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Classroom Resources || Professional Resources || Illinois Schools || Education Data

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Sample Lesson Plans

Using Literature to Teach Elementary School Math and Science

University of Illinois at Chicago College of Education

ED312, Spring 1996; Professor Maria Varelas

Lesson by Ariana Vilans

The Magic Schoolbus Inside the Earth, Joanna Cole

Lesson for:



Used for ages 6-11, third or fourth grade



Why was this work chosen?



It's written with humor, has very good illustrations, and has a lot of detailed information about the earth. It is a good source of new vocabulary words.



What math or science can be developed?



A good book to introduce the concepts of science concerning rocks and the earth's inner composition.



Lesson plan:



I would use this book to introduce the concept of igneous, sedimentary and melamorphic rocks. After reading the story I would review and discuss with the students how different rocks are formed. I would then ask the children if they could name some different kinds of rocks (marbles, granite, etc.) Then we would categorize the rocks into the three categories and discuss what are the characteristics of each.

The assignment would be the following: students would be grouped in small groups and each group would be given several rocks to identify. I would not expect them to know the name of the rock, but whether it was igneous, metamorphic or sedimentary. One person in each group would be the recorder and would write down the groups's answers and the reasoning behind their decision. I would only allow about fifteen minutes for the exercise.

After the groups finish I would have each group present to the class their findings. As a class we would discuss the rocks and whether or not the correct identifications were made. Wrong answers would not be penalized. My goals would be more centered on cooperation and evidence that the students used good reasoning.

After the exercise is completed I would display all the rocks on a table with their names and classifications. The students would be invited to look at them more closely if they wanted to. I would know this lesson has been successful if the students identified some of the rocks correctly and if they showed good reasoning behind their decisions. I think I would also know if the lesson has been successful if the students are interested in examining the rocks after the formal lesson was completed. This way I would know their interest was piqued and that they are not bored.