Reading with the Magic School Bus Series is an engaging, science‑rich literature resource for Grades 1–3 that brings Joanna Cole’s imaginative stories to life through guided reading, comprehension questions, vocabulary development, and creative response activities. Students explore scientific concepts such as water purification, habitats, the human body, dinosaurs, ocean zones, beehives, hurricanes, and earth science while following Ms. Frizzle and her class on unforgettable adventures. Each story summary is paired with structured discussion questions and vocabulary lists that help students build content knowledge and strengthen literacy skills.

The resource supports whole‑class lessons, small‑group guided reading, and independent work. With teacher input suggestions, activity tracking sheets, reproducible activity cards, snip‑art templates, and a blank activity sheet, this unit provides everything needed to integrate science and literacy seamlessly. Students learn to infer, sequence events, analyze scientific processes, expand vocabulary, and respond creatively all while enjoying the excitement of the Magic School Bus.

Learning Expectations for this unit:

1. To expose children to the pleasure and enjoyment of books.
2. To enhance comprehension in ways other than just recall
3. To expand the children's vocabulary.
4. To help offer suggestions on ways to respond to the stories.
5. To encourage creativity in children.

 

Introduction includes:

• Teacher Notes
  • Teacher Input Suggestions
  • Ideas for introducing difficult or unusual words
•  Teacher Evaluation Sheets
•  Students My Activity Tracking Sheet
•  Snip Art

 

 

Reading Activities

Each story includes:

•  Story Summary
•  Vocabulary List
•  Discussion Questions
•  3 Reading Activities

Book 1: The Magic School Bus at the Waterworks

Skills Covered in These Activities

Card 1 – Sequencing the Water System

Students develop:

• Sequencing & ordering events (placing water‑system steps in correct order)
• Reading comprehension (identifying key details from the text)
• Understanding scientific processes (evaporation, condensation, filtration, purification, distribution)
• Cause‑and‑effect reasoning (how each step leads to the next)
• Vocabulary reinforcement (water cycle and waterworks terminology)
• Independent work skills (self‑correcting card activity)

Card 2 – Compound Word Study

Students practice:

• Vocabulary development (identifying and building compound words)
• Word analysis (breaking words into meaningful parts)
• Print‑to‑text transfer (locating words within the book)
• Spelling and phonics (understanding how smaller words combine to form larger ones)
• Recording answers independently (writing compound words in structured format)

Card 3 – Creative Writing & Story Structure

Students strengthen:

• Narrative writing (creating a beginning, middle, and ending)
• Creative thinking (imagining a new Magic School Bus volcano adventure)
• Scientific connection (applying volcano concepts to a fictional scenario)
• Illustration skills (drawing a scene from their story)
• Written communication (clear sentences, sequencing ideas, descriptive detail)
• Independent composition (using a worksheet to draft and illustrate their story)

Book 2: The Magic School Bus Hops Home

Skills Covered in These Lessons

Card 1 – Cartooning the Main Events

Students develop:

• Reading comprehension (identifying and recalling key events)
• Sequencing (placing events in logical order across frames)
• Summarizing (distilling the story into essential moments)
• Visual storytelling (using illustrations to communicate meaning)
• Dialogue writing (using speech balloons to show character voice)
• Creative expression (designing cartoon frames independently)

Card 2 – Understanding Habitats

Students practice:

• Science knowledge (identifying components of a bullfrog habitat)
• Observation skills (studying illustrations for environmental details)
• Classification (distinguishing essential vs. additional habitat features)
• Vocabulary development (habitat, food, shelter, water, air)
• Critical thinking (explaining why certain features support survival)
• Text‑to‑illustration connection (linking story visuals to scientific concepts)

Card 3 – Visual Arts & Science Integration

Students strengthen:

• Artistic skills (painting, sketching, coloring, cutting, assembling)
• Science understanding (representing an ideal bullfrog habitat visually)
• Fine‑motor skills (cutting and gluing)
• Spatial awareness (placing the frog within its environment)
• Creative problem‑solving (designing a habitat that meets survival needs)
• Independent project work (completing a multi‑step art/science task)

Book 3: The Magic School Bus Inside Ralphie

Skills Covered in These Lessons

Card 1 – Sequencing the Human Body Adventure

Students develop:

• Sequencing & ordering events (placing story events in correct order as the bus travels through Ralphie’s body)
• Reading comprehension (identifying key details from the text)
• Understanding biological processes (how germs, white blood cells, medicine, and the bloodstream work together)
• Cause‑and‑effect reasoning (why the bus enters through a cut, why white blood cells attack, why sneezing occurs)
• Vocabulary reinforcement (infection, bacteria, bloodstream, medicine, nasal passage)
• Independent work skills (self‑correcting card activity)

Card 2 – Letter Writing & Personal Response

Students practice:

• Opinion writing (expressing thoughts about the story through a letter to the editor)
• Written communication (clear sentences, appropriate tone, letter format)
• Text‑to‑self connection (responding personally to events in the story)
• Audience awareness (writing for a specific reader — the editor)
• Vocabulary application (using story vocabulary in written form)

Card 3 – Mapping the Body Systems Journey

Students strengthen:

• Diagramming & mapping skills (drawing the bus’s path through Ralphie’s body)
• Scientific understanding (representing organs, bloodstream, nasal passages, and infection sites)
• Spatial reasoning (showing direction, movement, and sequence visually)
• Comprehension of biological systems (how germs are fought, how medicine works, how sneezing expels irritants)
• Creative representation (illustrating the adventure in a clear, logical way)
• Independent project work (using a blank page to create an accurate map)

Book 4: The Magic School Bus in the Time of the Dinosaurs

Skills Covered in These Lessons

Card 1 – Drawing the Three Time Periods

Students develop:

• Scientific understanding of geological time (Triassic, Jurassic, Cretaceous)
• Observation & research skills (identifying features of each period from the text/illustrations)
• Scientific illustration (drawing accurate representations of prehistoric environments)
• Comparative thinking (noticing differences between time periods)
• Vocabulary reinforcement (prehistoric, paleontologist, extinct, prosauropods, sauropods)

Card 2 – Collaborative Dinosaur Mural

Students practice:

• Collaboration & group communication (working together to create a large mural)
• Research & fact‑finding (adding accurate dinosaur facts to chart paper)
• Creative representation of scientific concepts (painting time‑period environments)
• Understanding of paleontology (representing fossils, environments, and dinosaur types)
• Oral language skills (sharing facts, discussing choices, presenting mural)

Card 3 – Dinosaur Model & Habitat Diorama

Students strengthen:

• Modeling & hands‑on creation (building a dinosaur using clay or playdough)
• Understanding of animal habitats (creating a diorama that reflects the dinosaur’s environment)
• Scientific reasoning (explaining why the chosen dinosaur fits its habitat)
• Fine‑motor skills (sculpting, assembling, arranging diorama elements)
• Creative thinking (choosing a dinosaur and designing a realistic prehistoric setting)

Book 5: The Magic School Bus on the Ocean Floor

Skills Covered in These Lessons

Card 1 – Mapping and Labeling Ocean Zones

Students develop:

• Diagramming & mapping skills (drawing and labeling major ocean zones)
• Scientific understanding of ocean structure (intertidal zone, continental shelf, slope, deep ocean floor, hot water vents, coral reefs)
• Reading comprehension of informational text (transferring story details into a labeled diagram)
• Spatial reasoning (placing zones in correct vertical order)
• Vocabulary reinforcement (intertidal, continental shelf, slope, vent, reef)

Card 2 – Compound Word Illustration

Students practice:

• Vocabulary development (identifying and forming compound words)
• Word analysis (breaking words into meaningful parts: star + fish, clam + shell, jelly + fish, sea + horse)
• Print‑to‑picture transfer (illustrating compound words to show meaning)
• Phonics & spelling (understanding how smaller words combine to form larger ones)
• Independent work skills (completing structured word‑study tasks)

Card 3 – Wax‑Resist Ocean Art + Story Writing

Students strengthen:

• Creative art techniques (wax‑resist crayon drawing with tempera wash)
• Scientific observation (depicting ocean life accurately based on story details)
• Narrative writing (writing a story about what is happening in their ocean scene)
• Descriptive language (explaining movement, creatures, and interactions)
• Fine‑motor skills (coloring, painting, layering)
• Integration of science and literacy (combining ocean concepts with creative storytelling)

Book 6: The Magic School Bus Inside the Human Body

Skills Covered in These Lessons

Card 1 – Human Body Crossword Puzzle

Students develop:

• Reading comprehension of informational text (using story details to answer clues about organs, systems, and functions)
• Vocabulary development (digestive system terms, anatomy words, scientific language)
• Word recognition & spelling (filling in crossword entries accurately)
• Scientific understanding of body systems (esophagus, stomach, villi, blood cells, heart chambers)
• Critical thinking (matching clues to correct anatomical terms)

Card 2 – Human Body Diagram

Students practice:

• Scientific illustration (drawing and labeling major organs and systems)
• Understanding of biological processes (digestive system, circulatory system, nervous system)
• Reading‑to‑visual transfer (turning story information into a labeled diagram)
• Vocabulary reinforcement (villi, esophagus, stomach, spinal cord, brain)
• Fine‑motor and spatial skills (accurate placement of organs and labels)

Card 3 – Character Web for Arnold

Students strengthen:

• Character analysis (identifying traits, motivations, feelings, and behaviors)
• Text‑based inference (using story evidence to describe Arnold)
• Organizing ideas visually (creating a character web with branches and descriptors)
• Understanding narrative elements (how character traits influence events)
• Written communication (selecting precise words to describe personality and actions)

Book 7: The Magic School Bus Inside the Earth

Skills Covered in These Lessons

Card 1 – Story Map (Characters, Setting, Problem, Events, Ending)

Students develop:

• Reading comprehension (identifying key story elements: characters, setting, problem, main events, ending)
• Story structure awareness (understanding how events connect and how problems are resolved)
• Summarizing skills (condensing the story into essential components)
• Organizational thinking (placing information into a structured graphic organizer)
• Scientific connection (linking story events to earth science concepts: layers, rocks, fossils, volcanoes)

Card 2 – Syllable Division

Students practice:

• Phonological awareness (breaking words into syllables using clapping or dictionary support)
• Vocabulary development (learning scientific terms such as volcanic, fossil, underneath, spinning)
• Word analysis (understanding how multisyllabic words are constructed)
• Spelling and decoding (improving accuracy with complex earth‑science vocabulary)
• Print‑to‑meaning connection (reinforcing understanding of terms used in the story)

Card 3 – Designing Ms. Frizzle’s Earth Science Outfit

Students strengthen:

• Creative thinking (designing an outfit inspired by earth science concepts)
• Scientific understanding (representing earth layers, rocks, fossils, volcanoes, minerals through clothing details)
• Artistic skills (drawing, coloring, labeling)
• Fine‑motor skills (adding detailed elements and labels)
• Communication skills (explaining earth‑science concepts visually through design choices)

Book 8: The Magic School Bus Inside the Beehive

Skills Covered in These Lessons

Card 1 – Metamorphosis Diagram (Egg → Larvae → Pupa → Adult)

Students develop:

• Scientific understanding of life cycles (identifying and labeling the four stages of bee development)
• Diagramming skills (drawing and organizing biological information visually)
• Vocabulary development (metamorphosis, larvae, pupa, adult, cocoon)
• Observation & accuracy (representing each stage clearly and in correct order)
• Reading‑to‑visual transfer (turning story information into a labeled scientific diagram)

Card 2 – Hexagon Shape Exploration

Students practice:

• Geometry awareness (recognizing and drawing hexagons — six‑sided shapes)
• Scientific connection (understanding why bees build hexagonal cells in a hive)
• Observation skills (identifying hexagonal shapes in real‑world objects)
• Vocabulary reinforcement (hexagon, cell, hive)
• Creative thinking (finding and drawing multiple examples of hexagonal shapes)

Card 3 – Mosaic Flower Garden + Bee Model

Students strengthen:

• Artistic creation (cutting, arranging, and assembling a mosaic garden)
• Fine‑motor skills (cutting magazine images, shaping playdough)
• Scientific understanding of habitats (representing flowers as a food source for bees)
• Modeling skills (creating a bee model and placing it appropriately in the garden)
• Integration of science and art (connecting bee behavior and habitat needs with creative design)

Book 9: The Magic School Bus Inside a Hurricane

Skills Covered in These Lessons

Card 1 – Sequencing Hurricane Events

Students develop:

• Sequencing & ordering events (placing the hurricane adventure events in correct chronological order)
• Reading comprehension (identifying key details from the story and matching them to the correct sequence)
• Understanding weather processes (recognizing how hurricanes form and how weather tools/vehicles are used)
• Cause‑and‑effect reasoning (why the balloon leaks, why the tornado lifts the bus, why the weather plane rescues them)
• Vocabulary reinforcement (hurricane, tornado, weather station, warning, watch)
• Independent work skills (self‑correcting sequencing activity)

Card 2 – Cloud Type Painting

Students practice:

• Scientific observation (identifying cirrus, stratus, and cumulus clouds from the book’s illustrations)
• Classification skills (distinguishing cloud types based on shape and appearance)
• Artistic technique (using paintbrushes and white paint to recreate cloud forms)
• Vocabulary development (cirrus, stratus, cumulus)
• Science‑art integration (representing weather concepts visually)

Card 3 – Weather Experiment & Report

Students strengthen:

• Scientific inquiry (choosing an experiment from the book and performing it)
• Observation & data collection (noting what happens during the experiment)
• Informational writing (writing a clear report describing the procedure and results)
• Diagramming & illustration (drawing pictures to accompany the written report)
• Understanding weather concepts (condensation, air pressure, wind movement, storm formation)
• Communication skills (explaining scientific processes in their own words)

Book 10: The Magic School Bus Lost in the Solar System

Skills Covered in These Lessons

Card 1 – Solar System Map & Journey Path

Students develop:

• Scientific diagramming (drawing and labeling planets and major solar system features)
• Spatial reasoning (placing planets in correct order and marking the class’s travel path)
• Reading‑to‑visual transfer (turning story events into a labeled map)
• Understanding astronomical concepts (solar system structure, asteroid belt, planetary order)
• Vocabulary reinforcement (planetarium, rotates, atmosphere, gravity, craters, asteroid)

Card 2 – Planet Research & Survival Design

Students practice:

• Research skills (locating information in library books about a chosen planet)
• Informational writing (explaining survival needs and environmental challenges)
• Scientific reasoning (determining what equipment or inventions would be required to live on the planet)
• Creative problem‑solving (designing a home adapted to extreme planetary conditions)
• Illustration skills (drawing a survival home based on scientific facts)
• Vocabulary development (temperature, carbon dioxide, kilometers, atmosphere, gravity)

Card 3 – Newspaper Report of the Adventure

Students strengthen:

• Journalistic writing (writing a news article using the 5Ws + How)
• Headline creation (crafting an attention‑grabbing title)
• Sequencing & summarizing (retelling the adventure in clear chronological order)
• Audience awareness (writing for readers, not just for themselves)
• Written communication (using complete sentences, clear details, and strong verbs)
• Integration of science and literacy (explaining space travel events using accurate scientific vocabulary)

Book 11: The Magic School Bus Looking for Liz

Skills Covered in These Lessons

Card 1 – Completing the Story About Liz

Students develop:

• Reading comprehension (recalling key details about Liz’s disappearance and the class’s search)
• Cloze reading skills (filling in missing words using context clues)
• Understanding of habitats (identifying why certain environments are or are not suitable for a lizard)
• Vocabulary reinforcement (habitat, camouflage, desert, pond, jungle)
• Sequencing & summarizing (retelling the story in a structured, complete paragraph)
• Print‑to‑meaning connection (using story information to complete the narrative accurately)

Card 2 – Habitat Diorama

Students practice:

• Scientific understanding of habitats (desert, Alaska, pond, jungle — and the animals that live there)
• Modeling & hands‑on creation (building a diorama that accurately represents one of the four environments)
• Observation & classification (choosing appropriate animals and environmental features)
• Creative representation of science concepts (showing temperature, food sources, shelter, and camouflage)
• Fine‑motor skills (cutting, assembling, arranging diorama elements)

Card 3 – Animals in Four Habitats

Students strengthen:

• Classification skills (selecting one animal from each habitat: desert, Alaska, pond, jungle)
• Scientific reasoning (explaining two reasons why each animal thrives in its environment)
• Understanding of adaptations (temperature needs, food availability, camouflage, shelter)
• Illustration skills (drawing each animal accurately)
• Written communication (writing clear explanations supported by scientific concepts)

Common Core Standards Met

Reading Literature (RL)

• RL.1.1, RL.2.1, RL.3.1 — Ask/answer questions using evidence
• RL.1.2, RL.2.2, RL.3.2 — Retell stories; determine central message
• RL.1.3, RL.2.3, RL.3.3 — Describe characters, setting, events
• RL.1.7, RL.2.7 — Use illustrations to understand text
• RL.3.6 — Point of view

Reading Informational Text (RI)

• RI.1.1–1.4, RI.2.1–2.4, RI.3.1–3.4 — Identify key details, vocabulary, and scientific concepts
• RI.1.7, RI.2.7, RI.3.7 — Interpret diagrams and visuals

Reading Foundational Skills (RF)

• RF.1.3, RF.2.3 — Phonics and word analysis
• RF.1.4, RF.2.4, RF.3.4 — Fluency

Writing (W)

• W.1.2, W.2.2, W.3.2 — Informational/explanatory writing
• W.1.8, W.2.8, W.3.8 — Recall information

Speaking & Listening (SL)

• SL.1.1, SL.2.1, SL.3.1 — Collaborative discussions
• SL.1.2, SL.2.2 — Retell key details

Language (L)

• L.1.4, L.2.4, L.3.4 — Vocabulary acquisition
• L.1.5, L.2.5 — Word relationships

 

 

Common Core Alignment Chart

Grade	Skills in Resource	Common Core Standards
1	Sequencing, noting details, vocabulary, science concepts, diagrams	RL.1.1–1.7, RI.1.1–1.7, RF.1.3–1.4, W.1.2, SL.1.1–1.2, L.1.4–1.5
2	Drawing conclusions, scientific reasoning, comparing, word study	RL.2.1–2.7, RI.2.1–2.7, RF.2.3–2.4, W.2.2, SL.2.1–2.2, L.2.4–2.5
3	Evaluating, analyzing processes, interpreting diagrams, vocabulary	RL.3.1–3.6, RI.3.1–3.7, RF.3.4, W.3.2, SL.3.1, L.3.4–3.5

Canadian Provincial & Territorial Expectations

Language / Literacy (Grades 1–3)

• Reading comprehension of fiction and informational text
• Identifying story elements and scientific ideas
• Making inferences and predictions
• Sequencing events
• Vocabulary development (science terms, content words)
• Oral communication and discussion
• Written responses in complete sentences
• Interpreting diagrams and visuals
• Connecting scientific concepts to text

Science (Grades 1–3)

• Life systems (habitats, beehives, human body)
• Earth and space systems (water cycle, weather, earth layers)
• Physical science (pressure, temperature, forces)
• Inquiry and observation
• Understanding scientific processes

Cross‑Curricular Connections

• Critical thinking
• Creative expression
• Media literacy
• STEM vocabulary building

Canadian Alignment Chart

Province/Territory	Curriculum Areas Met
Ontario	Language: comprehension, vocabulary, oral communication; Science: life systems, structures, earth/space systems
British Columbia	ELA: exploring texts, making connections; Science: matter, forces, biodiversity, earth materials
Alberta	ELA: comprehension, responding to literature; Science: needs of living things, hot/cold, rocks/minerals
Saskatchewan	ELA: viewing, representing, comprehending; Science: habitats, weather, earth materials
Manitoba	ELA: reading strategies, responding to texts; Science: characteristics of materials, human body
Quebec	Competencies: reading/listening to texts, writing; Science: understanding living things and earth systems
Atlantic Provinces	Literacy: comprehension, vocabulary; Science: weather, living things, earth materials
Yukon / NWT / Nunavut	Follow BC/AB/ON‑aligned frameworks

 

 

Magic School Bus Activity Cards – Standards Alignment Chart

(Common Core ELA + NGSS + Ontario Curriculum)

The Magic School Bus at the Waterworks

Book & Activity	Skills	Common Core ELA	NGSS	Ontario Curriculum
Waterworks – Card 1 Sequencing water system	sequencing, comprehension, scientific process	RI.1.3, RI.2.3, RI.3.3	ESS2.A, ESS2.C (Water Cycle & Earth Systems)	Science: Understanding Earth & Space Systems – Water; Language: Reading – Demonstrating Understanding
Waterworks – Card 2 Compound words	vocabulary, word analysis	L.1.4, L.2.4, L.3.4	—	Language: Vocabulary, Word Study
Waterworks – Card 3 Volcano story writing	narrative writing, creativity	W.1.3, W.2.3, W.3.3	ESS2.B (Earth Processes – Volcanoes)	Language: Writing – Organizing Ideas; Science: Earth Materials

The Magic School Bus Hops Home

Book & Activity	Skills	Common Core ELA	NGSS	Ontario Curriculum
Hops Home – Card 1 Cartooning main events	sequencing, summarizing, dialogue	RL.1.2, RL.2.2, RL.3.2	—	Language: Reading – Demonstrating Understanding; Media Literacy – Creating Media Texts
Hops Home – Card 2 Bullfrog habitat	habitats, observation	RI.1.7, RI.2.1	LS1.C, LS4.D (Animal Needs & Habitats)	Science: Life Systems – Habitats; Language: Oral Communication
Hops Home – Card 3 Painted habitat	art + science integration	W.1.8, W.2.8	LS1.C	Science: Habitats; Arts: Visual Arts – Creating

 

The Magic School Bus Inside Ralphie

Book & Activity	Skills	Common Core ELA	NGSS	Ontario Curriculum
Inside Ralphie – Card 1 Sequencing body system events	sequencing, comprehension	RI.2.3, RI.3.3	LS1.A, LS1.B (Human Body Systems)	Science: Human Body; Language: Reading
Inside Ralphie – Card 2 Letter to the editor	opinion writing	W.1.1, W.2.1, W.3.1	—	Language: Writing – Opinion; Media Literacy
Inside Ralphie – Card 3 Body system map	diagramming, modeling	RI.3.7	LS1.A	Science: Human Body; Language: Reading Visuals

The Magic School Bus in the Time of Dinosaurs

Book & Activity	Skills	Common Core ELA	NGSS	Ontario Curriculum
Dinosaurs – Card 1 Draw time periods	scientific illustration	RI.1.7, RI.2.7	LS4.A (Fossils), ESS1.C (Earth History)	Science: Growth & Changes in Animals; Earth & Space Systems
Dinosaurs – Card 2 Class mural	collaboration, research	SL.1.1, SL.2.1	LS4.A	Language: Oral Communication; Science: Animals & Fossils
Dinosaurs – Card 3 Dinosaur model & habitat	modeling, habitat understanding	W.1.8, W.2.8	LS4.D	Science: Habitats; Arts: Visual Arts

The Magic School Bus on the Ocean Floor

Book & Activity	Skills	Common Core ELA	NGSS	Ontario Curriculum
Ocean Floor – Card 1 Ocean map	diagramming, labeling	RI.2.7, RI.3.7	ESS2.E (Ocean Systems)	Science: Understanding Earth & Space Systems – Water; Language: Reading Visuals
Ocean Floor – Card 2 Compound word illustrations	vocabulary, word formation	L.1.4, L.2.4	—	Language: Word Study
Ocean Floor – Card 3 Wax‑resist ocean art + story	creative writing, art	W.1.3, W.2.3	ESS2.E	Language: Writing; Arts: Visual Arts

 

The Magic School Bus Inside the Human Body

Book & Activity	Skills	Common Core ELA	NGSS	Ontario Curriculum
Human Body – Card 1 Crossword	vocabulary, comprehension	L.1.4, RI.2.4	LS1.A	Science: Human Body; Language: Vocabulary
Human Body – Card 2 Body diagram	labeling, scientific drawing	RI.3.7	LS1.A	Science: Human Body; Language: Reading Visuals
Human Body – Card 3 Character web	character traits, analysis	RL.1.3, RL.2.3	—	Language: Reading – Literary Texts

The Magic School Bus Inside the Earth

Book & Activity	Skills	Common Core ELA	NGSS	Ontario Curriculum
Inside the Earth – Card 1 Story map	story structure	RL.1.2, RL.2.2	ESS2.A (Earth Layers)	Science: Earth Materials; Language: Reading
Inside the Earth – Card 2 Syllable division	phonics, vocabulary	L.1.2, L.2.2	—	Language: Word Study
Inside the Earth – Card 3 Ms. Frizzle outfit design	creativity, science integration	W.1.8	ESS2.A	Arts: Visual Arts; Science: Earth Systems

The Magic School Bus Inside the Beehive

Book & Activity	Skills	Common Core ELA	NGSS	Ontario Curriculum
Beehive – Card 1 Metamorphosis diagram	life cycle understanding	RI.1.7	LS1.B (Life Cycles)	Science: Growth & Changes in Animals
Beehive – Card 2 Hexagon shapes	geometry, observation	RI.2.7	LS1.B	Math: Geometry; Science: Bees
Beehive – Card 3 Mosaic garden + bee model	art + science	W.1.8	LS1.B	Arts: Visual Arts; Science: Life Systems

 

The Magic School Bus Inside a Hurricane

Book & Activity	Skills	Common Core ELA	NGSS	Ontario Curriculum
Hurricane – Card 1 Sequencing events	ordering, comprehension	RI.1.3, RI.2.3	ESS2.D (Weather & Climate)	Science: Weather; Language: Reading
Hurricane – Card 2 Cloud painting	observation, classification	RI.1.7	ESS2.D	Science: Weather; Arts: Visual Arts
Hurricane – Card 3 Experiment + report	inquiry, writing	W.2.2, W.3.2	ESS2.D	Science: Inquiry; Language: Writing

The Magic School Bus Lost in the Solar System

Book & Activity	Skills	Common Core ELA	NGSS	Ontario Curriculum
Solar System – Card 1 Solar system map	diagramming	RI.2.7	ESS1.A (Earth in Space)	Science: Space Systems
Solar System – Card 2 Planet research	research, informational writing	W.2.2, W.3.2	ESS1.A	Science: Space; Language: Writing
Solar System – Card 3 Newspaper report	journalism writing	W.3.3, W.3.4	—	Language: Writing – Media Texts

The Magic School Bus – Looking for Liz

Book & Activity	Skills	Common Core ELA	NGSS	Ontario Curriculum
Looking for Liz – Card 1 Fill‑in‑the‑story	comprehension	RL.1.1, RL.2.1	LS4.D (Habitats)	Science: Habitats; Language: Reading
Looking for Liz – Card 2 Habitat diorama	modeling, habitat understanding	W.1.8	LS4.D	Science: Habitats; Arts: Visual Arts
Looking for Liz – Card 3 Animals in habitats	classification, reasoning	RI.2.1, RI.3.1	LS4.D	Science: Habitats; Language: Writing

 

Start saving TIME today!

We give you 100's of NO PREP! lessons to download so you can do what you love! TEACH! 

Take the leap and join today!

JOIN TODAY!