Gogue Center Performance Study Guide: “The Magic School Bus: Lost in the Solar System”

PERFORMANCE STUDY GUIDE GRADES PreK—3

The Magic School Bus Lost in the Solar System

The Jay and Susie Gogue Performing Arts Center at Auburn University engages audiences across the university, the state of Alabama and beyond with curated arts experiences that inspire, enlighten and unite.

Our annual K–12 School Performance Series provides opportunities for students to enjoy exclusive performances by some of the most talented and accomplished artists from around the world. Prior to each K–12 school performance, teachers receive a study guide containing details about the performance, artist and company, supplemental information about the art form and its history, and grade-appropriate activities designed to spark conversation and exploration in the classroom.

To learn more about education and engagement initiatives at the Gogue Center, visit goguecenter.auburn.edu/education. produced by Jay and Susie Gogue Performing Arts Center at Auburn University 910 South College Street Auburn, Alabama 36849 k–12 school performance series contact Andrea Jarmon, D.M.A. Education Coordinator telephone: 334.844.7371 email: gpac.education@auburn.edu

© 2024 Auburn University

PERFORMANCE STUDY GUIDE GRADES PreK—3

photo: Jeremy Daniel Photography

back left to right: Lexi Rhoades, Kari Gunberg and Tom Meglio front left to right: Sumi Yu, Junior Mendez and Jared Loftin in The Magic School Bus

Table of contents Where will we go?

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7

Going to the Gogue Center ¦ 7

Why we go to the show

32

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Alabamians in Space ¦ 32

Who Will You See Here? ¦ 7

ACTIVITIES

What Does the Audience Do? ¦ 7

38

Designing a Monument

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Acoustics: The Science of Sound ¦ 9

Who to know at the show

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10

What to do after the show

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40

ACTIVITIES

Meet the Cast & Characters ¦ 10

worksheet: Post-show Worksheets

What to know before the show

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11

Alabama Course of Study standards index

45

Vocabulary ¦ 13

Supplemental books

49

The Solar System ¦ 18

Online resources

The Play’s the Thing: Our Story ¦ 12

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The Book ¦ 12

Comets, Asteroids & Meteors ¦ 21

Credits

ACTIVITIES .....................................................................................................................................................

14

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16

Crafting Graffiti Boards Extending the Story

Constructing a Solar System

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22

worksheet: Planets of the Solar System

Observing the Sky

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worksheet: Observing the Sky

Creating Spaceship Collagraphs Making Art by Chance

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worksheet: Spaceship Roll and Draw

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30

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Credits ¦ 42

51

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The Jay and Susie Gogue Performing Arts Center at Auburn University

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Where will we go?

What Does the Audience Do? Alabama Course of Study  GMu3-5.15  GMu6-8.14

GOING TO THE GOGUE CENTER The Jay and Susie Gogue Performing Arts Center, otherwise known as the Gogue Center, is located on the campus of Auburn University in Auburn, Alabama.

The Gogue Center houses the 1,200-seat Woltosz Theatre. The theatre was built with exceptional acoustics so that it is possible to hear well from every seat.

National Standards  MU:Pr6.1.3-8b

The audience is an important part of the performance. Without the audience, who would watch the performers? Who would clap and sing along and appreciate what the artists bring to the stage? When you are a member of an audience at the theatre, there are a few things to know about what to do and what not to do.

WHO WILL YOU SEE HERE? Ushers These are the people who will greet your bus, lead your class into the building and help you find your seat. Be sure to say “hello!”

Sit in your seat and look around, but please keep your feet toward the ground.

Stage Crew These are the people who work backstage, so you won’t see them in the lobby, but you might see them before or after the performance, and sometimes, they even come on stage during the performance to move things.

Listen and watch, but do not talk.

Lighting & Sound Operators These are the people who control the lighting and the sound for the performance. You may see them in the middle of the auditorium at the big sound board or in the back of the auditorium in the booth.

Sometimes, the spotlight operators are in the back way above your head.

Performers These are the people on the stage who may be dancers, musicians, singers, actors or acrobats.

It is their job to communicate using their bodies, instruments and voices.

Audience Members This includes you, your classmates, and other students and teachers from around the state of Alabama and maybe even Georgia.

Have a camera or phone? Please turn it off.

The performers will take to the stage, and we know they will engage. You can laugh, you can sing, you can get up and dance, but just make sure that you give them all a chance!

VO! B RA

NK THA U! YO

When the song is done, or the show comes to an end, make sure that you give the performers a hand! Applause is the way that we can say thank you for all that they did today!

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Walter Stanley and Virginia Katharyne Evans Woltosz Theatre

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Acoustics: The Science of Sound Alabama Course of Study Standards  SC1.1 National Standards  NS.K-4.1  NS.5-8.2

Acoustics is the study of sound and how that sound reacts in spaces, particularly rooms and buildings. What is sound? Sound is vibration. That vibration travels through the air and into our ears where we hear it.

Vibration begins through movement—for example, strumming a guitar string. That vibration creates a sound wave. In a theater or concert hall, acoustics are important so that everyone can hear the performers.

There are two ways that acoustics are controlled. The first, reverberation, is controlling how sound waves bounce off surfaces, like walls and floors. Hard surfaces cause more reverberation and make spaces louder. The second way, absorption, is the opposite of reverberation. Soft surfaces absorb sound waves and make rooms quieter.

Let’s see if we can figure out which of these materials cause reverberation and which cause absorption of sound: • • • • • •

Tile Carpet Marble Curtains Cushions Wood

The controlling of reverberation and absorption of sound waves is how acoustics are controlled in the Woltosz Theatre.

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Who to know at the show MEET THE CAST & CHARACTERS Korina Deming (Ms. Frizzle) is a New York Citybased actor originally from Detroit, Michigan. Recent credits include the musicals RENT and Carousel. She also just led a new web series called The Roommate Contract as Aiysha and was previously seen on the CBS show EVIL. Deming is thrilled to be a part of this cast and “blast off” in The Magic School Bus.

Bus. Other credits include The Secret Garden with Central Florida Vocal Arts, The Prom with Theater West End, and Angels in America with Valencia College. Perez is extremely excited to be performing for young audiences across the United States, sharing the stage alongside the talented cast and crew of The Magic School Bus.

Edwin Perez (Arnold) is delighted to be back on tour with TheaterWorksUSA. He previously performed as Harold in Dog Man: The Musical and as Carlos in the 2023 tour of The Magic School

Kelsey Kline (Janet) is ecstatic to be returning to TheatreWorksUSA with The Magic School Bus. Kline is a recent graduate of Rollins College, where she earned a B.A. in musical theatre and performance.

ms. frizzle

arnold

janet

ralphie

wanda

The exuberant and slightly wacky teacher

The star student

Arnold’s know-it-all cousin

The class clown

The class loner

MEET THE CHARACTERS

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Recent credits include Make Way for Ducklings, Grinchmas Who-liday Spectacular, Next to Normal, and Piratefest at Legoland Florida. When she’s not performing, Kline is teaching the next generation of artists at the Orlando Family Stage, Dr. Phillips Performing Arts Center and Mainstages.

Time?, the Waiter in First Date, and Hugo in Tuck Everlasting. They are also a photographer and have worked extensively with Disney’s Photopass service as well as several independent theatre companies in the Orlando area. Check out their work online at www.drewlofredo.photos.

Drew Lofredo (Ralphie) is a performer based in Orlando, Florida. They graduated from the University of Central Florida with a B.F.A. in musical theatre in 2023. Past favorite roles include Plankton in The Spongebob Musical, Newt in Who am I This

Aubrie-Mei Rubel (Wanda) is extremely excited to join her first national tour with TheaterWorksUSA. Rubel recently graduated from Wagner College with a major in theater performance and a minor in Holocaust and human rights studies. Her favorite past roles include Alyssa in The Prom, Lizzie in Goblin Market, and a mersister/tapping gull in The Little Mermaid.

Julian Hennech (Carlos) is very pleased to be making his national tour debut as Carlos in The Magic School Bus. Some of his favorite credits include In the Heights, The Little Mermaid, RENT, Grease and Little Shop of Horrors. liz

Ms. Frizzle’s pet lizard

carlos The class double loner

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What to know before the show

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THE PLAY’S THE THING: OUR STORY

THE BOOK

The Magic School Bus: Lost in the Solar System is based on the bestselling The Magic School Bus book series by Scholastic Publishing. In this new musical adaption, the students aboard the Magic School Bus blast off into outer space. Led by their teacher, Ms. Frizzle, they journey through the solar system. But when Ms. Frizzle gets separated from her class, her students must travel across the planets and beyond to rescue her. Will they be able to get Ms. Frizzle, and themselves, back to Earth in one piece? The students soon realize they must put their rivalries aside and work together or risk getting lost in space forever!

This musical is an adaptation of the book, The Magic School Bus: Lost in the Solar System. In this adaptation, a playwright, composer and lyricist have taken the themes, characters and major plot points of the book and found a new way to tell its story.

It may be helpful to read the book as a class or individually prior to attending the show, but it is not necessary.

U C a B V0 La Ry

to fully understand the show, students should be familiar with these key terms.

Adaptation When a writer takes the themes, characters and major plot points of a story and finds a new way to tell it

Meteors Space rocks that crash through Earth’s atmosphere, causing a streak of light in the sky

Asteroids Small, rocky objects that orbit the Sun

Observation In science, the gathering of information and data using scientific methods and tools

Atmosphere The layer of gas that surrounds many of the planets in our solar system; often called air on Earth

Orbit The repeating path an object in space takes around another, such as Earth orbiting the Sun

Calculation Using math to figure out the size or number of something

Primary source material The original version of the story that the writer has adapted

Comets Smallish balls of frozen gases, dark minerals and ice left over from the formation of the solar system

Solar Referring to the Sun, the center of our solar system

Gravity An invisible force that pulls together any two objects Interpretation The way a writer creates their own version of the story, using the primary source material as their guide

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EXPLORINGGRAFFITI CRAFTING LATIN MUSIC BOARDS Alabama Course of Study Standards  ELA21.K.R5 ELA.RS.R1.K-3  ELA21.K.2  ELA.LF.K.22  ELA21.K.3  ELA.LF.K.27  ELA21.K.4  ELA.LF.K.33  ELA21.K.5  ELA.LF.1.1  ELA21.K.22  ELA.LF.1.2  ELA21.K.27  ELA.LF.1.3  ELA21.K.33  ELA21.K.37  ELA21.K.38 ELA.LF.1.22  ELA21.K.39 ELA.LF.2.1 ELA.LF.2.22 ELA21.1.1  ELA21.1.4  ELA.LF.3.1  ELA21.1.17  ELA.LF.3.4  ELA21.1.21  ELA.LF.3.5  ELA21.1.22  ELA.LF.3.18  ELA21.1.23  ELA21.1.24  ELA21.1.33  ELA21.1.40  ELA21.2.R5  ELA21.2.1  ELA21.2.2  ELA21.2.6  ELA21.2.22  ELA21.2.23  ELA21.2.24  ELA21.2.30  ELA21.3.R5  ELA21.3.2  ELA21.3.3  ELA21.3.18  ELA21.3.33 National Standards  NL–ENG.K–12.1  NL–ENG.K–12.4 National Standards  NL-ENG.K-12.1  NL-ENG.K-12.4  NL-ENG.K-12.6

OBJECTIVE By completing this activity, students will: •

Read The Magic School Bus: Lost in the Solar System

•

Identify the main elements of the story

•

Collaborate with classmates to create a graffiti board to enhance comprehension, analytical and creative expression skills

3. Divide students into small groups and provide one poster board to each group as well as multiple craft materials, such as, crayons, markers, colored paper, magazines, scissors, glue, etc.

4. Revisit the characters of the book as a class. Allow each group of students to choose a character that they will explore with their graffiti board.

5. Explain that each board should present:

MATERIALS

a.

Five adjectives

For this activity, you will need the following items:

b.

Three quotes from the character

•

A copy of The Magic School Bus: Lost in the Solar System

c.

Three images that represent the character

•

Poster board, construction paper or another suitable medium for a graffiti board

•

Various craft materials for students to use to create a graffiti board

6. Have each group present their graffiti board and explain each of the elements they have included.

PROCEDURE To complete this activity, follow these steps:

1.

Read The Magic School Bus: Lost in the Solar System, collectively or individually, as is appropriate for the class.

2. Conduct a class discussion identifying the main elements of the story.

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a.

Setting

b.

Characters

c.

Plot

d.

Conflict

e.

Point of view

f.

Theme

g.

Tone

Share your students' colorful creations with us.

We'd love to see the masterpieces your talented students create. Send us a photo of their graffiti boards and other projects from this performance study guide. Be sure to include each student's name, age, grade and school with your submission. You can send all submissions to the Gogue Center via email at gpac.education@auburn.edu.

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EXTENDING THE STORY Alabama Course of Study Standards  ELA21.K.R5  ELA21.K.37  ELA21.K.38  ELA21.1.R5  ELA21.1.34  ELA21.1.38  ELA21.1.39  ELA21.2.R5vELA21.2.40  ELA21.2.44  ELA21.3.R5  ELA21.3.18  ELA21.3.33  ELA21.3.38  ELA21.3.41 National Standards  NL-ENG.K-12.1  NL-ENG.K-12.4  NL-ENG.K-12.6

OBJECTIVE

PROCEDURE

By completing this activity, students will:

To complete this activity, follow these steps:

•

Read The Magic School Bus: Lost in the Solar System

•

Produce clear and coherent writing in the appropriate style

1.

•

Develop and strengthen writing through planning, revising, editing and rewriting

•

Participate in creative writing

2. Ask students to independently craft an original story that

extends the narrative beyond the conclusion of the book.

They can explore events, perspectives or experiences from the point of view of one of the characters, describing what occurred on one of the planets after the students’ visit, or consider Ms. Frizzle’s reflections upon the day after returning home.

MATERIALS For this activity, you will need the following items:

Read The Magic School Bus: Lost in the Solar System.

3. Have students write a rough draft of their stories.

•

A copy of The Magic School Bus: Lost in the Solar System

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Paper

•

Pencil

•

White paper

5. Have students rewrite their stories as necessary.

•

Crayons, colored pencils, markers, etc.

6. Ask students to create illustrations for their stories.

•

Brad clips or another way to fasten books

•

Computer (optional)

4. Allow students time to edit their stories. You may wish

to include peer or teacher review during this time as well.

7.

Encourage students to construct a book with their stories and illustrations by fastening it all together. As an alternative, students can produce a digital version of their book using a computer-based or online word processing program. Appropriate photos and illustrations can be inserted using their online resources.

8. Ask students to present their stories in class.

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EARTH MERCURY

VENUS

SUN THE SOLAR SYSTEM Our solar system includes the Sun and all the objects that orbit the Sun due to its gravity—such as planets, comets, asteroids and meteors. There are eight planets in the solar system: four inner planets (Mercury, Venus, Earth and Mars); and four outer planets (Jupiter, Saturn, Uranus and Neptune). The inner planets (also known as terrestrial planets) are smaller and made mostly of rock and metal. The outer planets (also known as gas giants) are much larger and made mostly of hydrogen, helium and

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other gases. As of 2008, there are also five dwarf planets: Pluto, Ceres, Eris, Makemake and Haumea.

The Sun is the star at the center of our solar system.

It is a hot ball of gases and the largest object in the solar system. More than a million Earths could fit inside the Sun. Life on Earth depends on the light and heat of the Sun, but Earth is more than 90 million miles away from the Sun! That gives us a good idea of how hot the Sun is and how much

JUPITER URANUS

MARS

NEPTUNE

SATURN

energy it creates. It takes Earth 365 days—a full year!—to orbit around the Sun. During this time, days may be shorter or longer and temperatures may be higher or lower. We know these weather patterns as the seasons. Summer has the longest, warmest days, while winter has the shortest, coldest days.

While Earth orbits the Sun, it also rotates, or spins, on its own axis. Earth’s rotations are what cause day and night. So, one full turn of Earth counts for one complete day.

Mercury is the planet closest to the Sun. Mercury has drastic temperature changes between day and night. These extreme temperature changes are due to Mercury’s lack of atmosphere. The surface of Mercury is rocky. It orbits the Sun in 88 Earth days, making for much shorter years. However, Mercury takes 59 Earth days to rotate just one time—that is a very long day. There is no water on Mercury due to its lack of atmosphere, and it has very little gravity and no moons. It is also the smallest planet.

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Venus, the next planet, is second from the Sun. Like Mercury, it has no moons. With a thick atmosphere made mostly of carbon dioxide, Venus is actually hotter than Mercury even though it is farther from the Sun. It takes Venus 225 Earth days to orbit the Sun and 243 Earth days to rotate—a day on Venus is longer than a year! Venus spins clockwise, which is the opposite direction of the other planets. When looking at the night sky from Earth, Venus is the second brightest object after the Moon.

Earth is the third-closest planet to the Sun and the fifth-largest planet in the solar system. Earth is the only planet with liquid water on the surface. It is also the only planet known to support life. About 70 percent of the Earth’s surface is covered by water.

Mars, known as “the red planet,” is the fourth planet from the Sun. It gets its name from the rusting iron minerals in the rocks and soil, which give Mars a reddish hue when viewed at a distance. Its desert-like landscape is home to one of the largest canyons in the solar system. The average temperature on Mars is -81 degrees Fahrenheit. The atmosphere on Mars is very thin and consists mostly of carbon dioxide.

Jupiter is the largest planet in the solar system. It would take 13 months to travel to Jupiter from Earth.

It is considered a gas giant, a ball of mostly hydrogen and helium. More than 1,300 Earths could fit inside Jupiter. With more than 70 moons in orbit around it, Jupiter rules a system of its own. In fact, one of Jupiter’s moons is larger than the planet Mercury.

Jupiter spins fast, making its days last only 10 hours.

Jupiter’s thick atmosphere keeps the planet very cool, with temperatures of approximately -234 degrees Fahrenheit. The Giant Red Spot seen in Jupiter’s atmosphere is actually a storm that has been churning for at least 150 years!

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Saturn, famous for its rings that are visible from Earth, is the sixth planet from the Sun. Its ring system is actually made of ice and rock and is more than 155,000 miles wide. In addition to its rings, Saturn has two moons. Like Jupiter, Saturn is a gas giant made of hydrogen and helium. While not quite as large as Jupiter, Saturn is still much bigger than Earth at 750 times its size. It would take three years to travel to Saturn from Earth.

Uranus is the solar system’s coldest planet with average temperatures of -357 degrees Fahrenheit.

One of the most interesting things about Uranus is that it seems to be knocked over on its side, making it look like it rotates from top to bottom. If Uranus were right-side up, it would rotate clockwise like Venus. Because of Uranus’s off-kilter position, its north pole experiences 20 years of darkness in winter and 20 years of light in summer. A single year on Uranus lasts 84 Earth years, while its days are only 17 hours long. Uranus has 13 rings and 28 moons.

It too is a gas giant but is more commonly called an ice giant because its atmosphere is made of ice, ammonia and methane.

Neptune, the eighth planet from the Sun, is a distant 12-year journey from Earth. Another ice giant, Neptune’s atmosphere is made of ice, ammonia and methane. The methane is what gives Neptune its blue hue. A day on Neptune is 16 hours, but a single year lasts 165 Earth years. Since the planet was discovered in 1846, it has made only one complete orbit around the Sun! Neptune has six rings and 13 confirmed moons, though scientists believe it may have more.

During a day on Neptune, it never gets brighter than the last few moments of sunset on Earth.

COMETS, ASTEROIDS & METEORS Comets are smallish balls of frozen gases, dark minerals and ice that scientists believe are left over from the formation of the solar system. Comets originate from beyond the orbit of Neptune.

Some comets orbit the Sun just like planets. The interaction of sunlight with elements in a comet are what create the glow around its head and the shimmering tail that can be up to 100 million miles long. The most famous comet is Halley’s Comet, which passes Earth once every 75 years. Its next visit is scheduled for July 2061.

Asteroids are space rocks that orbit the Sun like planets. Most are found in the Asteroid Belt, a stretch of space between Mars and Jupiter. They vary in size, with some even having their own moons.

As long as asteroids stay within the Asteroid Belt, they are no cause for worry. But sometimes gravity pulls them out of their orbit, and they can tumble to Earth. Scientists believe that it was an asteroid hitting Earth 65 million years ago that caused the extinction of the dinosaurs.

Meteors are actually meteoroids that crash through the Earth’s atmosphere, causing a streak of light in the sky. Sometimes meteors are called shooting stars. Meteoroids are space rocks typically created by asteroid collisions, though comets can also create meteoroids as they shed debris in their orbits. Most meteoroids also orbit the Sun. When a meteoroid enters Earth’s atmosphere, it heats up, causing the gases around the meteoroid to glow brightly, and a meteor occurs. Many meteors fall on Earth each day, and they are best seen during the nighttime hours.

What Did We Learn?

•

Which planet has bright rings visible from Earth?

•

Which planet is closest to the sun?

•

Which planet is the largest?

•

Does Venus have an atmosphere?

•

How many Earths would fit inside the Sun?

•

What is another name for the planet Mars?

•

Which planet appears knocked on its side?

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CONSTRUCTING A SOLAR SYSTEM Alabama Course of Study Standards  SC15.1.8  AE.VA.1.2  AE.VA.1.3  AE.VA.2.2  AE.VA.2.3  AE.VA.3.3 National Standards  NS.K-4.4  NS.5-8.4  VA:Cr1.2.1a  VA:Cr1.2.2a  VA:Cr2.1.1a

OBJECTIVE By completing this activity, students will: •

Know the names of the planets in our solar system

•

Know the order of the planets from the Sun

MATERIALS For this activity, you will need the following items: •

“Planets of the Solar System” handout page 23

•

Yellow construction paper

•

Black construction paper

•

Brad clips

•

Glue

•

Scissors

•

Crayons, colored pencils, markers, etc.

PROCEDURE To complete this activity, follow these steps:

1.

Ask students to cut a large circle out of the black construction paper. Make sure it is large enough to hold the Sun and all of the planets on the handout.

2. Have students cut a smaller circle out of the yellow

construction paper to represent the Sun. Help students insert their brad clip into the center of their Sun and fasten it to the middle of the black circle.

3. Have students color and cut out the planets on the handout.

4. Ask students to glue the planets in the order they orbit the Sun.

5. To make the planets orbit, ask students to hold the Sun and move the black paper.

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Name

Date

Planets of the Solar System Jupiter

Saturn

Uranus

Neptune

Earth

Venus

Mars

Mercury

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OBSERVING THE SKY Alabama Course of Study Standards  SC15.1.8 National Standards  NS.K-4.4

OBJECTIVE

2. Watch the animated story Peep Sees Patterns in the Sky.

By completing this activity, students will:

3. Copy and distribute the “Observing the Sky” worksheets

•

Respond to the sunlight or lamplight on different parts of their skin to help them understand the changing positions of the Sun and the Moon in the sky

MATERIALS For this activity, you will need the following items: •

“Observing the Sky” worksheets on pages 26–27

•

Compass (optional)

•

Desk lamp or fan (optional)

•

Technology to show an animated story

PROCEDURE To complete this activity, follow these steps:

1.

Take students outside. Have them identify the opposite directions of the sky (east and west), where the Sun and the Moon appear to rise and set. a.

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Have students stand an arm’s length apart from one another. Have them turn to the north, south, east and west to get an understanding of the whole sky. (You may want to use a compass for directional signals.)

b.

To help them grasp the phenomena of objects’ changing positions in the sky, have students point (east) in the direction where the Sun, Moon, and stars appear to rise in the sky from their locations in the Northern Hemisphere. Then have them point (west) in the direction where the objects appear to set.

c.

To help students explore the movement of the Sun, take them outside at different times throughout the school day to let them feel what part of their skin is sensitive to the warmth of the Sun. Talk about what part of their body feels the warmth and relate it to the position of the Sun in the sky. Record their ideas and review their observations throughout the activity. Be sure to always go to the same spot and face the same direction each time!

or put a similar chart on the board and complete it as a class.

4. Before working on the chart, first ask the students: a.

What time of day did the Sun feel warmer on your skin?

b.

Why do you think the Sun feels warmer in the afternoon?

c.

Could you feel the Sun’s warmth on different parts of your skin at different times of the day?

d.

If so, why do you think that is?

5. Before working on the second chart, ask the students

about their experiences being outside in the evening and how the Sun feels compared to the afternoon? Ask them: a.

What time of day did the Sun feel warmer on your skin?

b.

Why do you think the Sun feels less warm in the evening?

c.

Could you feel the Sun on different parts of your skin at different times of the day?

d.

If so, why do you think that is?

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Date

Name

Observing the Sky What changes from morning to afternoon?

Same

Notes

26

Different

Date

Name

Observing the Sky What changes from day to night?

Same

Different

Notes

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CREATING SPACESHIP COLLAGRAPHS Alabama Course of Study Standards  M19.K.19  M19.K.20  M19.K.22  M19.1.21  M19.1.22  M19.2.25  M19.3.26  AE.VA.K.1  AE.VA.K.2  AE.VA.1.2  AE.VA.1.3  AE.VA.2.2  AE.VA.2.3  AE.VA.3.3 National Standards  VA:Cr2.1.Ka  VA:Cr2.1.1a  VA:Cr2.1.2a  VA:Cr2.1.3a

OBJECTIVE By completing this activity, students will: •

Demonstrate their ability to recognize basic shapes

•

Identify shapes in correlation to other objects

MATERIALS For this activity, you will need the following items: •

Self-adhesive foam sheets

•

Heavyweight cardstock, posterboard or cardboard

•

Block printing ink (lighter colors recommended)

•

Brayers and inking trays

•

Scissors

•

Paper for printing (black, dark-blue or dark-purple paper recommended)

PROCEDURE To complete this activity, follow these steps:

1.

Ask students, “What is a collagraph?”

2. Explain that a collagraph is a printmaking technique

that involves gluing or sealing various materials to a rigid surface, such as cardboard or wood, to create a textured plate. The plate is then inked and used to imprint a design onto paper or another medium, resulting in a print called a collagraph. The word “collagraph” comes from the Greek words kolla, meaning “glue,” and graph, meaning “to draw.”

Share your students' colorful creations with us.

We'd love to see the masterpieces your talented students create. Send us a photo of their collagraphs and other projects from this performance study guide. Be sure to include each student's name, age, grade and school with your submission. You can send all submissions to the Gogue Center via email at gpac.education@auburn.edu.

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3. create layer 1: Discuss the various parts of a spaceship

with students and talk about what types of shapes make up those parts. Give students a piece of self-adhesive foam and have them draw the various parts of their rocket ship. Once students have shapes they like, they will cut them out and stick them to their background (cardstock, poster board or cardboard). If students are having a difficult time drawing shapes they like, you might have them start by drawing on paper and then using their drawing paper as a pattern for their foam.

4. create layer 2: Discuss the various types of windows,

doors, stripes and other shapes students can include as decoration on their spaceship. Have students follow the same steps of drawing, cutting and sticking their foam to their background.

5. Instruct students to ink up their spaceships and print. Have them roll their brayers in block printing ink until there is a thin, even layer of ink on the brayers. Instruct students to roll their brayer across their spaceships, making sure to transfer ink to all of the foam pieces. Students may need to roll over their spaceships multiple times from multiple directions to work ink into all the little spaces of the image.

6. Once students have enough ink on their images, carefully lay a piece of black (or other dark color) paper on top of their spaceships. Students can use their hands to rub all the parts of the paper, feeling for the pieces of foam underneath. Suggest students push their paper into contact with all the parts of their spaceships so the ink transfers. When you are confident your students have transferred their images entirely, ask them to peel back their papers and reveal their prints.

7.

Sometimes it takes a few tries before students get a good print. Repeat the printing process until all students have a print they are happy with.

note: The color of foam students use for each layer does not affect the printing process. We’ve used yellow for Layer 1 and green for Layer 2 so you can see the different layers, but students can use any variety or combination of colored foam they prefer.

All prints will be a mirror image of the stamp created.

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MAKING ART BY CHANCE Alabama Course of Study Standards  M19.K.18  M19.K.19  M19.K.20  M19.1.21  M19.1.22  M19.2.25  M19.3.26  AE.VA.K.1  AE.VA.1.2  AE.VA.1.6  AE.VA.2.2

OBJECTIVE By completing this activity, students will: •

Demonstrate their ability to recognize basic shapes

•

Identify shapes in correlation to other objects

MATERIALS For this activity, you will need the following items: •

“Spaceship Roll and Draw” handout on page 31

•

One die per student

•

One sheet of white paper per student

•

Pencil

•

Crayons, colored pencils, markers, etc.

PROCEDURE To complete this activity, follow these steps:

1.

Copy and distribute the “Spaceship Roll and Draw” handout (one per student).

2. There are many different parts to a spaceship, but for this

activity, we’re going to focus on four: body, wings, windows and boosters. Explain the different areas/shapes in each column, making sure that students can correctly identify them.

3. Distribute dice to students.

4. Explain to students that chance means randomness; the

outcome is unknown. The roll of the dice will determine what shapes students will each draw rather than deciding for themselves. Explain that in art this is called “chance operations,” and this is a way to put randomness into a work of art.

5. Distribute white paper to each student.

6. Ask students to roll their dice four separate times to

determine the four parts of their spaceship. Explain that they can do all four rolls at the beginning or roll as they go.

7.

Instruct students to draw the “Body” that was determined by their first roll.

8. Instruct students to draw the “Wings” that were determined by their second roll.

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9. Instruct students to draw the “Window” that was determined by their third roll.

10. Instruct students to add the “Boosters” that were determined by their fourth roll.

11. After students have completed their chance drawings,

allow them time to color and decorate their spaceships to make them more of their own.

12. Allow students the opportunity to share their art.

Spaceship Roll and Draw 1st Roll BODY

2nd Roll WINGS

3rd Roll WINDOW

4th Roll BOOSTERS

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Astronaut Kathryn Thornton prepares to release an old solar panel during the first Hubble Space Telescope Servicing Mission in 1993.

Why we go to the show ALABAMIANS IN SPACE Alabama’s history with the United States space program is long and storied, dating back to the earliest days of the National Aeronautics and Space Administration’s (NASA) efforts to reach the Moon.

The Redstone Arsenal, located in Huntsville, opened during World War II and was originally an ordnance plant before evolving to develop rocket engines.

The Marshall Space Flight Center, also in Huntsville, has been at the heart of the United States space program since it opened in 1960. The Redstone Arsenal and Marshall Space Flight Center were integral partners in the invention of the rockets that carried humans into space as well as the vehicles and equipment they used there. Today the U.S. Space and Rocket Center in Huntsville is a museum that showcases the achievements and artifacts of the United States space program.

NASA’s efforts sparked the imaginations of schoolchildren throughout the nation, including in Alabama.

As a result, several native Alabamians were inspired to become astronauts.

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Henry Hartsfield (1933–2014) was born in Birmingham and earned a B.S. in physics from Auburn University. He then joined the U.S. Air Force, where he served as a pilot and flight instructor. In 1966, Hartsfield was assigned to the hartsfield Air Force’s Manned Orbiting Laboratory program, where he worked to create a modified space capsule that would serve as an orbiting laboratory for 40-day missions in space.

When the program was cancelled in 1969, Hartsfield was reassigned to the astronaut program. He earned a master’s degree in engineering science in 1971 and retired from the U.S. Air Force in 1977.

He took his first spaceflight in 1982 on the crew of Columbia for its final test flight, orbiting the Earth 112 times while conducting various experiments. In 1984, Hartsfield was the commander of the maiden voyage of the space shuttle Discovery, serving on a mission that deployed three satellites and captured motion-picture footage with an IMAX camera. His final flight was on October 30, 1985, on the space shuttle Challenger. In a launch just three months later, Challenger exploded after liftoff, killing everyone on board. Hartsfield was one of four NASA astronauts allowed to speak with the press about the disaster. In 1986, Hartsfield became the deputy chief of NASA’s Astronaut Office and then, in 1987, the deputy director of the Flight Crew Operations Directorate at Johnson Space Center in Houston, Texas. In the remainder of his career with NASA, Hartsfield served in the Office of Space Flight at NASA headquarters in Washington, D.C., the Marshall Space Flight Center, and the Johnson Space Center, all assignments dealing with space shuttle operations and space station projects.

Hartsfield retired from NASA in 1998. He was inducted into the Alabama Aviation Hall of Fame in 1983 and the U.S. Astronaut Hall of Fame in 2006.

James Voss (b. 1949) was born in Cordova and raised in Opelika. He graduated Opelika High School in 1967 and attended Auburn University, graduating in 1972 with a degree in aerospace engineering. After earning a master’s degree in voss aerospace engineering from the University of Colorado, Voss entered the U.S. Army in 1974. In the Army, Voss successfully completed Airborne School, Ranger School and Infantry Officer Advanced Course, as well as serving as a platoon leader, intelligence staff officer and company commander. In 1979, Voss was assigned to the United States Military Academy at West Point where he taught in the Department of Mechanics. He also participated in a NASA Summer Faculty Research Fellowship. After West Point, Voss attended the U.S. Naval Test Pilot School where he graduated in 1983.

He then attended the Armed Forces Staff College.

The Army assigned him as a flight test engineer and research and development coordinator at the U.S. Army Aviation Engineering Flight Activity on Edwards Air Force Base. From 1984–1987, Voss worked at Johnson Space Center as a vehicle integration test engineer for four shuttle missions.

He also helped investigate the Challenger explosion.

In June of 1987, Voss was selected as an astronaut candidate. He qualified as a mission specialist in 1988. Between 1991 and 2001, Voss served as a mission specialist and payload commander for five shuttle flights. He conducted four space walks, including the longest spacewalk to date. After his last space flight, Voss served as the deputy for flight operations in the Space Station Program Mission Integration and Operations Office at the Marshall Space Flight Center. He retired from NASA in 2003 and became the associate dean for external affairs in the Samuel Ginn College of Engineering at Auburn University. Voss held several high-ranking positions

33

with private aerospace companies from 2005 through his retirement in 2013 and is now a member of the NASA Advisory Council and serves on the board of directors of the National Space Biomedical Research Institute. Voss was inducted into the Alabama Engineering Hall of Fame in 2002 and the Alabama Aviation Hall of Fame in 2011.

Kathryn Ryan Cordell Thornton (b. 1952) was born in Montgomery and graduated from Sidney Lanier High School in 1970. She received a B.S. in physics from Auburn University in 1974 and then went on to earn a master’s degree and doctorate in nuclear physics at thornton the University of Virginia. After a year of postdoctoral work at the Max Planck Institute for Nuclear Physics in Heidelberg, Germany, Thornton went to work for the U.S. Army Foreign Science and Technology Center in Charlottesville, Virginia. She entered the NASA astronaut training program in 1984 and moved to Houston. She graduated in 1985 as a mission specialist and took her first space flight in 1989 on the Discovery. Her second space flight was the maiden voyage of the Endeavor in 1992. On this mission, Thornton made her first spacewalk. Her third mission was also aboard Endeavor the following year. She completed two spacewalks on this mission, giving her the record for women astronauts that she held until 2006. Thornton’s final flight was in 1995 on the Columbia. She retired from NASA in 1996 and took a faculty position in the University of Virginia’s School of Engineering and Applied Sciences. She also served as the director for the Center for Science Education.

Thornton continues to advocate for space travel and exploration. She was awarded Woman of the Year in 1992 by the American Legion Auxiliary and received NASA’s Distinguished Service Medal in 1996. Thornton was inducted into the Astronaut Hall of Fame in 2010.

34

Nancy Jan Davis (b. 1953) was born in Florida but moved to Huntsville as a small child. She graduated from Huntsville High School in 1971 and attended Georgia Tech, earning a B.S. in applied biology in 1975. In 1977, Davis earned a second bachelor’s degree in mechanical engineering from Auburn University. She joined NASA in 1979 as an aerospace engineer at the davisFlight Center. Davis went on to Marshall Space earn a master’s degree and doctorate in mechanical engineering from the University of Alabama in Huntsville in 1983 and 1985, respectively. In 1986, Davis oversaw the team responsible for building the Hubble Space Telescope. In 1987, she qualified as an astronaut, first serving in Mission Control at the Johnson Space Center and making her first space flight in September 1992 aboard the shuttle Endeavor with fellow Alabamian, Mae Jemison.

Davis went back to space in 1994 on the Discovery.

Her third and final space flight was also on the Discovery in 1997. In all, Davis totaled over 673 hours and 11 million miles in space while orbiting the Earth 445 times! After her last flight, she moved to NASA headquarters in Washington, D.C., as a director in the Office of Safety and Mission Assurance. In 1999, Davis headed back to Huntsville and the Marshall Space Flight Center, first as director of Flight Projects and then, after the Columbia accident, as director of Safety and Mission Assurance. Davis retired from NASA in 2005. She was inducted into the Alabama Aviation Hall of Fame and the Alabama Engineering Hall of Fame in 2001. She still lives in Huntsville.

Astronauts Dr. N. Jan Davis (left) and Dr. Mae C. Jemison (right) working aboard space shuttle Endeavor

Mae Carol Jemison (b. 1956) was born in Decatur. Her family moved to Chicago when she was young for better educational opportunities for Jemison and her siblings. Graduating high school in 1973 at 16, she enrolled at Stanford University, pursuing degrees in chemical engineering and African and African American studies. She graduated from Stanford in 1977 and went on tojemison pursue a medical degree at Cornell University, which she completed in 1981. Jemison completed her residency in Los Angeles in 1982 and went on to join the Peace Corps in 1983. She served in Sierra Leone and Liberia, providing medical care and health training, and also participated in research projects in cooperation with the National Institutes of Health and the Center for Disease Control. Jemison left the Peace Corps in 1985 and returned to Los Angeles to work as a doctor.

In 1985, she applied to NASA’s astronaut training

program. The following year, she was accepted into the program, becoming the first African American woman to do so. She made her only space flight in September 1992 aboard the Endeavor, making her the first African American woman in space. Also on that flight was fellow Alabamian, Nancy Jan Davis.

In 1993, Jemison resigned from NASA and started her own consulting firm, the Jemison Group. In 1999, she founded a medical technology company, BioSentient Corporation. She served as a professor at both Cornell University and Dartmouth College into the 2000s. In 2016, Jemison became a leaderin-residence at Indiana University Kelley School of Business. She was elected to the National Women’s Hall of Fame and the National Medical Association Hall of Fame in 1993. She was inducted into the International Space Hall of Fame in 2004. Named in her honor, the Dr. Mae Jemison High School opened in Huntsville in 2016.

35

Space Shuttle Columbia launching

36

Kathryn Patricia Hire (b. 1959) was born in Mobile. While attending Murphy High School, she learned about the first women enrolled in naval flight training in nearby Pensacola, Florida, piquing her interest in a future career. In 1977, Hire entered the U.S. Naval Academy as part of only the second class to admit women. She graduated in 1981 with a degree in mechanical engineering. Hire’s first assignment was the Oceanographic Development Squadron Eight at the Naval Air Station in Patuxent River, Maryland. There she continued to excel and earn promotions. In 1986, Lieutenant Hire became the first woman naval flight officer to serve as an instructor at the 323rd Flying Training Winghire at Mather Air Force Base in California. She resigned from active duty in 1989 and was commissioned as a commander in the Naval Reserve. Hire later became the first woman assigned to a combat surveillance aircraft. She also began working as an engineer for NASA in 1989 at the Kennedy Space Center in Florida. She earned a master’s degree from the Florida Institute of Technology in 1991. Between 1989 and 1994, she served on teams that managed more than 40 space shuttle missions. In late 1994, Hire was chosen to train as an astronaut at the Johnson Space Center. She was the first staff member of the Kennedy Space Center to be chosen for the program. Hire’s first space flight was in 1998 aboard the Columbia. After her mission, she continued to work at Johnson Space Center and later returned to the Kennedy Space Center. Additionally, Hire still served as an officer in the Naval Reserves and, in 2001, returned to active duty with Operation Enduring Freedom serving at McDill Air Force Base near Tampa. She earned a promotion to captain in 2002 and served in Operation Iraqi Freedom as well. Hire returned to reserve status in 2004 and became the head of the Space and Naval Warfare Systems Command in San Diego. She also headed the Office of Naval Research and the Naval Research Lab in Washington, D.C. Hire returned to space in 2010 on the Endeavour. She retired from the reserves in 2016 and from NASA in 2018. In 2019, the Mobile City Council declared February 25 “Captain Kay Hire Day.” To this day, Alabama continues its relationship with innovations in human spaceflight, and surely more of its citizens will participate in that effort.

Saturn V rocket designed under the direction of Wernher von Braun at the Marshall Space Flight Center in Huntsville, Alabama

37

DESIGNING A MONUMENT Alabama Course of Study Standards  SS10.K.11  SS10.1.4  SS10.2.2  AE.VA.K.1  AE.VA.K.5  AE.VA.1.2  AE.VA.2.1  AE.VA.2.2  AE.VA.2.3  AE.VA.2.5  AE.VA.3.1  AE.VA.3.2 National Standards  NSS.USH.K-4.2  NS.K-4.7  VA:Cr2.1.Ka  VA:Cr2.1.1a  VA:Cr2.1.2a  VA:Cr2.1.3a  VA:Cr2.3.2a

OBJECTIVE

PROCEDURE

By completing this activity, students will:

To complete this activity, follow these steps:

•

Design a monument honoring Alabama’s astronauts

•

Gain an understanding of the important contributions made by these distinguished Alabamians both for the state and the nation

1.

MATERIALS For this activity, you will need the following items:

Explain to students that a monument is something built to honor or remember a person or event. It might be a building, a statue, or a pillar. Ask them, “If you could design your own monument to honor the astronauts of Alabama, what would it look like?” Show them pictures of other monuments in the United States that honor historical figures or events.

2. Show students the planned Memorial Wall at the U.S.

•

Paper

•

Pencil

•

Construction materials (e.g., boxes, bottles, cardboard, etc.)

Space and Rocket Center that will honor all of the men and women in Huntsville who have worked to make space exploration possible.

•

Scissors

X Space Exploration Memorial

•

Tape

•

Glue

•

Markers

•

Stickers

•

Ribbons

•

Paint

•

Additional craft supplies

3. Explain to students that there is no memorial or monument recognizing the men and women of Alabama who actually flew missions into space.

4. Working in groups or individually, have students think

about what a monument for astronauts represents and brainstorm ideas about what a monument for Alabama astronauts might look like.

5. Have students create some sketches of their monuments.

Ask them what shape the monument should be. How tall should it be? Is it a building, a statue, or something else entirely? Have students come up with several designs and then allow them to select the ones they like the best.

6. Using various craft materials, have students build a model of their monument. Consider any recyclables that they might use (e.g., cardboard tubes, food packaging, etc.).

7.

Have students decorate their monuments using paint, markers, stickers, and other craft supplies.

8. Once the monuments are complete, allow students to present their work to the class and explain how their monument honors Alabama’s astronauts.

38

39

What to do after the show POST-SHOW DISCUSSION Included in this section are some post-performance activities you can share with your students.

Ask students if they enjoyed The Magic School Bus: Lost in the Solar System. Ask them to share their thoughts about the following:

1.

Which part of the play did you like best? Why?

2. Which character did you like best? Why? 3. If you haven’t read the book, did seeing the play make you want to read the book?

4. Did the play make you want to learn more about space travel and the solar system?

5. Did the play make you want to see more plays and performances in the future?

POST-SHOW WORKSHEETS Copy and distribute the post-show worksheets on pages 41–44.

You can also download and print them here: X https://twusa.org/wp-content/uploads/2023/03/MSBWriting-Packet.pdf

40

41

CLASS Q&A TEST HOW WELL YOU KNOW THE PLAY, THE MAGIC SCHOOL BUS: LOST IN THE SOLAR SYSTEM

1. What was the story about?

2. What did Arnold learn about Janet?

3. What did Janet learn about Arnold?

4. Did their relationship change? If so, how?

5. Do you think that when you work with someone to solve a problem together, it can change your opinion of that person?

Why do you think that is?

42

43

Vocabulary ADAPTATION INTERPRETATION ORBIT SOLAR ASTEROID GRAVITY ATMOSPHERE _____________________ is when a writer takes the themes, characters, and major plot points of a story and finds a new way to tell the story. _____________________ is the way a writer creates their own version of the story, using the primary source as their guide. ________________________ is the repeating path that one object in space takes around another. For example, the earth orbits around the sun. ______________________ means sun. The Sun is the center of our solar system. The solar system is the collection of planets and their moons in orbit around the sun. The Earth is part of this solar system.

YOUR PARAGRAPH TEXT

______________________are small rocky objects that orbit the sun. ______________________ is an invisible force that pulls together any two objects. For example, gravity pulls us down toward our planet Earth and holds us connected to it.

The ___________________________ is the layer of gas that surrounds the Earth. It is often called air. Other planets have their own ____________________.

The gases that make up the Earth’s ______________________ are held close by gravity.

44

Alabama Course of Study standards index ARTS EDUCATION Standard Description AE17.VA.K.1

Engage in self-directed exploration and imaginative play with art materials.

Grade Activity K

Creating Collagraphs Making Art by Chance Designing a Monument Designing a Monument

28 30 38 38

2

Constructing a Solar System Creating Collagraphs Making Art by Chance Designing a Monument Constructing a Solar System Creating Collagraphs Designing a Monument Creating Collagraphs Making Art by Chance Designing a Monument Designing a Monument Constructing a Solar System Creating Collagraphs Making Art by Chance Designing a Monument Constructing a Solar System Creating Collagraphs Designing a Monument Designing a Monument

22 28 30 38 22 28 38 28 30 38 38 22 28 30 38 22 28 38 38

3

Designing a Monument

38

3

Designing a Monument

38

3

Constructing a Solar System Creating Collagraphs

22 28

AE17.VA.K.5 Create and tell a story with art that communicates about a familiar person, place, or thing.

AE17.VA.1.2 Explore and experiment with a range of art materials. a. Create two-dimensional art b. Create three-dimensional art

K

AE17.VA.1.3

1

AE17.VA.1.6

AE17.VA.2.1 AE17.VA.2.2

AE17.VA.2.3

AE17.VA.2.5 AE17.VA.3.1 AE17.VA.3.2

AE17.VA.3.3

Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary.

Use art vocabulary while creating art. a. Apply primary and secondary colors in a work of art. b. Apply line, shape, texture in a work of art.

Brainstorm collaboratively to create a work of art.

Explore personal interests and curiosities with a range of art materials. a. Create two-dimensional art b. Create three-dimensional art Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Create an artwork using found and/or recycled objects.

Elaborate on an individual or prompted imaginative idea.

Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Describe and use steps of the art-making process while creating works of art/design.

ENGLISH LANGUAGE ARTS Standard Description

Page

1

1

2 2

2

Grade Activity

Page

ELA21.K.R5

Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

K

Crafting Graffiti Boards, Extending the Story

14 16

ELA21.K.2

Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.

Actively participate in teacher-led choral and shared reading experiences.

K

Crafting Graffiti Boards

14

K

Crafting Graffiti Boards

14

ELA21.K.3

45

ENGLISH LANGUAGE ARTS (CONTINUED) Standard Description ELA21.K.4

ELA21.K.5 ELA21.K.22

ELA21.K.27 ELA21.K.33 ELA21.K.37

ELA21.K.38

ELA21.K.39 ELA21.1.R5 ELA21.1.1

ELA21.1.4 ELA21.1.17

ELA21.1.21 ELA21.1.22 ELA21.1.23 ELA21.1.24 ELA21.1.33

ELA21.1.34

ELA21.1.38

46

With guidance and support, ask and answer questions to seek help, get information, or clarify information presented orally, through text, or other media.

With guidance and support, present information orally, using complete sentences in correct word order.

Use content knowledge built during read-alouds of informational texts by participating in content-specific discussions with peers and/or through drawing or writing.

Identify and describe the main story elements in a literary text Express ideas orally and connect these ideas through drawing and emergent writing.

Actively participate in shared and independent writing experiences, for varied purposes and audiences, across different genres.

Improve pictorial and written presentations, as needed, by planning, revising, editing, and using suggestions from peers and adults.

Participate in shared research and writing projects to answer a question or describe a topic.

Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Engage in collaborative discussions about topics and texts with peers and adults in small and large groups, utilizing agreed-upon rules.

Present information orally using complete sentences and appropriate volume.

Use content knowledge built during read-alouds of informational and literary texts by participating in content-specific discussions with peers and/or through drawing and writing.

Identify the main topic and key details of literary and informational texts.

Ask and answer questions about key details in literary and informational texts Identify and describe the main story elements in a literary text.

Identify the main idea and supporting details of literary and informational texts.

Actively participate in shared writing experiences to compose and develop a well-organized paragraph with a topic sentence, details to support, and a concluding sentence.

With prompting and support, write a narrative that recounts two or more appropriately sequenced events using transitions, incorporating relevant details, and providing a sense of closure.

Develop and edit first drafts using appropriate spacing between letters, words, and sentences and left-toright and top-to-bottom progression.

Grade Activity

Page

K

Crafting Graffiti Boards

14

K

Crafting Graffiti Boards

14

K

Crafting Graffiti Boards

14

K

Crafting Graffiti Boards

14

K

Crafting Graffiti Boards

14

K

Crafting Graffiti Boards Extending the Story

14 16

K

Crafting Graffiti Boards Extending the Story

14 16

K

Crafting Graffiti Boards

14

1

Crafting Graffiti Boards Extending the Story

14 16

1

Crafting Graffiti Boards

14

1

Crafting Graffiti Boards

14

1

Crafting Graffiti Boards

14

1

Crafting Graffiti Boards

14

1

Crafting Graffiti Boards

14

1

Crafting Graffiti Boards

14

1

Crafting Graffiti Boards

14

1

Crafting Graffiti Boards

14

1

Extending the Story

16

1

Extending the Story

16

ENGLISH LANGUAGE ARTS (CONTINUED) Standard Description ELA21.1.39

ELA21.1.40 ELA21.2.R5 ELA21.2.1 ELA21.2.2 ELA21.2.6

ELA21.2.22

ELA21.2.23 ELA21.2.24 ELA21.2.30 ELA21.2.40

ELA21.2.44

ELA21.3.R5 ELA21.3.2

ELA21.3.3 ELA21.3.18

ELA21.3.33

ELA21.3.38

ELA21.3.41

Improve writing, as needed, by planning, revising, and editing with guidance from peer editors, responding to their questions and suggestions.

Describe ideas, thoughts, and feelings, using adjectives, drawings, or other visual displays to clarify.

Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Participate in conversations and discussions with groups and peers utilizing agreed-upon rules.

Present information orally using complete sentences, appropriate volume, and clear pronunciation.

Use visual aids and technology in oral presentations to present key ideas and details about a text or conversation and add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify thoughts, feelings, and ideas.

Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.

Identify and describe the main story elements in a literary text.

Identify the main idea and supporting details of literary and informational texts.

Read and comprehend literary and informational texts.

Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.

With prompting and support, compose and develop a well-organized paragraph with a topic sentence, details to support, and a concluding sentence.

Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Present information orally using complex sentence structures, appropriate volume, and clear pronunciation.

Apply oral literacy skills by participating in a variety of oral language activities.

Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.

Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

Compose and develop a well-organized paragraph with a topic sentence, details to support, and a concluding sentence.

Use words and phrases in writing for effect and elaboration.

Grade Activity

Page

1

Extending the Story

16

1

Crafting Graffiti Boards

14

2

Crafting Graffiti Boards Extending the Story

14 16

2

Crafting Graffiti Boards

14

2

Crafting Graffiti Boards

14

2

Crafting Graffiti Boards

14

2

Crafting Graffiti Boards

14

2

Crafting Graffiti Boards

14

2

Crafting Graffiti Boards

14

2

Crafting Graffiti Boards

14

2

Extending the Story

16

2

Extending the Story

16

3

Crafting Graffiti Boards Extending the Story

14 16

3

Crafting Graffiti Boards

14

3

Crafting Graffiti Boards

14

3

Crafting Graffiti Boards Extending the Story

14 16

3

Extending the Story

16

3

Extending the Story

16

3

Extending the Story

16

47

MATH Standard M19.K.18

M19.K.19 M19.K.20 M19.K.22 M19.1.21 M19.1.22

M19.2.25 M19.3.26

Description

K

Making Art by Chance

28

K

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quartercircles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Recognize and describe polygons (up to 8 sides), triangles, and quadrilaterals (rhombuses, rectangles, and squares) based on the number of sides and the presence or absence of square corners.

1

Creating Collagraphs Making Art by Chance Creating Collagraphs Making Art by Chance Creating Collagraphs Making Art by Chance Creating Collagraphs Making Art by Chance Creating Collagraphs Making Art by Chance

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Creating Collagraphs Making Art by Chance Creating Collagraphs Making Art by Chance

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K K 1

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SCIENCE Standard Description

Grade Activity

SC15.1.8

1

SS10.K.11 SS10.1.4

SS10.2.2

Page

Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Correctly name shapes regardless of their orientations or overall sizes.

Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

Model shapes in the world by building them from sticks, clay balls, or other components and by drawing them.

Build and draw shapes which have defining attributes.

Observe, describe, and predict patterns of the sun, moon, and stars as they appear in the sky.

SOCIAL STUDIES Standard Description

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Grade Activity

Constructing a Solar System Observing the Sky

Grade Activity

Identify symbols, customs, famous individuals, and K celebrations representative of our state and nation Identify contributions of diverse significant figures that 1 influenced the local community and state in the past and present.

Identify national historical figures and celebrations that 2 exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.

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Page

Designing a Monument

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Designing a Monument

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Designing a Monument

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Supplemental books FICTION

NON-FICTION

Ada Lace, Take Me to Your Leader

by Emily Calandrelli Part of the Ada Lace Adventures series, following a young scientist and inventor as she explores space mysteries

Curious George Discovers the Stars

by H.A. Rey A space adventure guided by Curious George, teaching kids about stars, planets and constellations in an engaging way

Astro Girl

by Ken Wilson-Max This beautifully illustrated book tells the story of a young girl who dreams of being an astronaut and learns what it takes to get there.

Earth! My First 4.54 Billion Years

by Stacy McAnulty A book told from the perspective of Earth itself, offering a fun and educational look at our planet and its place in the solar system

The Darkest Dark

by Chris Hadfield A charming story about a young boy who dreams of becoming an astronaut, written by a real-life astronaut

Fly Guy Presents: Space

by Tedd Arnold Explores space with Fly Guy, teaching fun facts about planets, stars and space travel

Hedgie Blasts Off!

by Jan Brett A charming story about Hedgie the hedgehog who dreams of becoming an astronaut and going on a space adventure

If You Decide To Go To The Moon

by Faith McNulty A beautifully illustrated and poetic journey to the moon, perfect for inspiring wonder and curiosity about space travel

Interstellar Cinderella

by Deborah Underwood A futuristic retelling of Cinderella that incorporates elements of space and technology, perfect for sparking imaginatioN

Look to the Stars

by Buzz Aldrin Provides an overview of space exploration, tailored for young readers

Mousetronaut: Based on a (Partially) True Story

by Mark Kelly A delightful story about a mouse that goes to space, written by astronaut Mark Kelly.

Margaret and the Moon: How Margaret Hamilton Saved the First Lunar Landing

by Dean Robbins Highlights the role of computer scientist Margaret Hamilton in the Apollo missions, emphasizing STEM and historical contributions

Pete the Cat: Out of This World

by James Dean A story about Pete the Cat on an out-of-this-world adventure to space, combining fun storytelling with space facts There’s No Place Like Space: All About Our Solar System

by Tish Rabe A fun and educational book from the Cat in the Hat’s Learning Library that introduces young readers to the planets in our solar system

Mars! Earthlings Welcome

by Stacy McAnulty A companion book to Earth!, sharing fascinating facts about the Red Planet Moonshot: The Flight of Apollo 11

by Brian Floca An engaging account of the first moon landing, with illustrations and details suitable for younger readers National Geographic Little Kids First Big Book of Space

by Catherine D. Hughes Filled with colorful photos and simple text, a great introduction to space for young readers Planets by Elizabeth Carney A National Geographic Readers series book providing an in-depth look at each planet in the solar system

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NON-FICTION (CONTINUED)

ALABAMA EMPHASIS

The Planets in Our Solar System by Franklyn M. Branley Part of the Let’s-Read-and-Find-Out Science series, offers clear explanations and illustrations about each planet

Alabama: The History of Space and Astronauts

by Various Authors A book focusing on Alabama’s contributions to space exploration, including the role of the Marshall Space Flight Center in Huntsville

Rocket to the Moon! (Big Ideas That Changed the World) by Don Brown Tells the story of the space race, perfect for young readers interested in history and science Solar System: Our Place in Space

by Rosemary Mosco A beautifully illustrated guide that takes kids on a tour of the solar system, filled with interesting facts and engaging text The Sun Is Kind of a Big Deal

by Nick Seluk An informative and humorous look at the Sun and its importance in our solar system, making complex concepts accessible for young minds

Hidden Figures: The True Story of Four Black Women and the Space Race

by Margot Lee Shetterly A children’s adaptation of the bestselling book that includes stories of the women who worked in NASA, with some context related to Huntsville’s space history Huntsville and the Space Race

by Loretta Gillespie For advanced younger readers, offers insights into Huntsville’s crucial role in space exploration Mae Among the Stars

by Roda Ahmed A beautiful picture book inspired by the life of Mae Jemison, the first African American woman to travel to space Space Heroes: Amazing Astronauts

by James Buckley Jr. Covers various astronauts, including those connected to the Marshall Space Flight Center in Huntsville To the Stars!: The First American Woman to Walk in Space

by Carmella Van Vleet and Kathy Sullivan Includes references to NASA’s work connected to the Alabama space industry

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Online resources If you would like to continue to learn and explore, here are some resources that might be helpful.

NASA STEM for students X https://www.nasa.gov/learning-resources/for-kids-andstudents/ Alabamians in Space X https://encyclopediaofalabama.org/collection/alabamiansin-space/ Sun and Moon Patterns in the Sky Lesson Plan X https://aptv.pbslearningmedia.org/resource/buac18-k2sci-ess-patternssky-lp/sun-and-moon-patterns-in-the-skylesson-plan/ National Geographic Kids Passport to Space X https://kids.nationalgeographic.com/space National Geographic Encyclopedic Entry: Meteor X https://education.nationalgeographic.org/resource/ meteor/ Op art drawing tutorial X https://www.artwithmrsfilmore.com/tag/op-art/

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Credits

All images featured in this performance study guide are wholly owned and copyrighted by their respective copyright holders and are used for educational purposes only. No copyright infringement is intended. The Gogue Performing Arts Center does not claim ownership of any images unless explicitly stated otherwise. If you have concerns about the use of any image included herein, please contact us immediately.

For a list of additional image sources and credits, please contact our Department of Communications and Marketing by telephone at 334.844.7234 or via email at jaosborne@auburn.edu.

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The Jay and Susie Gogue Performing Arts Center at Auburn University serves students and educators across the state of Alabama and beyond with its annual K–12 School Performance Series.

Abbie Gaston 4th Grade Creekside Elementary School Auburn City Schools

These high-quality and transformative arts experiences are further enriched with performance study guides that provide meaningful cross-curricular connections.

Cynthia Jackson ELA, Curriculum & Instruction W.F. Burns Middle School Chambers County Schools

Developed by our Department of Education and Engagement, in collaboration with the Gogue Center Curriculum Council, each performance study guide contains information about the featured performing artist(s) or company, the art form, and relevant, grade-appropriate lessons and activities designed to help incorporate academic and arts standards into the classroom.

Martin McKay Assistant Principal Headland Middle School Henry County Schools

Our sincerest thanks to the members of the 2024–25 Gogue Center Curriculum Council.

Amber Pickard Social Studies Lee-Scott Academy Alabama Independent School Association

2024–25 Gogue Center Curriculum Council

Josh Roberts Head of School Alabama Christian Academy Private School, Montgomery

Lacey Basgier Secondary Art Lee-Scott Academy Alabama Independent School Association

Ruth Marie Romero Pre–K Peter Crump Elementary School Montgomery Public Schools

Stacey Blakemore Secondary ELA Oak Mountain High School Shelby County Schools

Charlotte Ellison Williams Retired Educator/Administrator Dothan City Schools Henry County Schools

Brooke Braswell 2nd Grade Cary Woods Elementary School Auburn City Schools Euri Carr Arts Specialist Alabama State Council on the Arts State of Alabama Jennifer Dempsey Media Specialist Wrights Mill Elementary School Auburn City Schools

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2024–25 Season Sponsors

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