

Extend the LessonaWRITINGChallenge students to insert informationabout plants into the traditional story of“Jack and the Beanstalk.” For example: Jackknew that his beans wouldn’t grow unless hewatered them.

cSCIENCETo demonstrate the work of photosynthesis,have students experiment with twohouseplants. Students should put one plant ina window with sunlight and water.Theyshould put the other plant in a closet or darkspot, but they should water it on the sameschedule. Have students predict what willhappen.After a couple of weeks, have themexplain why the plant without light died.� VOCABULARYAsk students to use each of the vocabularywords in a sentence that one of the MagicSchool Bus characters might say. Havestudents exchange papers with a partner tosee if they used the words correctly.

26

North Carolina Standard Course of Study ObjectivesScience: 1.03 Investigate and describe how plants pass through distinct stages in their life cycle including growth,survival, and reproduction.Language Arts: 1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through discussion.2.02 Interact with the text before, during, and after reading, listening, or viewing by making predictions and askingquestions. 2.08 Listen actively by asking questions to gain additional information and ideas.Cognition: Vocabulary in contextInterpretation: Make inferences, draw conclusions

PeanutsBy Claire Llewellyn

Book FeaturesGenre: NonfictionLevels: DRA™–18-20; GRL–KFormat: 32 pages, informational text, photographs,glossary, indexVocabulary: sow, combine harvester, vitamin, energy,minerals, protein, stir-fry

SummaryIn this What’s for Lunch? book, students learnhow peanuts are grown and harvested.Thebook also explains that peanuts are not reallynuts. It tells why peanuts are nutritious andmentions different ways that peanuts are used.

FYIAccess information on George WashingtonCarver to use in introducing the book tostudents.

MaterialsBlackline master: Growing Peanuts, p. 72Variety of peanuts (unsalted, salted, honey

roasted, boiled, etc.)

READ ALOUD

27

Introduce the BookDisplay the book and ask students to namethings that are made from peanuts.Writetheir ideas in a web on the board.Then tellstudents that one man used peanuts to makemore than 300 things. His name was GeorgeWashington Carver, and he was born a slavein the 1860s. Mention a few things Carvermade from peanuts such as bread and ink.Tell students that they will learn more aboutpeanuts from the book.

Read the BookAs you come to vocabulary words, stop andwrite them on the board. Help students byasking questions such as: Can you show mewhat energy is? How can you figure out whatthe word sow means?

Use think alouds and other strategies as youread. For example:

I wonder how a flower can grow underground?(page 10)

Why do farmers dig up peanuts and let themdry in the sun? What would happen if theydidn’t let them dry? (page 13)

Reread the first sentence on the page andask: Could you buy a peanut, plant it, and growa peanut plant? (page 16)

How could the workers determine if a peanut isgood or not? (page 18)

Which kind of peanuts would you like the best?(page 21)

Revisit the BookProvide students with copies of the blacklinemaster, Growing Peanuts on page 72.Askstudents to number the steps so they are inthe correct order.As an additional challenge,have students turn their papers over and listthree steps that happen in the factory.(Answers to BLM: 1 – c; 2 –b; 3- e; 4-h; 5-i;6-f; 7-a; 8-j; 9-g; 10-d)

Extend the LessonaWRITINGAsk students to research the life of GeorgeWashington Carver.Then have them writebrief biographies of this important scientist.

cSCIENCEHave a selection of peanuts that are preparedin different ways available: unsalted, salted,roasted, honey-covered, boiled, etc. Havestudents sample the peanuts. (Be sure to askabout peanut allergies beforehand.) Then askstudents to identify the different types ofpeanuts by taste and sort them into groups.1+2MATHHave students take a survey to find out whateveryone’s favorite type of peanut is.Students can then tally the results and makepictographs. Suggest that they use a peanutpicture for each vote on their graph.

Peanut Oil

Peanut BrittlePeanut Butter

Peanuts

28

North Carolina Standard Course of Study ObjectivesScience: 1.01 Observe and measure how the quantities and qualities of nutrients, light, and water in theenvironment affect plant growth. 1.05 Observe and discuss how bees pollinate flowers. 1.06 Observe, describe andrecord properties of germinating seeds.Language Arts: 2.02 Interact with the text before, during, and after reading, listening, or viewing by previewingthe text, making predictions, and asking questions. 2.04 Identify and interpret elements of fiction and nonfiction andsupport by referencing the text to determine fact and opinion.Cognition: Text features, book partsInterpretation: Make inferences, summarize

Plant LifeBy Peter Riley

Book FeaturesGenre: NonfictionLevels: DRA™–34-38; GRL–O; Lexile® Measure–880LFormat: 32 pages, informational text, table ofcontents, photographs, illustrations, diagrams, glossary,index, activitiesVocabulary: conifer, algae, moss, fern, chlorophyll,photosynthesis, stamen, ovary, style, carpel, pollination,stigma, fertilization, embryo, tuber

SummaryThis Straightforward Science book provides asolid introduction to plant life.The text isbroken up into easy-to-read spreads withsubheads and clear photographs, illustrations,and diagrams to guide readers.

FYIHave on hand the materials students willneed to complete the Investigate! activitiesfound on pages 9, 1l, 14, 17, 19, 21, 25, and29.You might also want to make availabledifferent types of plants for students toobserve as you read the book.

MaterialsLima beans, knifeIndex cards

READ ALOUD

29

Introduce the BookPreview the book with students. Point outthat it is part of a series calledStraightforward Science.Ask students whatstraightforward means, then have them explainhow that might apply to the book. Look overthe book’s format with the class, and remindstudents that the page headings, subheads,photographs, diagrams, and captions arethere to make it easier for readers to gaininformation.You might also draw attention tothe index and model how to use it.

Write the vocabulary words on the boardand pronounce each one for students. Pointout that students can find many of thesewords in the glossary on pages 30 and 31 ofthe book.

Read the BookHave students follow along as you read thebook. Pose these questions as you workthrough each spread:

What is the most common type of plant?(pages 4-5)

What are the two main parts of a floweringplant? (pages 6-7)

How do cells help a plant? (pages 8-9)

What are some things a plant needs to makefood? (pages 10-11)

What is pollen? (pages 12-13)

How do insects help plants? (pages 14-15)

What does fertilization do? (pages 16-17)

What is one way that seeds travel? (pages 18-19)

What is a seed? (pages 20-21)

What is another word for the growth of a seed?(pages 22-23)

What do potatoes grow from? (pages 24-25)

What is an annual plant? (pages 26-27)

Why are plants important? (pages 28-29)

Revisit the BookTo help students review what they have read,have them do the Investigate! activities onpages 9, 11, 14, 17, 19, 21, 25, and 29. Someof these can be done in the classroom whileothers might be assigned as homework.

Extend the LessoncSCIENCEHave students soak lima beans in water over-night.The next day demonstrate how to pulloff the seed coating, and then cut the beansin half lengthwise. Have students observe theinterior part of the bean and bean embryo.� VOCABULARYAssign each student three of the vocabularywords. Have students look up the meanings oftheir words and write a sentence using eachone.Ask students to write their words on oneside of an index card and the definition on theother side.Then have students work with apartner to quiz one another on the words.

aWRITINGHave students work with a partner.Assign each team one of the spreads in thebook and ask students to write a shortsummary—two or three sentences—of thepages. Remind students to use the mainheading and first sentence as guides.

30

North Carolina Standard Course of Study ObjectivesScience: 1.05 Observe and discuss how bees pollinate flowers.Language Arts: 1.06 Read independently daily from self-selected materials to increase fluency. 2.01 Usemetacognitive strategies to comprehend text (reread). 2.04 Identify and interpret elements of fiction and nonfictionand support by referencing the text to determine the author’s purpose. 2.05 Draw conclusions, make generalizations,and gather support by referencing the text.Cognition: Text features, rhythm and rhymeCritical Stance: Author’s purpose

The Reason For a Flower

By Ruth Heller

Book FeaturesGenre: Informational picture and poetry bookLevels: DRA™–34-38; GRL–PFormat: 48 pages, rhyming text, illustrationsVocabulary: anther, stamen, angiosperm, herbivorous,carnivorous, parasite, rafflesia, prehistoric

SummaryTold in lilting rhymes with beautifulillustrations, this book explains the necessityof flowers. Readers follow the rollicking textthat forms shapes of its own among theflowering plants that cover each page.

FYIMaterialsDandelions with seed heads, burrs,

maple spinnersBlackline master: Our State Flower, p. 73

Introduce the BookHave students take a picture walk throughthe book. Discuss the different shapes andlocations of the text.Ask: What would be theauthor’s purpose in arranging the text this way?Help students understand that the text isreally a poem, and sometimes poets doarrange words in specific patterns.

Assign each student a vocabulary word. Havestudents locate their word in the text anduse context clues to discover the meaning ofthe word. Students can then share theirfindings with the group.

GUIDED READING

31

Read the BookRead the book aloud to students so they canhear the rhythms and rhymes.Then havepartners read the book together. Encouragestudents to read the book several times toimprove their fluency with the lines.Askstudents to make a list of rhyming wordsfrom the text.

Revisit the BookTo ensure comprehension, ask questionssuch as:

1. In the poem, the word carnivorous means…?

2.What is one reason for a flower?

3. According to the information in the text, arehumans herbivorous or carnivorous?

4.What is one way seeds travel?

5.What are three characteristics of theRafflesia?

6. Name a flower that might have been eatenby a dinosaur.

7.What are some products made from flowers?

8.What was the author’s purpose in writing thisbook?

Extend the LessoncSCIENCEShow students a sample of different kinds ofseeds such as dandelion plants that have seedheads on top, burrs, and maple spinners. Havestudents blow the dandelions to see howwind can disperse seeds.Ask students howthey think other kinds of seeds get dispersed.Have students brainstorm ideas.

aWRITINGRemind students that the book is in rhyme.Ask them to look at the lists of rhymingwords they compiled while reading the book.These include: bees/these, more/before/explore,breeze/bees/sneeze, style/while, weeds/seeds,cover/another, odd/pod, wide/ride, like/bike,shoe/do, burrs/furs, anywhere/air, leaves/trees,wet/yet, wheat/eat/treat/meat, herbivorous/carnivorous, found/ground, parasite/tight,four/more/odor, name/fame, agree/be/family,angiosperm/term, few/you, become/plum. Havestudents write their own rhyming poemsabout flowers using words from their listsalong with others that they think of. Compilethe flower poems into a class book and havestudents illustrate it.

�SOCIAL STUDIESTell students that every state in the U.S. hasan official flower. Provide copies of theblackline master, Our State Flower on page73 and have students find the flower for yourstate in an encyclopedia or state website.Instruct students to complete the page.

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North Carolina Standard Course of Study ObjectivesScience: 1.02 Observe and describe how environmental conditions determine how well plants survive and grow ina particular environment. 1.03 Investigate and describe how plants pass through distinct stages in their life cycleincluding growth, survival, and reproduction.Language Arts: 2.01 Use metacognitive strategies to comprehend text. 4.02 Use oral and written language toshare information and ideas.Cognition: Summarize main pointsInterpretation: Draw conclusions Critical Stance: Reflect on own reading

Saguaro CactusBy Paul and Shirley Berquist

Book FeaturesGenre: NonfictionLevels: DRA™–30; GRL–N; Lexile® Measure–840LFormat: 30 pages, informational text, photographsVocabulary: habitat, mesquite, nectar, starling, prey,teeming, javelina

SummaryThis book is one in a series called Habitats. Itprovides a detailed look at the growingprocess of a saguaro cactus and the habitat itcreates for desert animals. Stunningphotographs enhance the text.

FYIMaterialsSticky notesMural paper, paintsLarge paper block letters, one for each

student’s first name, crayons, pasteMasking tape, copy of the chart shown

at right

Life of Saguaro Cactus

Introduce the BookDraw a word web on the board and leavethe center circle blank. In the surrounding

GUIDED READING

Age Height

1 year 4 inches

20 years 1 foot

25 years 2 feet

50 years 10 feet

60 years 18 feet

75 years 50 feet

33

circles write these words: Grows Slowly, SweetJuicy Fruit, Blooms Once a Year, Lives 150 Years,Home to Animals. Challenge students to figureout what words go in the center circle ofthe web.(Saguaro Cactus) When studentsguess correctly, display the book and tellthem they will be reading about the saguaro.

Read the BookIntroduce the vocabulary words, and tellstudents that they may be helpful in thefollowing reading activity.As students readthe book, have them try this double wordstrategy. For every two pages they read,students should pick two words that reflecttheir thoughts about the pages. Havestudents write the words on a sticky note tomark the pages.

Revisit the BookNumber pieces of paper to correspond withthe pages in the book.Then have studentsstick their word notes on the appropriatepages. Lead students in using the words tosummarize the book.

Extend the Lesson1+2MATHTake students to a playground or gym.You’llneed a copy of the chart you made andmasking tape. Have students refer to thechart, and then mark the ground withmasking tape to show the height of thesaguaro at different times in its life.Investigate questions such as: How manystudents lying head to toe would it take to reachthe top of a 60-year-old saguaro?

cSCIENCEUsing this book, along with others about thedesert and the saguaro cactus (Cactus Hotel,Desert Giant), have students work in teams toplan and paint a mural of life in the SonoranDesert.You might assign groups to researchthe different animals in the desert, the variouskinds of cacti, and other plants and trees.Students might invite other classes in to viewthe finished mural. Suggest that students plantalks explaining the mural to visitors.

aWRITINGGive each student a large paper letterrepresenting the initial of his or her firstname. (Hint:You might use an overheadprojector to enlarge block letters that comewith bulletin board displays.) Have studentsresearch desert plants and animals that beginwith their letter and either cut out picturesor draw them. Students can then paste theirpictures on the letter and add labels. Displaythis decorative desert alphabet around the room.

Grows Slowly

Blooms Once a YearHome to Animals

Sweet Juicy Fruit

Lives 150 Years

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North Carolina Standard Course of Study ObjectivesScience: 2.05 Determine how composting can be used to recycle discarded plant and animal material.Language Arts: 2.02 Interact with the text before, during, and after reading, listening, or viewing by previewingthe text, making predictions, and asking questions. 2.04 Identify and interpret elements of fiction and nonfiction andsupport by referencing the text to determine cause and effect.Cognition: PreviewInterpretation: Make predictions, cause and effect, figurative language

The Magic School BusMeets the Rot Squad

Adapted by Linda Beech

Book FeaturesGenre: Informational FictionLevels: DRA™–34-38; GRL–P; Lexile® Measure–470L Format: 32 pages, narrative text, illustrations, speechballoons, chartVocabulary: termites, slimy, fungus, stunningly,stupendous, decomposition, renewal, gremlins

SummaryAdapted from the Magic School Bustelevision show, this book is a humorous andinformative story about decomposition. Ms.Frizzle takes her students into an excitingworld of dirt and decomposing things toexplain how rotting nature creates food,shelter, and nutrients for living things.

FYIWrite each vocabulary word on a differentindex card. Make sure each student gets acard.

MaterialsGrapes, safety pins, paper, lettuce leaves,

ballpoint pensPopsicle sticks, shoeboxes, pieces of plasticSoilBlackline master: Rot or Not, p. 74

READ ALOUD

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Introduce the BookPreview the book title and ask questionssuch as: What is a “rot squad”? Does the wordrot have to do with rotten? What would rottenthings have to do with the Magic School Bus?Have students study the front cover and thenmake predictions about the book’s content.

Give each student an index card with avocabulary word. Review all the words anddiscuss their meanings.Ask students to listenfor these words in the story and to signal byraising their card when they hear their word.

Read the BookWhile reading the text, focus on cause andeffect relationships such as:

1.What was the result of Wanda’s rotten subject?

2.What caused Ms. Frizzle’s class to get on thebus?

3.What caused Ms. Frizzle to shrink the bus?

4.What effect do mushrooms have on a log?

5.What causes Arnold to hand out badges?

6.What effect did the students have on Larry?

Revisit the BookDiscuss these questions with the class:

1. How did Wanda’s goal change from thebeginning of the book to the end?

2.What is the purpose of this book?

3.What does it mean when Ralphie’s rottenorange gets “two nose holds and a faint?”

4.Why did the author use a song to helpexplain decomposition?

Extend the LessoncSCIENCEThe class could take a nature hike with thepurpose of looking for their own examplesof decomposition.

Have students work in small groups and trythe project at the end of the book. Provideeach group with the blackline master, Rot orNot on page 74 and the materials neededfor the experiment. Have students meet inseveral weeks to report on theirobservations.

aWRITINGReview the song that Arnold and Keesha singabout rot.Then invite students to createtheir own rot squad lyrics about theprocesses of decomposition. Set aside timefor students to share their verses.

�SOCIAL STUDIESPoint out that in the book, the studentsdecide to leave the vacant lot as it is.Mention that in many communities emptylots are used for many different purposessuch as building sites, parks, communitygardens, and parking lots.Ask students tolook for vacant lots in their neighborhoodand the larger community. Have them predictwhat these lots will eventually become.

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North Carolina Standard Course of Study ObjectivesScience: 3.02 Observe that objects in the sky have patterns of movement including the sun, moon, and stars.Language Arts: 1.01 Apply phonics and structural analysis to decode words. 2.02 Interact with the text before,during, and after reading, listening, or viewing by previewing the text, making predictions, and asking questions. 3.05Analyze, compare and contrast printed and visual information.Cognition: Text featuresInterpretation: Make predictionsCritical Stance: Compare and contrast

A Book About Planets and Stars

By Betty Polisar Reigot

Book FeaturesGenre: NonfictionLevels: DRA™–32; GRL–O; Lexile® Measure–760LFormat: 48 pages, informational text, photographs,table of contents, diagramsVocabulary: gravitational, carbon dioxide,magnetosphere, geyser, astrophysicists, thermonuclear,Fahrenheit, Celsius

SummaryThis book offers an in-depth look at oursolar system and the bodies that are a partof it. Readers also learn about how stars areformed and what happens when theyeventually die.

FYIMake a large copy of this table to use withthe Vocabulary activity after reading thebook.

GUIDED READING

Name Number of Zeroes

Million 6

Billion 9

Trillion 12

Quadrillion 15

Quintillion 18

Sextillion 21

Septillion 24

Octillion 27

Nonillion 30

Decillion 33

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Introduce the BookUse the questions on the back book coverto engage students in thinking about thesolar system. Flip through the book, pointingout interesting photographs and drawingattention to text features such as captions,headings, and sub headings.

Introduce the vocabulary words and discussfeatures such as root words, suffixes and/orprefixes. Point out that words such asFahrenheit and Celsius are capitalized becausethey come from the names of the people whodeveloped these temperature scales.

Read the BookAfter reading each section of the book, havestudents pause and turn to a partner to doone of the following:

1. Make a prediction.

2. Pose an “I wonder” question.

3. Make a statement about a piece ofinformation in the section.

Revisit the BookHave students work with partners tocompare planets using Venn diagrams.Assigntwo planets, or other bodies, to each team.Ask students to create several questionsbased on their finished diagrams.

Extend the LessonaWRITINGStudents might write reports based on thefollowing prompt: If I lived on the planet…

After choosing a planet, ask students toinclude factual information about weather,temperature, size, and physical surroundingsin their reports. Have students exchangereports with each other so they can learnmore about each planet.1+2MATHUsing the chart on pages 26 and 27, havestudents calculate the distances betweenplanets and the distance of each planet fromEarth.You can also pose multiplicationproblems by asking questions such as: Howmany Earth days does it take Mercury to spinthree times on its axis? How many Earth daysdoes Mercury take to orbit around the sun threetimes?� VOCABULARYRemind students that galaxies such as theMilky Way have millions and billions of stars.Display the chart you made and explain thateach word means a thousand times morethan the one before; for example, a thousandmillions is a billion. Challenge students toidentify things that such large numbers mightrepresent. Possible ideas would includepopulations, insects, and years since thedinosaurs died out.

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North Carolina Standard Course of Study ObjectivesScience: 3.01 Observe that light travels in a straight line until it strikes an object and is reflected and/or absorbed.Language Arts: 1.01 Apply phonics and structural analysis to decode words. 2.07 Explain choice of readingmaterials congruent with purposes.Cognition: Locate specific informationInterpretation: Write answers in own wordsConnections: Text to self

Can You Hear a Shout in Space?

By Melvin and Gilda Berger

Book FeaturesGenre: NonfictionLevels: DRA™–34-38; GRL–NR; Lexile® Measure–770LFormat: 48 pages, question and answer format,photographs, illustrations, table of contents,introduction, diagrams, indexVocabulary: external fuel tank, national, shuttle, soil,panel, payload, weightlessness, flybys, satellite, lunar rover

SummaryIn this informational book readers collectfascinating facts as they learn the answers to80 questions about space exploration.Thebook helps students understand how spaceexploration has affected their lives.

FYIMaterialsLarge sticky notes, poster paperBlackline master: Questions, Please, p. 75Balloons, one per student

Introduce the BookAsk students to write on a large sticky notea question they would like to have answeredabout space.Attach the sticky notes to alarge sheet of poster paper.Then display thebook and invite students to take a picturewalk. Point out that the text includes theanswers to 80 important questions aboutspace; some of the questions students wrotewill be answered.

Write the vocabulary words on the board.Read through them with the class.Ask: Whatconsonant do you see and hear in all of thesewords? (L) Call on volunteers to underline ineach word the letters that make up thesound. Point out that the letter/soundappears at the beginning of words, in themiddle of words, and at the end of words.

GUIDED READING

39

Read the BookHave students look for answers to theirquestions as they read, and have them write(in their own words) any answers they findon their corresponding sticky notes.

Revisit the BookPose questions such as: What was the authors’purpose in writing this book? What are somethings you learned that you didn’t know before?How does space exploration affect all of us?

Provide copies of the blackline master,Questions, Please on page 75. Explain thatthis page gives answers to some of thequestions in the book. Challenge students tofind and write (in their own words) thequestions.

Extend the LessoncSCIENCEPass out balloons so that students cansimulate how a rocket works. (See theactivity on page 7 in the book.) Havestudents experiment with ways of makingtheir balloon rockets go farther.

aWRITINGGive students the sentence beginning, If Iwere an astronaut… and have them use it asthe first line in a paragraph. Suggest thatstudents base their paragraphs oninformation from the book. For example,students might write about what it’s like tobe weightless, to land on the moon, to trainfor space.1+2MATHModel for students how to make up wordproblems using information in the book.Examples: How long ago was the Columbialaunch? (See page 18) If the space shuttle goes32 miles in 2 minutes, how far did it go in 1minute? (Page 21) If you went into space,approximately how tall would you be? (Page 22)

�SOCIAL STUDIESAsk students to look for articles in the newsabout space exploration. Have students bringthese to share in class. Create a bulletinboard display on the topic and include thenews stories.

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North Carolina Standard Course of Study ObjectivesScience: 3.02 Observe that objects in the sky have patterns of movement including the sun, moon, and stars.Language Arts: 2.02 Interact with the text before, during and after reading, listening, and viewing by askingquestions. 2.05 Draw conclusions, make generalizations, and gather support by referencing the text.Interpretation: Draw conclusionsConnections: Text to world

ConstellationsBy Paul P. Sipiera

Book FeaturesGenre: NonfictionLevels: DRA™–30; GRL–N; Lexile® Measure–760LFormat: 47 pages, photographsVocabulary: constellation, astronomer, equator,mythology, planetarium, zodiac

SummaryA great book for beginning stargazers,Constellations traces the origins ofconstellations from ancient times to today.Photos and diagrams of the more commonconstellations are included, as are tips onhow to identify stars in the night sky, andlearning how their locations changethroughout the year. Of particular interest isthe section on how ancient people used theposition of the stars to tell direction andrecord time.

FYIRead the book beforehand as there are manynames of stars and constellations that maybe unfamiliar to you.

Gather additional resources on the topic ofstars as students will most likely bemotivated to do further research.

Introduce the BookAsk the students if anyone knows what aconstellation is. Explain that a constellation is agroup of stars that form a shape or a pattern.

Then ask if anyone has looked at the starsbefore, and if so, did they use a telescope.Encourage students to each write an “Iwonder” statement about stars (such as, “Iwonder how many stars there are?”) thatthey would like to have answered.

Introduce the vocabulary words. Havestudents practice scanning the text for eachword. Read aloud the sentence containingthe word.Think aloud how you would figureout what the word means. Use strategiessuch as context clues, word structure, theglossary, or a dictionary.

GUIDED READING

41

Assign each group member a chapter topreview.After previewing have them sharethe most interesting photograph orillustration they found in their chapter. Starta discussion about each one, such as: Why doyou think the author included this in the book?How does it help you understand the text?

Read the BookExplain that while reading, good readers haveto draw conclusions about what they arereading.The author tells you some things youneed to know, and you have to be a “readingdetective” to figure out the rest.You use theauthor’s words and your own knowledge andcommon sense to figure things out. Modelhow to do this in the first chapter.

Have students read page 5 and stop. Say: Iknow that on a cloudy night the clouds blockthe view of the stars.That’s why the author says,“On a clear night you can see hundreds ofpinpoints of light called stars.” Have studentsread page 6 and look at the illustrations onpage 7. Say: I can draw a conclusion that it iseasier to see a constellation in a planetarium,because the stars in the constellation are madebrighter. Have students read pages 8 and 9and say: I draw the conclusion that ancientpeople used constellations to remember thingsbecause they didn’t have paper or pencils torecord them.

Guide students through Chapters 2 and 3 tohelp them draw conclusions. Have them workwith a partner in Chapter 4 to drawconclusions.Then have them work individuallyon Chapter 5 to draw conclusions.

Revisit the BookTalk about how questions often start withthe words who, what, when, where, how, andwhy. Give students an example of each typeof question.Assign each student a different“question word,” and have them come upwith a question based on information in thetext.Then have each student quiz the rest ofthe group and challenge them to find theanswer in the book.

Extend the LessonaWRITINGHave students look at the diagram ofconstellations. Encourage them to create theirown picture with that group of stars andwrite a story to go along with the picture.

cSCIENCE For an at-home activity, ask the students togo outside at night with their parents toview the stars and try to identify anyconstellations. Encourage students to sharewith their parents what they have learnedabout constellations.

�SOCIAL STUDIESHave students choose one of the groups ofpeople mentioned in the book: Greeks,Ancient Egyptians,Africans, Chinese, orNative Americans, and research two or threeconstellations that were important to themand explain why. Suggest that students drawdiagrams of the constellations and write abrief description of each.They may wish topresent their findings to the class and thencreate a display of constellations fromdifferent cultures together.

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North Carolina Standard Course of Study ObjectivesScience: 3.01 Observe that light travels in a straight line until it strikes an object and is reflected and/or absorbed.3.02 Observe that objects in the sky have patterns of movement including sun, moon, stars. 3.03 Using shadows, followand record the apparent movement of the sun in the sky during the day. 3.05 Observe and record the change in theapparent shape of the moon from day to day over several months and describe the pattern of changes.Language Arts: 2.06 Summarize main idea(s) from written or spoken texts using succinct language.Cognition: Main IdeaInterpretation: Draw conclusions

The Earth In SpaceBy Peter Riley

Book FeaturesGenre: NonfictionLevels: DRA™–34-38; GRL–P; Lexile® Measure–830LFormat: 32 pages, informational text, table of contents,photographs, diagrams, activities, glossary, indexVocabulary: ammonia, asteroid, axis, black hole,carbon dioxide, comet, constellation, crater, equator,gravity, helium, hydrogen, meteor, meteorite, methane,nebula, volcano

SummaryThis Straightforward Science book focuses onspace and the various objects found there.The book covers the planets, stars, sun, andmoon, as well as some investigations ofspace. It includes simple activities forstudents to try.

FYIPreview the book beforehand and collectmaterials for any of the Investigate! activitiesthat you plan to do in class. For example, theactivity on page 25 calls for small stones and sand.

MaterialsWorld map or globe

Introduce the BookPrepare an anticipation guide such as theone shown here.You might want to include astatement based on each spread in the book.Read aloud the statements, and ask studentsto number a paper and write YES or NO toshow agreement or disagreement with eachstatement.Tell students to check theirresponses as you read The Earth in Space andcorrect any misconceptions they had.

READ ALOUD

Agree or Disagree Statement

1. Space begins 1,000miles above Earth.

2. Stars are balls ofgas.

3.The sun is a star.

43

Read the BookAs you read aloud, have students followalong. Model for the first few pages what themain idea of a paragraph is. Point out that itis often contained in the first sentence.Explain that you can combine facts into onesentence to express a main idea. Helpstudents identify supporting details for themain ideas. Eventually you can call onvolunteers to identify main ideas and details.

Review and discuss the vocabulary words.Draw attention to the glossary at the backof the book.

Stop and have students carry out theInvestigate! activities that are classroomappropriate.Assign others for homework.

Revisit the BookDraw a circle on the chalkboard torepresent the center of a flower, and add afew petals around it.Tell students that themain idea goes in the center of the flowerand supporting details go in the petals. Havestudents draw their own flowers and writein a main idea and supporting details for aparagraph in the book.Ask questions to helpstudents:

What is the main purpose of this paragraph?

Tell me in one sentence what this paragraphwas about.

What is the most important idea from thispassage?

Extend the LessoncSCIENCEDo a physical re-enactment of a solar eclipsewith the class. Have one student be the sun,another be the moon, and the rest of theclass gather together in a small circle torepresent the Earth.Talk about how as themoon orbits the Earth, it sometimes blocksthe sun. Explain that this is called a solareclipse. Have students act out the solareclipse.You might also do a lunar eclipse.This is when the sun, Earth, and moon arelined up, and the light from the sun isblocked by the Earth, so people can’t see the moon.

aWRITINGHave students choose a planet or anotherbody in space and write a short researchreport. Remind students to include a mainidea and supporting details in each paragraphthat they write.� VOCABULARYAssign each student two vocabulary wordsfrom the book.Tell students that they mustuse their words at least three times duringthe day. Have students write down thesentences in which they used the words.

�SOCIAL STUDIESTrace the equator on a globe or world mapwith students. Have students name thecountries though which this imaginary lineruns.Talk about why the equator is alwayspointing towards the sun.

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North Carolina Standard Course of Study ObjectivesScience: 3.02 Observe that objects in the sky have patterns of movement including the sun, moon, and stars.Language Arts: 1.03 Integrate prior experiences and all sources of information in the text when reading orallyand silently. 2.08 Listen actively by asking questions to clarify the message. 3.01 Respond to fiction, nonfiction,poetry, and drama using interpretive, critical, and evaluative processes by relating plot, setting, and characters toown experiences and ideas.Cognition: Text featuresInterpretation: Draw conclusionsCritical Stance: Make observations of textConnections: Text to self

The Magic School BusLost in the

Solar SystemBy Joanna Cole and Bruce Degen

Book FeaturesGenre: Informational FictionLevels: DRA™–34-38; GRL–P; Lexile® Measure–480LFormat: 40 pages, narrative text, comic book styleillustrations, reports, speech balloons, diagrams, chartsVocabulary: asteroids, rotation, gravity, astronauts,sulfuric acid, compartment, atmosphere

SummaryThis humorous and informative book is partof the Magic School Bus science series.Thestory focuses on a class field trip throughthe solar system. Under the “weird” guidanceof their teacher Ms. Frizzle, students visit themoon, sun, planets, and some asteroids.

FYIMaterialsDrawing paper, crayonsChart paper

Introduce the BookActivate prior knowledge by asking if anystudents know the components of the solarsystem (sun, nine planets, moons, asteroids,comets). Have students work with a partnerto talk about the topic. Each partner has oneminute to tell the other anything he or sheknows. Build background by explaining thatMs. Frizzle is a teacher who is a littledifferent. She takes her students on wild fieldtrips so they can experience science.Ask fora prediction about where Ms. Frizzle’s classwill be going this time. Set a purpose duringreading by asking students to write downthree things they hope to learn from thebook.

READ ALOUD

45

Read the BookIf students are not already familiar with theMagic School Bus series, draw attention tothe unusual format and the various textfeatures. Read the main text first, the speechbubble conversations second, and thereports third. Show the illustrations andpoint out to the class that when you readinformational text, you need to be sure toread all of it (captions, diagrams, labels, maps,speech bubbles, etc.) so that you can get thewhole meaning. Encourage students tocomment and ask questions.As you read,model reading and vocabulary strategies bythinking out loud. For example: I can figureout that this word means ______ by … I didn’treally get the meaning the first time, so I rereadthe page. If I think about what I’ve read so far, Iknow that…

Revisit the BookHave students form a circle. Go around thecircle and ask students to take turns tellingabout a connection they made between thisbook and another book, about their own life,the world, an observation (something theynoticed or something they figured out), or awondering (a question or “I wonder”statement).

Extend the LessoncSCIENCEHave the class make a solar system modellike the one on page 4. Encourage studentsto be as realistic as possible when creatingthe planets by observing color, size, andother features. NOTE: For a more ambitiousproject, students could pattern their modelon page 37 of the book.1+2MATHDraw attention to the illustrationsthroughout the book that show scales withthe comparative weights of someone onEarth versus the other planets and themoon. Have students extrapolate thisinformation to create tables on chart paper.Working with a partner, students can thenask one another questions. For example: Onwhich planet would you weigh the most? Wouldyou weigh more on Uranus or Pluto? How muchmore would an 85-pound person weigh onEarth than on the moon?

aWRITINGStudents might write their own comic stripstories about an unusual trip on a schoolbus. Beforehand brainstorm possible topicswith the class.� VOCABULARYUsing words from this book as a startingpoint, have students begin to compile a list ofspace words. For each word students shouldwrite a dictionary definition, a sentence fromthe book in which the word appears, andtheir own sentence using the word.

46

North Carolina Standard Course of Study ObjectivesScience: 3.02 Observe that objects in the sky have patterns of movement including the sun, moon, and stars.Language Arts 2.04 Identify and interpret elements of fiction and nonfiction and support by referencing thetext to determine the author’s purpose. 3.03 Use text and own experiences to verify facts, concepts, and ideas.Cognition: Locate specific informationCritical Stance: Compare and contrast

The Magic School BusSees Stars

Adapted by Nancy White

Book FeaturesGenre: Informational FictionLevels: DRA™–34-38; GRL–P; Lexile® Measure–580LFormat: 32 pages, narrative text, illustrations, speechballoonsVocabulary: stellar, cruising, swirling, telescope,supernovas, mission, shuttle

SummaryAdapted from the Magic School Bustelevision show, this book presents factualinformation about stars in a fictional setting.Ms. Frizzle takes the class on a field trip intospace to star shop and gain knowledge ofstars along the way.

FYIMaterialsConstellation mapFoil starsBlack construction paperWhite pencils

Introduce the BookWrite the book title on the board and ask:What does it mean when someone “SeesStars?” Help students understand that thetitle is a play on words. Someone mightactually see stars in the sky at night, whilesomeone else is said to “see stars” afterhitting his or her head.Ask students whichmeaning they think the book title refers to.Have students explain their thinking (theillustration on the cover, familiarity with theMagic School Bus books, etc.).

Introduce and review each of the vocabularywords.Ask students if they would expect tofind a word such as sneakapeekatron in adictionary. Have students predict what thisword might mean.

GUIDED READING

47

Read the BookExplain to students that a book like this hasnonfiction information but fictionalcharacters.Ask: What else in the book isfictional? Could a teacher take a class ofstudents to the stars on a bus? Why do youthink the books in this series use a magic schoolbus? Have students compare this book toanother that they have read on the samesubject; for example, A Book About Planets andStars.

Revisit the BookPose the following questions for students toanswer.Ask them to tell if each refers to anonfiction or fictional element of the book.Have students identify the place in the bookthat contains the answer.

1. Are all stars alike?

2.What kind of shopping are the students inMs. Frizzle’s class doing?

3.Where does the story take place?

4.What is the purpose of a sneakapeekatron?

5.What are stars made of?

6.What are supernovas?

Extend the LessonaWRITINGAssign students to write reports on one oftwo famous supergiants, either Betelgeuse orRigel. Students should include informationsuch as where the stars are found, theircolor, size, other features, etc.

cSCIENCEGive students a map of star constellationsand some foil stars. Have students place thefoil stars on sheets of black constructionpaper to create a constellation. Students canthen exchange papers with a partner and tryto identify one another’s constellation. Laterstudents can connect the stars with whitepencil to make the constellations clearer.

�SOCIAL STUDIESAsk students if they have ever heard of theNorth Star. Help them find it on theconstellation map—it is at the tip of thehandle in the Little Dipper in theconstellation Ursa Minor (Little Bear).Tellstudents that another name for this star isPolaris. Have students investigate howdifferent people have used this starthroughout history. For example, ask: Why isthe North Star important to astronauts andsailors? How did escaping slaves use the NorthStar in the 1800s?

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North Carolina Standard Course of Study ObjectivesScience: 3.02 Observe that objects in the sky have patterns of movement including the sun, moon, and stars.3.05 Observe and record the change in the apparent shape of the moon from day to day over several months and describe the pattern of changes.Language Arts: 2.02 Interact with the text before, during, and after reading, listening, or viewing by setting apurpose, previewing the text, asking questions, and making connections. 2.06 Summarize main ideas from written orspoken texts using succinct language.Cognition: Set purpose, summarizeConnections: Text to world, text to self

The Moon By Carmen Bredeson

Book FeaturesGenre: NonfictionLevels: DRA™–14; GRL–H; Lexile® Measure–560LFormat: 32 pages, informational text, photographs,glossary, indexVocabulary: volcanoes, crescent, craters, astronaut,gushed

SummaryThis fact-filled Rookie Read About Science bookcontains information about how the moonmoves in space, how its craters were formed,why it seems to shine, and how humans havebeen able to walk on its surface.

FYIMaterialsDrawing paper, photograph of moon,

markersMuslim and Jewish lunar calendars

Introduce the BookMake a K-W-L chart (What We Know;WhatWe Want to Know;What We Learned) on theboard. Have students offer information thatthey already know about the moon and listthis in the first column.Ask students whatthey hope to learn and write these questionsin the second column.Tell students that youwill fill in the last column after reading thebook.

Have students preview the book and reviewthe words at the end. Discuss other wordsthat may be unfamiliar.

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Read the Book As students read, ask questions such as:

1.What causes the moon to look like it has aface?

2. How did the moon form?

3.What causes craters on the moon?

4. How does the moon get light?

5.Why does the moon seem to change shape?

6.Why was 1969 an important year in themoon’s history?

7.What conditions did the astronauts on themoon have to overcome?

8.Why did the astronauts bring rock from themoon back to Earth?

Revisit the BookReturn to the K-W-L chart to add informationto the “L” column. If students have a lot ofadditional questions, make a fourth column onthe chart titled What Else We Want to Know.Have students do independent research tocomplete this column. Encourage groupdiscussion with prompts such as: I thought itwas interesting that… I didn’t know that… I learned… I’m confused about…

Extend the LessonTECHNOLOGY

Have students visit the website: http://nssdc.gsfc.nasa.gov/planetary/planets/moonpage tolearn more about the moon. Students mightcreate a large moon web with a photograph

of the moon in the middle and facts about itwritten in colored markers in thesurrounding circles.

aWRITINGAsk students if they’ve ever noticed the“man in the moon.” Suggest that they write aspeech that this imaginary man might give toa third grade class about the moon.

�SOCIAL STUDIESTell students that when astronauts went tothe moon, they lived in a very small cabin ona spacecraft. Have students help you rope offan area of the classroom to approximate aspacecraft cabin.Then invite groups of fivestudents to work in this area. Discuss what itwould be like to spend a long period of timein such a confined space.Ask: What kinds ofproblems might you have? Why would it beimportant to solve these problems? What kindof rules or guidelines might you need? 1+2MATHDisplay pages 15 and then 16 in the book.Tell students that throughout history peoplehave used the phases of the moon as a wayto measure time. Explain that people inMuslim countries still use a calendar with354 days and 12 lunar months. Likewise, thedates of religious holidays in the Jewish faithare established with a lunar calendar. Havestudents compare these calendars to aGregorian calendar in your classroom.

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North Carolina Standard Course of Study ObjectivesScience: 3.02 Observe that objects in the sky have patterns of movement including the sun, moon, and stars.Language Arts: 2.02 Interact with the text before, during, and after reading, listening, or viewing by setting apurpose. 2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text todetermine the point of view and fact and opinion. 2.05 Draw conclusions, make generalizations, and gather supportby referencing the text.Cognition: Point of viewInterpretation: Fact and opinion

Postcards from Pluto

By Loreen Leedy

Book FeaturesGenre: NonfictionLevels: DRA™–34-38; GRL–P; Lexile® Measure–490LFormat: 32 pages, text in different forms onpostcards, illustrationsVocabulary: asteroids, rotates, orbits, blotches, galaxy,suffocate, craters, meteor, canyons, kilometers

SummaryThis original approach to presenting thesolar system gives interesting facts anddetails as if written by students who arevisiting the sun, planets, and other bodies inspace. Each postcard reflects a student’sstyle: some are in rebus form, some havepoems, still others offer clues and posequestions.

FYIMaterialsIndex cardsSticky notesBlackline master: Fact or Opinion?, p. 76Blank postal cards

Introduce the BookElicit prior knowledge by asking students:Have you ever received a postcard fromsomeone on vacation? What sort of informationis on a postcard?

Explain that the book they will be readinghas characteristics of two genres. It is afictional story with a scientific premise about children who visit the solar systemand then send postcards home. However the postcards give factual, or nonfiction,information about what the students learnon their visits.

To introduce the vocabulary, give eachstudent an index card. Have students fold theindex card in half width-wise.Assign eachstudent a vocabulary word. Students should

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write the word on the outside of the card, adefinition on one side of the inside, and anillustration of the word on the other side ofthe inside.Then have students share thewords, definitions, and illustrations.

Read the BookPoint out that since the book is both fictionand nonfiction, it would be easy to includeopinions along with the factual information,because each postcard is written fromsomeone’s point of view. Discuss how whena book is written from a character’s point ofview, that is called writing in the first person.Tell students that as they read, their task isto find opinions and mark them with a stickynote. Give examples of fact and opinion. Forexample: Fact—The moon has no light of itsown, but it reflects sunlight like a mirror can.Opinion—Wish you were here!

Revisit the BookAsk students to share the opinions theynoted, and justify why these statements areopinions. Discuss students’ reasoning.Toreinforce this skill have students completethe blackline master, Fact or Opinion? onpage 76.

After reading, ask comprehension questionssuch as:

1. How many planets are smaller than Earth?

2. Based on the information you read, could aperson survive on Mercury? Explain.

3.Why is Earth the only planet that cansupport human life?

4.Would you weigh more or less on the moonthan on Earth?

5. If your spaceship hits the ring around Saturn,would it explode? Why?

6.What would happen if an asteroid hit Earth?(Make a prediction.)

Extend the LessoncSCIENCEWrite down the planets’ names on indexcards (one name per card). Hand them outto students, and instruct them to line up inthe order of their distance to the sun; youcan be the sun. Go to a playground or gymand have students stay in their own orbitpath as they orbit around you. Discuss howsince Mercury is the closest to the sun, ittakes the least amount of time to orbit.

aWRITINGPoint out that the students in the bookwrote their postcards in different styles.Ask:Who used a rebus format? Who asked questionsand offered clues? Who wrote poems? Pass outpostcards and tell students to imagine theyhave traveled somewhere in the solarsystem. Have them choose a style in whichto write a card to a family member or friendabout their trip. Set aside time for studentsto read their finished postcards to the class.

TECHNOLOGYBy accessing this website from the NationalAir and Space Museum, students can learnmore about the planets: www.nasm.si.edu/etp.Encourage them to download and shareinformation.

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Seeing Stars By Rosanna Hansen

Book FeaturesGenre: NonfictionLevels: DRA™–30; GR–N; Lexile® Measure–660LFormat: 40 pages, informational text, illustrationsVocabulary: constellations, galaxy, astronomers,atomic, elliptical, universe, trillion, ancient, asteroids

SummaryThis Hello Reader Science book tells how oursolar system fits into the Milky Way galaxy.Readers also learn the stories behind someconstellations and the seasons in whichthese stars appear.

FYIMaterialsCalendarPaper with a grid for making a calendar

Introduce the BookModel how to preview a nonfiction book byreading the title, looking through the pagesfor illustrations, reading the chapter titles,and noting words in italics. Have studentspractice previewing with Seeing Stars. Stopand discuss what each preview reveals aboutthe book.

Introduce the vocabulary words. Havestudents work with partners to look updefinitions.Then ask students to write asentence, draw a picture, or act todemonstrate the meaning of each word.

GUIDED READING

North Carolina Standard Course of Study ObjectivesScience: 3.02 Observe that objects in the sky have patterns of movement including the sun, moon, and stars.Language Arts: 1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through word study,listening, discussion, and role play. 4.01 Read aloud grade-appropriate text with fluency, comprehension, andexpression.Cognition: Main idea and supporting detailsInterpretation: Text to world

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Read the BookExplain that it is helpful to look for mainideas when reading nonfiction. Remindstudents that the main idea is the big idea(the main thing) that the author wantsreaders to know. Details tell more about themain idea.As students read, point out that forinformational text, it is a good idea to read ata slower pace than usual; that way readerscan think about what they are learning.Remind students to use the illustrations tohelp understand the text, to makeconnections with what they already know,and to re-read parts they don’t understand.Suggest that students pause after each pageand review the main idea and details.

Use these questions as discussion points,written work, or assessment:

1.What is the main idea of chapter 2?

2.What is the definition of constellation?

3.What is the main purpose of chapter 3?

4.What experience would most likely help youunderstand this book?

Revisit the BookInstruct students to choose one of theconstellation stories in the book to read to apartner. Suggest that students practicereading their story beforehand to increasefluency. Listening partners should thensummarize the story they have heard.

Extend the Lesson1+2MATHChallenge students to write these numeralsfrom the book as word names and the wordnames as numerals.

Numerals Word Names

3,000 four 600,000 one hundred billion30,000 a hundred95,000 seven4 1/2 two hundred fifty million88 twenty-five trillion

aWRITINGAsk students to imagine that they have justdiscovered a star. Have students decide whatthey will name the star, and then write anexplanation of the name and why they choseit. Set aside time for students to read abouttheir star names to the class.

TECHNOLOGYTo learn more about the constellations,students might access the National Air andSpace Museum website atwww.nasm.si.edu/etp.

�SOCIAL STUDIESReview how constellations once helpedancient farmers keep track of the seasons sothey would know when to plant and harvestcrops.Then have students work in four groupsto make a calendar with a constellation theme.Assign each group a different season. Havestudents find at least three constellations fortheir season and use these as illustrations for the months in that season. Suggest thatstudents think of other activities which areseasonal that students might incorporate intotheir calendars.

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North Carolina Standard Course of Study ObjectivesScience: 3.02 Observe that objects in the sky have patterns of movement including the sun, moon, and stars.Language Arts: 2.01 Use metacognitive strategies to comprehend text (paraphrase). 2.02 Interact with the textbefore, during, and after reading, listening, or viewing by previewing the text and locating information for specificpurposes. 2.06 Summarize main idea(s) from written or spoken texts using succinct language.Cognition: SummarizeInterpretation: Make predictions

The Solar SystemBy Carmen Bredeson

Book FeaturesGenre: NonfictionLevels: DRA™–16; GRL–I; Lexile® Measure–490LFormat: 32 pages, informational text, photographs,glossaryVocabulary: asteroids, meteoroids, solar

SummaryThis Rookie Read About Science book is abasic introduction to the solar system.Students learn about comets, the sun,asteroids, and planets. Clear photographsaccompany the text.

FYIMaterialsBlackline master: Planet Riddles, p. 77

Introduce the BookCover the book title and ask students topredict what the book will be about. Call onvolunteers to tell something they knowabout space. Lead students into guessing thetitle of the book.Take a picture walk,allowing students to discuss each picture andto ask questions. Introduce the vocabularyand have students scan the book to find eachword.

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55

Read the BookAs students read, ask them to write fivequestions based on the text. Explain that thequestions shouldn’t be easily answered by“yes” or “no” but should require somethinking. Model good questions such as:

Why is Mars red?

What kind of movement goes on in the solarsystem?

How do asteroids and meteoroids compare insize?

Revisit the BookHave students exchange questions with apartner and answer one another’s questions.Call on different teams to read aloud theirquestions and answers as a way of helpingstudents to summarize what they have read.

Extend the LessoncSCIENCEProvide students with copies of the blacklinemaster, Planet Riddles on page 77. Explainthat most of the information is from thebook, but students may need to do someresearch to answer all the riddles. Suggestthat students consult other books in thelibrary such as A Book About Planets and Stars,Postcards from Pluto,The Earth in Space, andThe Magic School Bus Lost in the Solar System.When students have completed the page, letthem take turns reading aloud the riddlethey wrote, and have the class guess theanswer.

aWRITINGReview what students have learned about theplanets.Then suggest that they invent a newplanet. Have students write a description ofthis planet. Use prompts such as:

What is your planet’s name?

What, if anything, grows on your planet? How isthis possible?

Does anything else live on your planet?

How far from Earth is your planet? How farfrom the sun?

What else is special about this planet?

Encourage students to draw pictures of theirplanet to show the class while reading theirdescriptions aloud.

�SOCIAL STUDIESTell students that the names of the planetscome from stories of the Ancient Greek andRoman gods. Have students work withpartners or in teams of three, and assigneach group a planet name to research.Askeach group to make a poster showing theirplanet and the god, goddess, or other beingit is named for.

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North Carolina Standard Course of Study ObjectivesScience: 3.02 Observe that objects in the sky have patterns of movement including the sun, moon, and stars.3.06 Observe that patterns of stars in the sky stay the same, although they appear to move across the sky nightly.Language Arts: 2.05 Draw conclusions, make generalizations, and gather support by referencing the text. 4.02Use oral and written language to share information and ideas.Cognition: Vocabulary in contextInterpretation: Make inferences

StargazersBy Gail Gibbons

Book FeaturesGenre: Nonfiction; informational picture bookLevels: DRA™–34-38; GRL–O; Lexile® Measure–640LFormat: 32 pages, informational text, illustrations,diagramsVocabulary: astronomer, atmosphere, galaxy,constellation, binoculars, telescope, reflection,magnifying

SummaryThis informative picture book gives lots ofinformation on stars, such as why starstwinkle, patterns of stars in constellations,and how to view stars. Readers also learnabout the history of stargazing.

FYIBeforehand make up a sentence for eachvocabulary word, leaving a blank for studentsto fill in the word.

MaterialsIndex cardsTelescopeZodiac chart, sample horoscopeBlackline master: How Many Stars?, p. 78Calculators, scissors

Introduce the BookIntroduce the book by reading the title andauthor.Ask students to describe the actionin the illustration on the cover.Ask ifstudents have ever had a similar experience.Read the back cover. Suggest that studentsjot down a question they would like to haveanswered about stars.

Introduce the vocabulary by writing thewords on the board broken into syllables.Have students read aloud each syllable, thenblend them into the whole word.After youhave repeated this process with each word,display the sentences with blanks that youprepared. Have students put the correctvocabulary word into each sentence. Readthe completed sentences out loud.

gal ax y The Milky way is an example ofa ____________.

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Read the BookWhile students read, ask questions such asthese to help them make inferences:

1. If it is a cloudy night, would you be able tosee stars?

2. Can you see stars while the sun is out?

3. Are all points of light in the sky stars?

4. If a star ran out of hot gas, would it shine?

5. Do all stargazers know a lot about stars?

6.Why would some stars look brighter thanothers?

7. If you were on the moon, would stars appearto twinkle?

8. Is the moon part of the Milky Way?

9. Have astronomers discovered everythingthere is to know about stars?

10.Why is the viewing room in a planetariumcircular?

11.Why weren’t photographs taken of starsbefore 1840?

12.Where is a satellite when it takes pictures?

Make sure students explain and justify theiranswers.

Revisit the BookHave students write a who, what, where, when,why, or how question about the book.Students should write the question on thefront side of an index card and their answeron the back. Have a “game show quiz” usingstudents’ questions to review the book.

Extend the LessoncSCIENCEIf possible, bring in a telescope for studentsto examine. Have students refer to thediagrams in the book. (A possible sourcemight be a local astronomy club. Check tosee if someone can come in to talk to yourclass.)

aWRITINGDisplay a copy of a zodiac chart, and explainthat the zodiac is the name for a band ofstars that appear to circle Earth. Mentionthat historians think that the firstconstellations identified were the 12 signs ofthe zodiac. Have students determine underwhich sign their birthdate falls on the zodiac.Explain that many publications carry dailyhoroscopes based on the zodiac, which offeradvice about topics such as money, luck,friendship, and love. Read a few examples tothe class. Point out that not everyone takesthese seriously, but they are fun to read.Then suggest that students try writing ahoroscope of their own.1+2MATHTo help students understand how scientistsestimate the number of stars there are, havestudents complete the blackline master, HowMany Stars? on page 78.

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North Carolina Standard Course of Study ObjectivesScience: 4.01 Identify the skeleton as a system of the human body. 4.02 Describe several functions of bonesincluding support, protections and locomotion.Language Arts: 1.03 Integrate prior experiences and all sources of information in the text when reading orallyand silently. 2.01 Use metacognitive strategies to comprehend text. 3.05 Analyze, compare and contrast printed andvisual information.Cognition: Vocabulary in contextInterpretation: Make predictionsCritical Stance: Compare and contrastConnections: Text to self

Bones! All Kinds of Hands,All Kinds of Feet

By Rosanna Hansen

Book FeaturesGenre: NonfictionLevels: DRA™–18-20; GRL–K; Lexile® Measure–530LFormat: 40 pages, informational text, illustrations,diagramsVocabulary: concrete, skeleton, X-ray, anklebones,wrist, penguins, sloth, armadillo

SummaryThis Hello Reader Science book introducesreaders to the subject of bones. Studentslearn about bones in the human body,particularly those in the hands and feet.Readers then go on to find out about thebones in the hands and feet of various kindsof animals.

FYIMake a large copy of this chart to use whenrevisiting the book with students.

MaterialsRoll of white craft paper, pencils, markers

GUIDED READING

Animal

Human

Penguin

Sloth

Gibbon

Body Part

Hand

Foot

Front leg

Hand

Use Description

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Introduce the BookRead the book title and show the cover tostudents.Ask them to predict what thisselection will be about.Think aloud how youcould make a prediction: I read the title and itsays “all kinds of hands and feet.”Then I lookedat the pictures and I saw a person and someanimals.That made me think the story willprobably be about how humans’ and animals’hands and feet are alike and different.

Review and discuss the vocabulary wordswith the class.Write these sentences on theboard and read them with students.

Chapter 1: In fact, they are four timesstronger than concrete! Together, all of yourbones make up your skeleton. X-rays arespecial pictures of your bones.

Chapter 2: Now wiggle your wrist.In each foot, you have seven anklebones, fivefoot bones, and 14 toe bones.

Chapter 3: Penguins have wings, too.The sloth has two big claws on each frontleg and three on each back leg.The bones in the giant armadillo’s front legsare short, but powerful.

Read the BookTake a picture walk through each chapterprior to reading it.To build vocabulary andfluency, utilize strategies such as choralreading, echo reading, and reading to apartner.Ask questions as you go through thebook, and have students explain theiranswers. Encourage students to refer to thetext. If students have trouble with avocabulary word, have them reread thesentence on the board and then try again.

Revisit the BookIntroduce the chart you made beforehand.Have students look in the book to findinformation to fill in the chart.Then use thecompleted chart to have students makecomparisons.

Extend the LessoncSCIENCEAssign students to work in small groups todraw a human skeleton on a large piece ofcraft paper.Ask students to label thedifferent bones. For a more challengingassignment, you might have some groupsdraw the skeletons for the different animalsin the book.1+2MATHRemind students that the human body has206 bones. Help students collect othernumerical facts about bones and then createword problems to solve. For example: If youhave 7 anklebones, 5 foot bones, and 14 toebones in each foot, how many bones are in onefoot? How many bones are in both feet?

aWRITINGStudents might write compare and contrastparagraphs in which they discuss the bonesin a human hand or foot versus those of one of the animals covered in the book.Encourage students to do additional researchfor their paragraphs.

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North Carolina Standard Course of Study ObjectivesScience: 4.01 Identify the skeleton as a system of the human body. 4.02 Describe several functions of bonesincluding support, protection, and locomotion. 4.05 Observe and describe how muscles cause the body to move.Language Arts: 1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through word study.2.05 Draw conclusions, make generalizations, and gather support by referencing the text. 3.06 Conduct research forassigned and self-selected projects from a variety of sources.Interpretation: Draw conclusionsConnections: Text to self

Me and My Amazing Body

By Joan Sweeney

Book FeaturesGenre: NonfictionLevels: DRA™–24-28; GRL–M; Lexile® Measure–710L Format: 32 pages, informational text, illustrations,diagramsVocabulary: oxygen, nourishment, arteries, veins,energy

SummaryThis book provides a playful introduction toanatomy. It explains all the important partsof the body, what the parts do, and whyhumans need them in order to live, breathe,work, and play.

FYIBeforehand, draw a BDA (Before, During,After) Reading chart like the one shown hereon poster paper.

MaterialsCraft paper, markersCalculatorPoster paper

Introduce the BookStart a discussion asking students whatinternal parts of the body they can name.Ask: Do you know how each part works?Record students’ answers on the BDA chartin the “before” column.Then introduce thebook.

Have students work with a partner to gothrough the book and list all the boldfacedwords.Ask: How do you know what these wordsmean? Help students realize that they aredefined in the text. Review the vocabularywords listed in this lesson as well.

GUIDED READING

Before During After

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Read the BookExplain that as students read, they will bedrawing conclusions. Review that when areader draws a conclusion, the reader usesthe author’s information plus what he or shealready knows to figure something out.Tohelp students, pose questions such as:

1.Why do you think skin covers your body?

2. If the outside (skin) of people can be differentcolors, is the inside different?

3.Why are your bones hard?

4.Why do you think your muscles stretch andshrink?

5.Why does the author call your brain “theboss” of your body?

6.Where does your blood get the energy to feedyour body and brain?

7.Why does your heart keep beating even whenyou’re asleep?

8. If your lungs fill like balloons when youbreathe in, what would they be like when youbreathe out?

9. If you ate only one type of food, what do youthink would happen to your body?

During reading, add information studentslearned to the middle column of the BDAchart.

Revisit the BookHave each student pick a body part and doresearch to determine which body system itbelongs to.Add students’ information to thelast column of the BDA chart.Tell studentsthey must identify their information sources.Discuss the importance of verifying theaccuracy of information.

Extend the LessoncSCIENCEHave students work with partners to draw abody outline on craft paper. One partner lieson the paper while the other traces aroundthe outside of the body. Instruct students todraw the internal body parts on theiroutlines and label each one.

aWRITINGRemind students that food provides theenergy or fuel the body needs to run. Havestudents keep a food diary for a week. Foreach day they should write down what theyate for breakfast, lunch, dinner, and snacks.Atthe end of the week, discuss students’ foodintake and diet.Which foods help the body?Which foods can cause problems? How canstudents improve their diet?1+2MATHUse some of the amazing body facts fromthe book to create word problems. Studentsmay need a calculator. Examples:

If one brain weighs 3 pounds, what is the total“brain weight” for your class?

If a stomach digests 2,190 quarts of food ayear, how much food (in quarts) has eachstudent digested in a lifetime?

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North Carolina Standard Course of Study ObjectivesScience: 4.05 Observe and describe how muscles cause the body to move.Language Arts: 1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through word study.2.02 Interact with the text before, during, and after reading, listening, or viewing by making connections. 2.05 Drawconclusions, make generalizations, and gather support by referencing the text.Cognition: Word studyInterpretation: Make inferencesConnections: Text to self

MusclesBy Seymour Simon

Book FeaturesGenre: NonfictionLevels: DRA™–34-38; GRL–O; Lexile® Measure–1030LFormat: 32 pages, informational text, photographs,diagramsVocabulary: digestion, relaxes, electrical, consciously,intestines, cardiac, diaphragm, delicate, skeletal, tendon

Summary:This book provides a close look at musclesin the human body. It discusses how musclesfunction, what they are made of, and howthey enable people to move.

FYIMaterialsStopwatch

Introduce the BookShow students three different musclemovements such as making a fist, smiling, andflexing a foot.Ask: What allows me to do thesethings? Guide students to understand thatyou are using muscles for these actions.Display the book and have students take a

picture walk through it. Use the “photographynote” located on the inside front cover toexplain how the pictures were taken.

Introduce and define the vocabulary words.Tell students to listen for these words as thebook is read.

Read the BookTell students that they will be “readingarcheologists” who will “dig” through thebook to uncover meaning. Give an exampleof “inferring” such as, “if the weatherforecast is for snow and mom doesn’t wakeyou up in the morning, you might infer thatschool has been cancelled.” As you read,pose questions such as:

READ ALOUD

63

1.Why don’t you control your heart muscle?

2. How do muscles help you show emotions?

3.Why are leg muscles the largest and strongestin your body?

4.What would happen if you didn’t eat enoughfood?

5.Why does it look like body builders have moremuscles?

Revisit the BookTo review information in the book anddevelop vocabulary, have students completethe sentences using vocabulary words fromthe book. Some examples are:

1.A muscle that you control is a _____muscle. (voluntary)

2. Stomach muscles aid in the _____ of food.(digestion)

3. Narrow, ropelike tissues called _____ holdmuscles to your bones. (tendons)

4.You cannot _____ control involuntarymuscles. (consciously)

5.The trunk of your body is called the_____. (torso)

Extend the LessoncSCIENCEHave students try this test to see howmuscles can be affected by fatigue.Afterwardshave students explain why rest is importantfor the body. Divide the class into pairs andassign one partner to be the timer and theother to be the subject. Provide a stopwatch

for the timers. Have the subjects put one armon a desk or table with their palm up.At theword “Go,” the subjects open and close theirfist as many times as they can for 30 seconds.Model how to do this by closing your handinto a tight fist and then opening it completelywith the fingers stretched wide.Tell thesubjects to count the number of times theycan do this during the 30 seconds. Havestudents repeat this test three times.Ask:What happens to the number of times they canmake fists? Why? What would happen if you didthis test one more time? What would happen ifthe subjects had a chance to rest?

aWRITING Students might write directions onperforming simple exercises to developmuscles. Suggest that students illustrate theirdirections.Then compile the directions into aclass exercise book.1+2MATHModel for students how to take a pulse rateat the wrist or side of the neck.Then havestudents determine their at-rest breathingrates for one minute. Record these on achart. Next have students spend a fewminutes in vigorous exercise such as jumpingin place. Have students take their pulse ratesagain and compare the results.Add the datato the chart. Repeat a few more times using adifferent exercise each time.Ask students toexplain the increase in heart rate each time.Ask: What is happening to the heart muscle?

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North Carolina Standard Course of Study ObjectivesScience: 4.01 Identify the skeleton as a system of the human body. 4.02 Describe several functions of bonesincluding support, protection, and locomotion. 4.03 Describe the functions of different types of joints like the hinge,ball and socket, and gliding. 4.04 Describe how different kinds of joints allow movement and compare this to themovement of mechanical devices. 4.05 Observe and describe how muscles cause the body to move.Language Arts: 1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through discussion.2.02 Interact with the text before, during, and after reading, listening, or viewing by setting a purpose and askingquestions.Interpretation: Cause and effectConnections: Text to self

Outside and InsideYou

By Sandra Markle

Book FeaturesGenre: NonfictionLevels: DRA™–?; GRL–?; Lexile® Measure–730LFormat: 40 pages, informational text, photographs,diagrams, glossary/indexVocabulary: cartilage, enamel, intestine, retina, larynx,saliva, villi

SummaryThis book discusses the many parts of thehuman body, their purposes, and what mighthappen without them. Color enhanced andmagnified photographs add to readers’understanding.The text also includes tips oncaring for the body and staying healthy.

FYIMaterialsSaltines, paper towels

Introduce the BookElicit prior knowledge with questions such as:

What enables you to stand up? (Bones, muscles)

Why can you solve a math problem? (Use yourbrain)

How do you know what foods you like? (Becauseof how they taste)

Introduce the book and explain that thephotographs of the body are magnified. Havestudents turn to the glossary/index on pages35 through 38, and read over the wordslisted there.

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Read the BookWrite the following clues on the board, andask students to read and find out what partof the human body each refers to:

1. Stretchy bodysuit (skin)

2.Tiny building blocks (cells)

3. Strong framework (skeleton)

4.Windows (pupils)

5.Talented muscle (tongue)

6. Message center (brain)

7. Kind of strainer (kidneys)

8. Holding bag (bladder)

9. Cell soup (blood)

10. Pump (heart)

Revisit the BookCall on volunteers to identify the body partthat each clue describes. Encourage studentsto think of their own clue for another bodypart. Have them take turns challenging theclass to figure out their clue.

Extend the LessoncSCIENCEPass out saltines and paper towels. Havestudents try the tongue drying experimenton page 21.Then explain that a person’ssense of taste is greatly influenced by smell.Have students try eating a saltine whileholding their nose.Ask: Why does the saltineseem tasteless? � VOCABULARYUsing the words at the end of the bookalong with others that they know, havestudents compile an ABC book about thehuman body.You might have students workwith a partner and assign each team two ormore letters. Instruct students to include adefinition, part of speech, and sentence withtheir words. Students might also illustratesome words. Compile the finished pages intoa class book leaving extra space for studentsto add more words as they learn them.

aWRITINGRecall with students that the book says youare “a special, one-of-a-kind person from theinside out.” Have students write a paragraphor two describing the things that make them unique.Ask students to bring in aphotograph of themselves to display withtheir written descriptions. Create a bulletinboard of your unique class.

66

North Carolina Standard Course of Study ObjectivesScience: 4.02 Describe several functions of bones including support, protection, and locomotion.Language Arts: 2.02 Interact with the text before, during, and after reading, listening, or viewing by makingpredictions. 2.03 Read a variety of texts, including fiction.Cognition: Text featuresInterpretation: Make predictions

The Search for theMissing Bones

By Eva Moore

Book FeaturesGenre: Informational Fiction Levels: DRA™–34-38; GRL–P; Lexile® Measure–550LFormat: 76 pages, chapter book, narrative text,illustrations, reports, diagramsVocabulary: ligaments, vertebrates, collagen, calciumphosphate, cranium, tibia, fibula, sternum, vertebrates

SummaryThis chapter book is based on the MagicSchool Bus books. In this story, Ms. Frizzleand her students take a field trip to find themissing bones for their skeleton costumes.Along the way, readers learn about thedifferent bones in the human body.

FYIMaterialsPicture of a skeletonPrepare a chart like the one shown here.Examples of a hinge, universal joint, and

ball-and-socket joint from a hardware store

GUIDED READING

Joint Name

Fingers

Shoulder

Knee

Neck

Toes

Knuckles

Hinge Joint Universal Joint Ball-and-Socket Joint

67

Introduce the BookBuild background knowledge by askingquestions such as: Have you read other MagicSchool Bus books? Why does Ms. Frizzle takeher class on field trips?

Write the vocabulary words on the boardand ask students what they have in common.Help students conclude that they all relateto bones.Tell students they will be reading abook about the bones in the human body.

Read the BookBefore reading each chapter, have studentsmake predictions about its content. Studentsmight use the illustrations and other graphicmaterial as an aid. Confirm or revise students’predictions at the end of the chapter.

Revisit the TextUse a picture of a skeleton to identify thedifferent bones in the body and to reviewthe vocabulary words.

Draw attention to the puns involving theword bone. Have students explain what eachone means. For example: Get down to barebones, no bones about it, we have a bone topick with you.

Extend the LessonaWRITINGChallenge students to write more verses tothe song about the ghost of John on page 10.Students might lead the class in singing theseverses.

Have students review the contents of eachchapter in the book, and then write a goodchapter title for each. Remind students thatthe title should in some way summarize thechapter contents.

cSCIENCEDisplay an example of a hinge joint, auniversal joint, and a ball-and-socket jointfrom a hardware store.Tell students thatthey represent most of the joints in thehuman body. Encourage students to handlethe joints and discover the range of motionin each.Ask them to describe how each jointworks.Then have students locate some ofthe major bones in their bodies such as thetibia, patella, femur, and mandible. Havestudents move the body part so they canlocate the nearest joint. Display the JointChart and have students tell what kind ofjoint they think each body part is. (Hinge:fingers, knee, toes; Universal: neck; Ball-and-Socket: shoulder, knuckles)

�SOCIAL STUDIESTalk with the class about the different typesof clothing and equipment that people wearto protect their bones in sports and certainkinds of jobs. For example, many athleteswear helmets; goalkeepers wear masks.

68

North Carolina Standard Course of Study ObjectivesScience: 4.02 Describe several functions of bones including support, protection, and locomotion.Language Arts: 2.04 Identify and interpret elements of fiction and nonfiction and support by referencing thetext to determine the author’s use of figurative language.Cognition: Vocabulary in contextCritical Stance: Author’s purposeInterpretation: Make predictions, draw conclusions

Skeletons! Skeletons!All About Bones

By Katy Hall

Book FeaturesGenre: NonfictionLevels: DRA™–34-38; GRL–O; Lexile® Measure–630LFormat: 32 pages, informational text, cut paperillustrationsVocabulary: cartilage, marrow, spine, vertebrae,ligament, inflate, exoskeleton, fossil, slither, unhinge,socket, breathe

SummaryIn this delightful book students not onlylearn about the skeletons of differentanimals, but they also get a chance to engagewith the text by figuring out riddles. Readerslearn that the bones of each kind of animalare suited to the way it lives.Word play andcut paper illustrations add to the appeal ofthe text.

FYIMaterialsUncooked chicken bones, white vinegar, jars

Introduce the BookWrite these words on the board and askstudents what they might have in common:socket, rib, joint, spine. (If students need extrahelp, add the word skull.) Summarize byexplaining that all the words refer to theskeletons of humans.Tell students they willbe reading a book about different kinds ofskeletons.

Write the vocabulary words on the boardand discuss their meanings. Have studentsthink of ways to sort these words. Forexample, some words have prefixes andothers don’t. Some words are nouns thatname body parts, while other words areverbs that describe actions the body does.

GUIDED READING

69

Read the BookAs students read the book, pose thesequestions:

1.Why do babies have more bones than adults?

2. How are your bones different from adinosaur’s bones?

3.Why is it important that your jawbone moves?

4. How is your spinal cord like an electrical cord?

5.What part of your body is like a rubber band?

6.What’s inside your rib cage?

7.What are joints?

8.What is an outside skeleton called?

9.Why does a python’s jawbone unhinge?

10.Why are bird bones hollow?

11.Why is the snout area of a dog’s skull large?

12. How do tails help animals?

Revisit the BookHave students team up with a partner todiscuss and answer the “riddles” in the book.Instruct students to address the author’s wordplay as well. For example, why does the authorsay that the owl “doesn’t give a hoot aboutstaying home at night”? Ask students to answerthe question: What is the author’s purpose inadding a guessing element to the book?

Extend the LessoncSCIENCETo help students understand the necessity ofminerals in bones, have them conduct thisexperiment using uncooked chicken bones,

white vinegar, and jars. Be sure the chickenbones are clean and dry. Have students placethe bones in their jars, then add enoughvinegar to cover them. Students shouldreplace the jar lids and let the bones standundisturbed for a week. Have students predictwhat will happen to the bones during thisperiod.At the end of the week, tell studentsto remove the bones from the jars and washthem.Ask students to test the flexibility of thebones for the next few days.As students notethat the bones become soft and rubbery,explain that the vinegar takes the minerals outof them. Help students conclude that mineralsplay an important role in keeping bones hard.

aWRITINGHave students write a paragraph about theirfavorite bone. Provide criteria such as:

1.The paragraph must include the name ofthe bone.

2.The paragraph must include the bone’sfunction.

3.The paragraph must include the bone’sapproximate size.

4.The paragraph must include any otherdetails that distinguish the bone.

�SOCIAL STUDIESRecall with students that a skeleton gives abody its shape.A skeleton is a kind offramework.Ask students to find pictures ofother frameworks such, as the steelframework for a building or a car. Create abulletin board display of different kinds ofnonliving skeletons or frameworks.

Name:____________________________________ Date:_____________________________

Senses of the DesertThe phrases in the box are from the book Desert Giant. Write each phrase on the chart underthe best heading to show the sense it suggests. (You may use a phrase under more than oneheading.) Then add another phrase from the book for each sense.

sharp spines tap… tap-tap soft flesh of cactus

sweet, juicy pulp moisture fruit is ripening

pigs grunt and snort revealing its bright red insides a bee circles around

flapping of wings moon shines in dark sky drink the nectar

Sight Sound Smell Touch Taste

Senses of the Desert70

Name:____________________________________ Date:_____________________________

The Parts of a FlowerUse the words in the box to label the parts of the flower.

stigma pollen pistil stamen

petal sepal ovules stem

1. ____________

2. ____________

3. ____________

4. ____________

5. ____________

6. ____________

7. ____________

8. ____________

Parts of a Flower 71

Name:____________________________________ Date:_____________________________

Growing PeanutsNumber these steps so they show the order in which a peanut grows and goes to a factory.

a. After five months, farmers use machines to dig up the plants.

b. The seeds sprout into plants.

c. In the spring, farmers plant the peanut seeds in the ground.

d. The peanuts are packed into sacks and sent to factories.

e. The plants grow yellow flowers on pegs.

f. Peanuts begin to grow in the pods.

g. A combine harvester pulls the pods from the plants.

h. The pegs push their way down through the soil.

i. The flowers change into pods under the ground.

j. The pods are left to dry.

Growing Peanuts72

Name:____________________________________ Date:_____________________________

Our State FlowerEvery state in the United States has an official flower.

Our state is _________________________________.

Our state flower is ___________________________.

Our state flower looks like this: Some interesting facts about our stateflower are

1. __________________________________

___________________________________

2. __________________________________

___________________________________

Here is a picture of our state Some interesting facts about this plant are:(fruit, tree, seaweed):

1. __________________________________

___________________________________

2. __________________________________

___________________________________

Our State Flower 73

Name:____________________________________ Date:_____________________________

Rot or NotUse the chart to record your predictions and observations about how different things rotover time.

First Observations SecondMaterials Our Predictions Date Observations Date

Grapes

Safety pin

Paper

Lettuce leaf

Ballpoint pen

Rot or Not74

Name:____________________________________ Date:_____________________________

Questions, PleaseOn this page you’ll find some answers. Use the book to help you write a good question foreach answer.

1. Answer:You need a rocket.

Question: _______________________________________________________

2. Answer: Sputnik

Question: _______________________________________________________

3. Answer: Neil Armstrong

Question: _______________________________________________________

4. Answer: NASA

Question: _______________________________________________________

5. Answer: black

Question: _______________________________________________________

6. Answer: the Hubble Space Telegraph

Question: _______________________________________________________

Questions, Please 75

Name:____________________________________ Date:_____________________________

Fact or Opinion?A fact is a statement that can be proved.An opinion is a statement of someone’s beliefs orfeelings. Read the sentences below and write Fact or Opinion to tell what each statement is.

______ 1. The asteroids form a ring around the sun.

______ 2. Venus looks scary on the surface.

______ 3. It’s a good thing we sent a robot camera to film it.

______ 4. Mercury has the shortest year.

______ 5. This moonwalk is great!

______ 6. Sometimes there are dust storms on Mars.

______ 7. I don’t think you should bother wearing helmets.

______ 8. Jupiter is made of gases and liquids that swirl around.

______ 9. Jupiter is the biggest planet.

______10. I think Saturn is the prettiest planet.

Fact or Opinion76

Name:____________________________________ Date:_____________________________

Planet RiddlesRead the riddles and then write the name of a planet to answer each one.Write your ownriddle about another body in space for question 10.

_________ 1. I am one of the rocky planets. I am closest to the sun.

_________ 2. I am just right for living things. I have air and water.

_________ 3. I am the red planet. I have iron in my soil.

_________ 4. I am the farthest known planet from the sun. I am small.

_________ 5. I have beautiful rings.They are made of ice.

_________ 6. I am the biggest planet. I have 39 moons.

_________ 7. I am between Mercury and Earth. I have no moons.

_________ 8. I am a gas planet. One gas make me look blue.

_________ 9. I am the seventh planet from the sun. I look green from space.

10. ________________________________________________________________

Planet Riddles 77

Name:____________________________________ Date:_____________________________

How Many Stars?The picture shows stars that you might see through a telescope. However, there are too manyto count. Scientists estimate, or guess, how many stars there are.You can try it too.

1. Cut out the circle on this page. Fold it in half so the stars show. Fold it in half again sothe stars show.

2. Count the stars in the quarter of the circle that shows.Write the number here.__________

3. Multiply that number by 4.You can use a calculator.Write the total here. ___________

4. Remember, this is an estimate. Can you explain why it is not the exact number of thestars? _______________________________________________

How Many Stars?78

79

Bibliography

Caswell, L.J., & Duke, N.K. (1998). Non-narrative as a catalyst for literacy development.Language Arts, 75, 108–117.

Chall, J.S. (1983). Stages of reading development. New York: McGraw-Hill.

Kamil, M.L., & Lane, D.M. (1998). Researching the relation between technology and literacy:An agenda for the 21st century. In D.R. Reinking, L.D. Labbo, M. McKenna, & R. Kieffer (Eds.),Literacy for the 21st century:Technological transformations in a post-typographic world(pp. 235–251). Mahwah, NJ: Erlbaum.

Schiefele, U., Krapp,A., & Winteler,A. (1992). Interest as a predictor of academic achievement:A meta-analysis of research. In K.A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest inlearning and development (pp. 183–211). Hillsdale, NJ: Lawrence Erlbaum.

Book Cover CreditsGoal 1

CACTUS HOTEL by Brenda Z. Guiberson, illustrated by Megan Lloyd. Illustrations copyright © 1991 by Megan Lloyd. Published by Scholastic Inc. by arrangement with Henry Holt and Company, Inc.All rights reserved.

DESERT GIANT:THE WORLD OF THE SAGUARO CACTUS by Barbara Bash. Copyright © 1989 by Barbara Bash. Published by Scholastic Inc.by arrangement with Little, Brown & Company, Inc.All rights reserved.

FROM ACORN TO OAK TREE (WELCOME BOOK) by Jan Kottke. Copyright © 2000 by Rosen Book Works, Inc. Published by Children’s Press,a division of Scholastic Inc.All rights reserved. Cover: Dwight Kuhn.

FROM SEED TO PLANT by Gail Gibbons. Copyright © 1991 by Gail Gibbons. Published by Scholastic Inc. by arrangement with HolidayHouse, Inc.All rights reserved.

THE MAGIC SCHOOL BUS GETS PLANTED:A BOOK ABOUT PHOTOSYNTHESIS by Lenore Notkin, illustrated by Bob Ostrom. Copyright ©1997 by Joanna Cole and Bruce Degan. Published by Scholastic Inc.All rights reserved.

PLANT LIFE (STRAIGHTFORWARD SCIENCE) by Peter Riley. Copyright © 1998 by Franklin Watts. Published by Franklin Watts, a division of Scholastic Inc.All rights reserved. Cover: N. Cattlin/Holt Studios Internationals.

THE REASON FOR A FLOWER by Ruth Heller. Copyright © 1983 by Ruth Heller. Published by Scholastic Inc. by arrangement with Putnam & Grosset, a member of Penguin Group (USA) Inc.All rights reserved.

SAGUARO CACTUS (HABITATS) by Paul and Shirley Berquist. Copyright © 1997 by Children’s Press. Published by Children’s Press, a divisionof Scholastic Inc.All rights reserved. Cover: Paul and Shirley Berquist.

WHAT’S FOR LUNCH? PEANUTS by Claire Llewellyn. Copyright © 1998 by Franklin Watts. Published by Children’s Press, a division of Scholastic Inc.All rights reserved. Cover: Steve Shott.

Goal 2

THE MAGIC SCHOOL BUS MEETS THE ROT SQUAD by Linda Beech, illustrated by Carolyn Brackens. Copyright © 1995 by Joanna Cole and Bruce Degan. Published by Scholastic Inc.All rights reserved.

Goal 3

A BOOK ABOUT PLANETS AND STARS by Betty Polisar Reigot. Copyright © 1988 by Betty Polisar Reigot. Published by Scholastic Inc.Allrights reserved. Cover: NASA.

CAN YOU HEAR A SHOUT IN SPACE? QUESTIONS AND ANSWERS ABOUT SPACE EXPLORATION (SCHOLASTIC Q & A) by Melvin and GildaBerger, illustrated by Vincent Di Fate. Illustrations copyright © 2000 by Vincent Di Fate. Published by Scholastic Inc.All rights reserved.

CONSTELLATIONS by Paul P. Sipiera. Copyright © 1997 by Children’s Press. Published by Children’s Press, a division of Scholastic Inc.Allrights reserved. Cover: Royal Observatory, England/AATB/SPL/Photo Researchers.

THE EARTH IN SPACE (STRAIGHTFORWARD SCIENCE) by Peter Riley. Copyright © 1998 by Franklin Watts. Published by Franklin Watts, adivision of Scholastic Inc.All rights reserved. Cover: Bruce Coleman.

THE MAGIC SCHOOL BUS: LOST IN THE SOLAR SYSTEM by Joanna Cole, illustrated by Bruce Degen. Illustrations copyright © 1990 byBruce Degen. Published by Scholastic Inc.All rights reserved.

THE MAGIC SCHOOL BUS SEES STARS by Nancy White, illustrated by Art Ruiz. Copyright © 1999 by Joanna Cole and Bruce Degen.Published by Scholastic Inc.All rights reserved.

THE MOON (ROOKIE READ-ABOUT SCIENCE) by Carmen Bredeson. Copyright © 2003 by Children’s Press. Published by Children’s Press, adivision of Scholastic Inc.All rights reserved. Cover: NASA.

POSTCARDS FROM PLUTO:A TOUR OF THE SOLAR SYSTEM by Loreen Leedy. Copyright © 1993 by Loreen Leedy. Published by ScholasticInc. by arrangement with Holiday House, Inc.All rights reserved.

SEEING STARS (HELLO READER) by Rosanna Hansen and Greg Harris. Copyright © 2002 by Nancy Hall, Inc. Published by Scholastic Inc.Allrights reserved.

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THE SOLAR SYSTEM (ROOKIE READ-ABOUT SCIENCE) by Carmen Bredeson. Copyright © 2003 by Children’s Press. Published by Children’sPress, a division of Scholastic Inc.All rights reserved. Cover: NASA/SPL/Photo Researchers, NY.

STARGAZERS by Gail Gibbons. Copyright © 1992 by Gail Gibbons. Published by Scholastic Inc. by arrangement with Holiday House, Inc.All rights reserved.

Goal 4

BONES! ALL KINDS OF HANDS,ALL KINDS OF FEET (HELLO READER SCIENCE) by Rosanna Hansen, illustrated by Joel Snyder. Copyright ©2002 by Nancy Hall, Inc. Published by Scholastic Inc.All rights reserved.

THE MAGIC SCHOOL BUS:THE SEARCH FOR THE MISSING BONES by Eva Moore, illustrated by Ted Enik. Copyright © 1999 by Joanna Coleand Bruce Degen. Published by Scholastic Inc.All rights reserved.

ME AND MY AMAZING BODY by Joan Sweeney, illustrated by Annette Cable. Illustrations copyright © 1999 by Annette Cable. Published by Scholastic Inc. by arrangement with Random House Children’s Books, a division of Random House, Inc.All rights reserved.

MUSCLES: OUR MUSCULAR SYSTEM by Seymour Simon. Copyright © 1998 by Seymour Simon. Published by Scholastic Inc. by arrangementwith HarperCollins Publishers.All rights reserved. Cover:VU/David M. Phillips.

OUTSIDE AND INSIDE YOU by Sandra Markle. Copyright © 1991 by Sandra Markle. Published by Scholastic Inc. by arrangement with Simon & Schuster Books for Young Readers, a division of Simon & Schuster, Inc.All rights reserved. Cover: Susan Kuklin.

SKELETONS! SKELETONS! by Katy Hall, illustrated by Paige Billin-Frye. Illustrations copyright © 1991 by Paige Billin-Frye. Published by Scholastic Inc by arrangement with Putnam & Grosset, a member of Penguin Group (USA) Inc.All rights reserved.