TEACHER RESOURCE GUIDE 2011-2012 January 25 - February 15, 2012 Newmark Theatre, 1111 SW Broadway

Inside this guide

ABOUT: The Show, Author, Illustrator and Composer ...... 2 Oregon Educational Standards, The Big Ideas and Vocabulary . . . . 3 Discussion and Writing Prompts ...... 5 Behind the Scenes and On Stage ...... 5

Activities 1 . Climate Up Close — Answer research questions about different climates and apply this information to write postcards home from different regions of the world ...... 8

2 . Portland Then and Portland Now — Use aerial photographs of the region to introduce human impact on the environment and physical and man-made landmarks . Students compare Portland today with what Portland might have been like 100 years ago ...... 10

3 . Trace Your Carbon Footprint — Students examine ways in which they use energy at school and home, and create carbon footprint posters detailing how they can do their part to help the environment by using less energy ...... 11

4 . Paper or Plastic? — What happens to different materials as they break down and decompose over time? How might this impact the environment? Conduct a hands-on experiment in which students subject paper and plastic bags to different environmental forces Teacher Info & Important Dates over a long period of time ...... 12 Friday, December 9th: Full balance due, last day 5 . Going Green Journals — Students keep records of their energy to reduce seats use and the things they’re throwing away to begin a conversation Saturday, January 21st, 7pm: Teacher Preview about waste reduction, using energy more carefully, and going green . Journal templates are included ...... 14 Length: 60 minutes Reading List and Online Resources ...... 18 Location: Newmark Theatre Policies and Procedures ...... 20 Directed by Matt Cosper. Based on the book The Magic Theater Location ...... 22 School Bus and the Climate Challenge by Joanna Cole and Bruce Degan. Book by Doug Cooney. Music and Lyrics by Scott Elmegreen. In association with Bay Area Children’s Theatre and Maximum Entertainment. Teacher resource guide by Allison Davis. 1 ABOUT

The Show The Composer

s . Frizzle, Wanda, Ralphie, Carlos, and the other students at Scott Elmegreen is a playwright, composer, lyricist, sound designer M Walkerville Elementary are putting on a play about climate and novelist whose work has premiered on Broadway and television, change, and we know what that means—a field trip! as well as off-Broadway, regionally, and internationally . His other plays include Awesome Allie, First Kid Astronaut, Thucydides, But of course, this is no ordinary field trip . The Frizz and her class College the Musical, Vote for Me: A Musical Debate, and Straight . travel the world in their very special school bus, from the arctic to the Scott has also scored numerous plays including Colin Quinn Long equator, learning about global warming and what’s happening to the Story Short, What I Took in My Hand, Daguerreotype, We Can’t Earth . In classic School Bus style, they start with the big picture, then Reach You, Hartford, and Joyce Carol Oates’ Tone Cluters . Scott take a closer look at the reasons the world is getting warmer . It’s not is also a published author of young adult fiction and a graduate all bad news…Ms . Frizzle and the kids explore countless easy ways of Princeton University . to combat climate change and reduce one’s carbon footprint while keeping the focus on student-centered change and experiential learning! Are you up for the climate challenge?

The Author and Illustrator, Joanna Cole and Bruce Degan

Joanna Cole loved science as a child . “I always enjoyed explaining things and writing reports for school . I had a teacher who was a little like Ms . Frizzle . She loved her subject . Every week she had a child do an experiment in front of the room and I wanted to be that child every week,” she recalls . It’s no surprise that Cole’s favorite book as a child was Bugs, Insects, and Such .

Ms . Cole has worked as an elementary school teacher, a librarian, and a children’s book editor . She has written more than 90 nonfiction and fiction books for children, and she is the winner of the 1991 Washington Post /Children’s Book Guild Nonfiction award for the body of her work, which also includes the ALA Notable Children’s Book How You Were Born, Bony-legs; Cars and How They Go; and with Stephanie Calmenson, The Gator Girls series . Despite the hard work, Ms . Cole insists that writing “is the greatest fun in the world ”.

Bruce Degen has loved art ever since he was a child growing up in Brooklyn, New York . “In sixth grade I had a wonderful teacher who would let me stand in the back of the room and paint all the time,” Degen remembers . “Once I didn’t even have to take a spelling test ”. When he wasn’t drawing and painting, Mr . Degen loved to read books about bears, fantasy and science fiction .

In addition to illustrating the Magic School Bus books, Mr . Degen has written and illustrated several books, including them Jamberry and Sailaway Home, and he has illustrated Nancy White Carlstrom’s Jesse Bear books and Jane Yolen’s Commander Toad series . “The nice thing about books is that they go out into the world . When a kid, parent, or teacher tells you how much he or she likes your book, you realize that you’ve given something that has become part of someone else’s life,” Degen says .

Adapted from www.scholastic.com. 2 Oregon Educational Standards English: Reading: Listen to and Read Informational and Narrative Social Sciences: Geography: Compare and analyze physical (e g. ,. Text: Listen to, read, and understand a wide variety of informational landforms, vegetation, wildlife, climate, and natural hazards) and and narrative text across the subject areas at school and on own, human (e g. ., population, land use, language, and religion) characteris- applying comprehension strategies as needed . tics of places and regions . EL .02 RE. 10,. EL .03 .RE .07, EL .04 .RE .03 Listen to, read, and under- SS .03 GE. .04 Identify physical characteristics of places and compare them . stand a wide variety of grade-level informational and narrative (story) text . Social Sciences: Geography: Compare and analyze physical and human characteristics of places and regions . English: Reading: Informational Text: Demonstrate General SS .03 GE. .04 Identify physical characteristics Understanding: Demonstrate general understanding of grade-level of places and compare them . informational text across the subject areas . Social Sciences: Geography: Understand how people and the EL .02 RE. .27 Read informational texts for answers to specific questions environment are interrelated . or for specific purposes . SS .05 GE. .07 Understand how physical environments are affected by EL .02 RE. .28 Recall facts and details in the text to clarify and human activities . organize ideas . SS .05 GE. .07 .01 Understand how and why people alter the physical EL .03 RE. .25 Demonstrate comprehension by identifying answers environment . to questions about the text . SS .05 GE. .07 .02 Describe how human activity can impact the environment . EL .04 RE. .21 Identify key facts and information after reading two passages or articles on the same topic . Social Sciences: History: Historical Skills: Understand, recognize, and interpret change and continuity over time . SS .05 .HS .03 Understand how history can be organized using themes, Science: 1 1. Structure and Function: Living and non-living things have geography, or chronology . characteristics and properties . 1 1P. 1. Compare and contrast physical properties and composition of Social Sciences: Geography: Understand how people and the objects . environment are interrelated . SS .05 GE. .07 Understand how physical environments are affected by Science: 1 .3, 2 .3, 3 .3, 4 3. Scientific Inquiry human activities . 1 .3S 1. Identify and use tools to make careful observations and answer SS .05 GE. .07 .01 Understand how and why people alter the physical questions about the natural world . environment . 1 .3S .2 Record observations with pictures, numbers, or written SS .05 GE. .07 .02 Describe how human activity can impact the statements . environment . 2 .3S 1. Observe, measure, and record properties of objects and substances using simple tools to gather data and extend Social Sciences: Social Science Analysis: Identify and analyze an the senses . issue . 2 .3S .3 Make, describe, and compare observations, and organize SS .03 .SA .04 Identify how people or other living things might be recorded data . affected by an event, issue, or problem . 3 .3S 1. Plan a simple investigation based on a testable question, match SS .05 .SA .04 Identify characteristics of an event, issue, or problem, measuring tools to their uses, and collect and record data from suggesting possible causes and results . a scientific investigation . 3 .3S .2 Use the data collected from a scientific investigation to explain Social Sciences: Social Science Analysis: Select a course of action the results and draw conclusions . to resolve an issue . 4 .3S 1. Based on observations identify testable questions, design SS .03 .SA .05 Identify possible options or responses; then make a choice a scientific investigation, and collect and record data consistent or express an opinion . with a planned scientific investigation . SS .05 .SA .05 Identify a response or solution and support why it makes 4 .3S .2 Summarize the results from a scientific investigation and use sense, using support from research . the results to respond to the question being tested . Social Sciences: Geography: Understand how people and the environment are interrelated . Social Sciences: Geography: Use maps and other geographic tools and technologies to acquire, process, and report information SS .05 GE. .07 Understand how physical environments are affected by from a spatial perspective . human activities . SS .03 GE. .02 Understand the purpose of maps, globes, and other SS .05 GE. .07 .01 Understand how and why people alter the physical geographic tools . environment .

3 SS .05 GE. .07 .02 Describe how human activity can impact the environment . Vocabulary Endangered species Social Sciences: Geography: Understand how people and the environ- Climate ment are interrelated . Weather SS .05 GE. .07 Understand how physical environments are affected by Ecosystems human activities . Grassland SS .05 GE. .07 .01 Understand how and why people alter the physical Volcano environment . Arctic SS .05 GE. .07 .02 Describe how human activity can impact Tundra the environment . Polar bear Social Sciences: Social Science Analysis: Define and clarify an issue so Walrus that its dimensions are well understood . Arctic fox SS .03 .SA 01. Identify an issue or problem that can be studied . Seals Glacier Social Sciences: Social Science Analysis: Acquire and organize materials Melting from primary and secondary sources . Arctic Circle SS .03 .SA 02. Gather information relating to an issue or problem . Lichen Social Sciences: Social Science Analysis: Identify and analyze an issue . Northern Lights/Aurora SS .03 .SA 04. Identify how people or other living things might be Tropical affected by an event, issue, or problem . Temperature SS .05 .SA .04 Identify characteristics of an event, issue, or problem, Humidity suggesting possible causes and results . Coral reef Social Sciences: Social Science Analysis: Select a course of action to Global warming resolve an issue . Hurricane SS .03 .SA 05. Identify possible options or responses; then make a choice Tornado or express an opinion . Atmosphere SS .05 .SA .05 Identify a response or solution and support why it makes Molecules sense, using support from research . Gas Atoms Oxygen Nitrogen The Big Ideas Hydrogen • To see the big picture, sometimes you need to look at some- Carbon dioxide thing from lots of different perspectives . Greenhouse gas Water vapor • Be curious, ask questions, and never be afraid to go exploring . Methane Carbon footprint • On our own, we might be small, but together, we can create Energy big change . Fossil fuel • Learning is never boring . Alternative energy Solar panel • The natural world is a complicated and fascinating place filled Recycle with amazing places, plants, and animals—and it is fragile and Emissions must not be taken for granted .

4 Discussion Questions Behind the Scenes & Writing Prompts and On Stage 1 . Choose three adjectives to describe Ms . Frizzle . How do her How will Oregon Children’s Theatre bring a fantastical field trip across students feel about her? Do you think she is a good teacher? the globe and down to the molecular level to life on stage? Introduce students to the technical side of theater by introducing them to 2 . How would you feel if your class went on such an out-of-this vocabulary and concepts that they’ll see in action while attending The world field trip? Describe what your emotions might be . Magic School Bus Live! The Climate Challenge . Because design work, 3 . Write a short description or story about a class pet that doesn’t rehearsals, and production development are continuing after the talk but has a lot of personality, like Liz . publication of this guide, information is subject to change .

4 . Why is Liz not feeling well during the field trip? For a more detailed look behind the scenes of The Magic School Bus Live!, Oregon Children’s Theatre offers a free teacher preview of the 5 . Describe the climate of your city or town . What kinds of plants performance and a backstage tour with our technical director . Contact and wild animals do you see in your neighborhood? Compare OCT for more information and RSVP instructions . and contrast it with the climate of the Arctic, the first stop on the Magic School Bus’ field trip . Who’s Who?

6 . If you could visit any ecosystem or climate around the world, Actors play characters from a script on stage . which one would you choose, and why? The Choreographer designs the dances and movement in a 7 . What is carbon dioxide? Why is the class worried about it? performance, especially during musical numbers . Where does it come from? The Costume Designer creates costumes for the different characters 8 . What is a carbon footprint? Do you think yours is large or small, in the play . and why? The Director coordinates the artistic elements of the play and directs 9 . What does ‘going green’ mean? Do you think it’s an easy or hard and coaches the actors . thing to do, and why? The Lighting Designer uses lights, shapes, and colors to design the 10 . With a partner or in a small group, brainstorm a list of ways lighting plot of a play . that kids your age can make a positive difference in helping The Props Master finds, repurposes, and creates all of the props— the environment . objects used by actors on stage during a play .

11 . Describe what the class play at the end of the show is about . The Set Designer designs the sets and scenery for a performance . What is the message that the students at Walkerville Elementary are presenting in their play? Do you agree or disagree with them? The Sound Designer designs and chooses the sound effects (and sometimes, the music) for a play . 12 . Near the end of the play, Ms . Frizzle tells the class that “the tiny choices we make add up too!” What does she mean by this? The Stage Manager coordinates all the elements of a production, Explain . Do you agree or disagree with her? is a liaison between the director and the production team, and keeps everyone on task . During the play, he or she calls the show . 13 . Plan your dream Magic School Bus field trip . Where would you go? How would the bus transform in order to visit this place? The Assistant Stage Manager assists the stage manager in many What would you and your classmates discover? different capacities . Often, in OCT productions, the ASM is in charge of supervising the young actors in the cast .

Stagehands move sets and scenery, operate light and sound equip- ment during the performance, operate ropes backstage, and perform other technical tasks before, during, and after a production .

The Wardrobe Mistress/Dresser maintains and launders costumes during a production, and assists the actors with changes before and during the show .

5 In the Theater Ground Cloth Heavy fabric used on the floor of a stage to create an effect or to Apron change the look, texture, or sound of the floor . Sometimes they are Section of the stage floor which projects towards or into the audito- used in conjunction with padding and are often, but not always, rium . In proscenium theatres like the Newmark Theatre, the part of secured to the stage floor . the stage in front of the house tabs, or in front of the proscenium arch . When you see the polar ice ‘melt,’ loose ground cloths are being pulled OCT will use the apron lift to raise the polar bear and his melted glacier away. To keep the actors from slipping, there is another layer of fabric up to stage level. affixed to the floor underneath the ‘ice’ to create friction between the layers. Control Room Lift Room at the rear of the auditorium (in a proscenium theatre) where lighting and sometimes sound is operated from . Also known in the The orchestra pit and/or sections of the stage may be mounted on United States as the booth . The stage manager calling the cues is lifts to make moving of heavy items easier . Sometimes the forestage very often at the side of the stage (traditionally stage left) but in some (apron) doubles as the orchestra pit by use of a lift . venues he/she may be in the control room also . The control room is usually soundproofed from the auditorium so that communications Masking between operators cannot be heard by the audience . Scenery or other visible material designed to hide the backstage areas that the audience is not supposed to see, such as the wings or the In OCT’s productions, the stage manager is normally inside the booth back wall . calling cues and communicating with tech staff in other areas of the theater by radio. When you see a projected image of the class in the bus, but the actors are not physically on stage, they are actually stage right, behind black masking Cue curtains on a second bus that you’ll only see on the video projections! A prearranged sign that indicates to a performer, crew member or stage technician that it is time to proceed to the next line or action . Musical Theater Actors also listen for cues in the script so that they know when it’s time A form of theater that incorporates music, song, dance, and spoken to say or do something . dialogue on stage . The Magic School Bus Live! is a musical .

Curtain Call Movement Artist At the end of a performance, the acknowledgement of applause by A performer who uses dance and movement onstage . actors - the bows . Often, there is music or a final song to accompany the curtain call . Liz the Iguana dances and moves but has no spoken dialogue or songs—she’s a movement artist. Ask your students what might be Double Casting challenging about playing a part like this. Since Liz has no lines, how does she communicate with the students and Ms. Frizzle? When two actors are contracted to play the same role during different performances . Moving Light In The Magic School Bus Live!, the role of Carlos will be double cast. Remotely controllable ‘intelligent’ lighting instrument . Each instrument is capable of a massive variety of effects which are operated ‘live’ via Gobo a moving light control desk, or can be pre-programmed by a standard An etched plate, usually metal or glass, put in front of a spotlight memory lighting desk . The instruments require a power supply and so it casts a pattern on stage . Gobos can be used in all kinds of neat a data cable . There are broadly two types: ways—for example, to imitate the effect of light filtered through 1 . Moving Head: A light is mounted on a moving yoke . foliage or to create the effect of a neon sign . 2 . Moving Mirror: A stationary bulb directs light onto a motorized In addition to computer projections, the lighting designer will use gobos mirror . and moving lights to create textures and images over the whole stage to help create all the environments Ms. Frizzle’s class visits. See if you The term ‘intelligent’ is used as the instrument has a processor chip can spot them! and electronics built into it, not because it’s able to interpret the designer’s artistic intent! It can be incredibly frustrating trying to get moving lights to behave exactly as required in a dramatic situation .

6 Quick changes Sound Deck/Showdeck A change of costume that needs to happen very quickly takes place A false floor built on top of the theater stage, which contains technical close to the side of the stage . Costume designers need to know elements such as automation tracks or revolves, concealed lighting, about the need for a quick change so that the costume is made or smoke effects . incorporating elements such as velcro and zippers rather than buttons . A quick change room is often erected at the side of the stage The show deck for The Magic School Bus Live! juts out over the open to enable changes to take place in privacy . orchestra pit, extending the area of the stage. This deck provides a defined acting area but doesn’t contain automation or technical elements. Perspective Drawing Wireless Mic A painting technique used to make a two dimensional set piece appear three dimensional . Device consisting of a microphone head, transmitter pack with batteries, aerial and mains receiver unit which allows actors and singers Can your students guess which set pieces in this play might really to be amplified with no visible means of connection . Almost univer- be two dimensional? sally used in musicals where the singers have to be amplified to be heard over the orchestra, band, or pre-recorded music . Used in Portal non-musical shows for sound reinforcement . Also called radio mics . An archway made by combining wings/legs and border . Can students spot these mics on the actors on stage? Are there any Also a decorative framing, columns and pediments or filigree actors that do not require a mic? or other that frames the stage .

Scrim A gauzy curtain, often painted, through which lighted objects can be seen but which becomes opaque when lit from the front . By balancing lighting levels, the audience may see both what’s painted on the scrim as well as a hazy image of what’s behind .

OCT will use a custom built scrim portal to frame the stage. You’ll see images projected on it and sometimes be able to see through it. Watch for the full stage white scrim as well.

Costume design by Emily Horton.

7 Climate Up Close

Grade Level • Distinguish between different kinds of climates and the 2-4 impacts that they have on the environment and the plants and animals that live there . Standards • Connect different kinds of climates to different parts English: Reading: Listen to and Read Informational of the world . and Narrative Text: Listen to, read, and understand a wide variety of informational and narrative text Vocabulary and Concepts across the subject areas at school and on own, Climate applying comprehension strategies as needed . EL .02 RE. 10,. EL .03 .RE .07, EL .04 .RE .03 Listen to, read, and under- Ecosystem stand a wide variety of grade-level informational and narrative (story) text . Tundra English: Reading: Informational Text: Demonstrate General Rain Forest Understanding: Demonstrate general understanding of grade- level informational text across the subject areas . Desert EL .02 RE. .27 Read informational texts for answers to specific questions or for specific purposes . Materials EL .02 RE. .28 Recall facts and details in the text to clarify and Pencil and paper organize ideas . EL .03 RE. .25 Demonstrate comprehension by identifying answers Atlases to questions about the text . Library or computer lab time EL .04 RE. .21 Identify key facts and information after reading two passages or articles on the same topic . Large index cards (optional) Social Sciences: Geography: Use maps and other geographic tools and technologies to acquire, process, and report information Activity Instructions from a spatial perspective . Divide students into small groups and assign them one of the SS .03 GE. .02 Understand the purpose of maps, following climates: tundra, rain forest, and desert . Using resources globes, and other geographic tools . in the classroom and the library, students must answer the questions Social Sciences: Geography: Compare and analyze physical (e g. ., below . Teacher Tip: Depending on the size of your classroom, either landforms, vegetation, wildlife, climate, and natural hazards) and assign an ecosystem to more than one group, or add others such human (e g. ., population, land use, language, and religion) characteris- as grassland or deciduous forest . tics of places and regions . SS .03 GE. .04 Identify physical characteristics of places and compare them . Research Questions: Lesson Overview a . Describe this place .

In small work groups, students answer research questions b . What kinds of plants grow here? about different kinds of climates . After finishing their research, c . What are three different animals that live here? they present their information and apply what they’ve learned in a postcard-making assignment . d . What is the climate like here? What kind of clothing would you wear if you visited? Length of Lesson e . Name two different countries that have this kind of climate, 45 minutes and locate them on a map .

Learning Objectives f . Have students record their answers and document • Practice using reference materials and research skills, their sources . including reading for information, note taking, and citing sources .

8 Variation For younger students, gather a collection of grade-level appropriate books (see page 18 of this guide for a reading list) about these three climates . Read them to students or allow access to them during “How can one tiny class research time . Discuss the questions in their groups, or as a class . make a difference? Extension Distribute large index cards to students . Explain that they will be This problem’s way too writing postcards as if they were sending them from their assigned ecosystem to friends and family . Students should include the name of big for us.” the place they are visiting, details about the climate there, and the address of the recipient . On the unlined side, students should draw a ‘snapshot’ of the place they are visiting . Use these postcards to create a ‘mapping climates’ bulletin board illustrating different climates in different countries around the world .

Research questions adapted from Bay Area Children’s Theatre .

9 Portland Then and Now Grade Level Activity Instructions 2-4 1 . In advance of this activity, find and print a few contemporary Standards aerial photos of the Portland area or of your city, 1-3 shots of various locations . Or find a volume of photographs—for example, Social Sciences: Geography: Compare and Above Portland has a great collection of different aerial analyze physical and human characteristics photographs of the Portland area . of places and regions . SS .03 GE. .04 Identify physical characteristics 2 . Distribute copies of the photos or display them where students of places and compare them . can see them . Social Sciences: Geography: Understand how people and the environment are interrelated . 3 . Ask students to write a list of all the human-made structures they SS .05 GE. .07 Understand how physical environments are affected by can see in the aerial photos: roads, bridges, buildings, houses, human activities . boats, docks, highways, vehicles, etc . SS .05 GE. .07 .01 Understand how and why people alter the physical 4 . What do students think this same area looked like 100 years environment . ago—in 1911? Or, 200 years ago—1811? Have them write down SS .05 GE. .07 .02 Describe how human activity can impact the environment . their ideas and draw their own aerial image of the area . Social Sciences: History: Historical Skills: Understand, recognize, and interpret change and continuity over time . 5 . Use this activity to begin a study of Portland-area history, and SS .05 .HS .03 Understand how history can be organized using themes, allow students some research time to investigate their inferences . geography, or chronology . As an alternative, use it to begin a discussion on human impact on the climate and the environment . Lesson Overview

In The Magic School Bus Live!, the class discovers that the world today looks very different from the way it did when their books about the environment were written . Work with students to explore the way your city “We just need to solve looks today, how it might have looked hundreds of years ago, and what kind of impact humans have on the natural environment . Students look at this one choice at a time. aerial photographs, distinguish between natural and manmade features, and make written and visual inferences about changes that have occurred . Remember—tiny stuff Length of Lesson matters.” 30 minutes

Learning Objectives • Make educated assumptions about what Portland might have looked like 100 or 200 years ago .

• Distinguish between natural and manmade landmarks .

• Compare and contrast two different time periods, and illustrate the differences visually .

Materials Aerial photographs of the Portland area (see below)

Drawing paper

Pencils

Colored pencils or markers (optional)

10 Trace Your Carbon Footprint Grade Level Activity Instructions 1-4 1 . Distribute large sheets of drawing paper . Standards 2 . Have students work in pairs to trace their partner’s footprints onto Social Sciences: Geography: Understand how people the sheets of paper (can be done with shoes on or off) . and the environment are interrelated . SS .05 GE. .07 Understand how physical environments 3 . Use rulers to create lines for writing inside the footprints . are affected by human activities . 4 . On a separate piece of paper, have students brainstorm ways that SS .05 GE. .07 .01 Understand how and why people alter they use energy . Facilitate a class discussion in which students the physical environment . compare their lists . SS .05 GE. .07 .02 Describe how human activity can impact the environment . 5 . Ask students to think about ‘energy resolutions’ they could Social Sciences: Social Science Analysis: Identify and analyze an make—specific changes they can make immediately to use less issue . energy—less electricity, less water, less gas, reduce their garbage, SS .03 .SA 04. Identify how people or other living things might be etc . Write this list in a new column on their paper . Again, discuss affected by an event, issue, or problem . the lists as a class . SS .05 .SA .04 Identify characteristics of an event, issue, or problem, suggesting possible causes and results . 6 . Use students’ footprint tracings as their final draft paper—in the Social Sciences: Social Science Analysis: Select a course of action left footprint, write a final draft of their energy use list, and in the to resolve an issue . right footprint, write a final draft of their resolutions . Display for SS .03 SA. .05 Identify possible options or responses; then make a choice the school to see! or express an opinion . SS .05 .SA .05 Identify a response or solution and support why it makes sense, using support from research . Lesson Overview “That explains all these Students examine the ways in which they personally use energy, and then brainstorm ways in which they can create changes in their habits little changes we’ve to help the environment . Tracing their footprints, students write one list in each footprint—a fun, visual way to illustrate their commitments been seeing. Any one to helping the environment and creating big change . of them on its own Length of Lesson 45 minutes wouldn’t mean anything, Learning Objectives but when you put them • Practice brainstorming and writing skills .

• Connect one of the play’s themes—little actions can lead all together, they make to big change—to personal experiences and commitments . a pretty clear message— Materials Pencils and Paper we need to take better Large drawing paper care of our planet!” Rulers

11 Paper or Plastic?

Grade Level • Draw conclusions about ways in which different materials can 1-4 impact the environment . • Examine how one environmental problem is interconnected Standards to many others . Science: 1 1. Structure and Function: Living and non-living things have characteristics and properties . Vocabulary and Concepts 1 1P. 1. Compare and contrast physical properties and Plastic composition of objects . Science: 1 .3, 2 .3, 3 .3, 4 3. Scientific Inquiry Polymer 1 .3S 1. Identify and use tools to make careful observations and answer questions about the natural world . Organic material 1 .3S .2 Record observations with pictures, numbers, or written Decomposition statements . 2 .3S 1. Observe, measure, and record properties of objects and substances using simple tools to gather data and extend Activity Instructions the senses . 1 . In advance, decide which of the following materials students will 2 .3S .3 Make, describe, and compare observations, and organize use to test the decomposition rates of their samples: mulch, dead recorded data . leaves, soil, sand, water, sun, heat, cold . 3 .3S 1. Plan a simple investigation based on a testable question, match measuring tools to their uses, and collect and record data from 2 . Distribute paper and plastic bags to students . Instruct them to a scientific investigation . measure and cut two samples of each bag in a 2” x 2” square . 3 .3S .2 Use the data collected from a scientific investigation to explain the results and draw conclusions . 3 . Have students establish control data: calculate and record the 4 .3S 1. Based on observations identify testable questions, design area of their samples, examine their condition with a magnifying a scientific investigation, and collect and record data consistent glass, record their observations, and take a photograph or draw with a planned scientific investigation . pictures of what they see . Record all data in a lab notebook or 4 .3S .2 Summarize the results from a scientific investigation and use worksheet, and attach one sample of each bag . the results to respond to the question being tested . 4 . Have students place their other two samples in the bowls or pie Social Sciences: Geography: Understand how plates and expose them to the elements you’ve decided on . people and the environment are interrelated . Emphasize the importance of the experiment conditions—for SS .05 GE. .07 Understand how physical environ- accurate data, the samples must encounter the same materials ments are affected by human activities . and conditions for the same amount of time . SS .05 GE. .07 .01 Understand how and why people alter the physical environment . 5 . At designated intervals (once a week, once every two weeks), SS .05 GE. .07 .02 Describe how human activity can impact instruct students to remove their samples from the dishes and the environment . record their area, observe them, and document their condition in their lab notebooks . Lesson Overview 6 . At the designated end point of the experiment, have students Conduct an experiment to learn more about the decomposition rates record their final set of observations . Which material breaks down of paper and plastic bags, in order to draw conclusions about these faster? What happened to each material? Ask students to draw materials and their impact on the environment . some conclusions about the possible impact of these materials on the environment . Length of Lesson 7 . Discuss with students what plastic bags have to do with climate Varies change—for example: if more people are throwing away grocery Learning Objectives bags, more of them have to be manufactured, which presumably means more carbon dioxide emissions . • Conduct an experiment using the scientific method, quantita- tive and qualitative observation, and documentation .

12 Extensions • How are plastic bags made? Have students research the “life cycle” of a plastic bag, and compare it with that of a paper Did you know? bag and/or a reusable bag . Oregonians use and throw away an estimated • Using the conclusions from their research, have students 1 .7 billion plastic bags each year—approxi- create a public service announcement designed to educate mately 444 bags per person! their school community about paper verses plastic bags (reusable bags can be included too) . Students can use a variety of different media, including audio, video, a podcast/ radio/intercom announcement, a TV commercial, posters or fliers, the school website, etc .

Learn more about plastic bags in Portland-area news: www .portlandonline com/bps/index. cfm?c=56157. www .portlandonline com/mayor/index. cfm?c=53123.

Adapted from: Young, Karen Romano. Junkyard Science . National Geographic: 2010.

“Our message today is reduce, reuse, recycle, rethink!”

13 Going Green Journals Grade Level Materials 1-4 Print the following OCT worksheets included in this guide:

Standards • Journal pages Social Sciences: Geography: Understand how Pencil and paper people and the environment are interrelated . SS .05 GE. .07 Understand how physical environ- ments are affected by human activities . Activity Instructions SS .05 GE. .07 .01 Understand how and why people 1 . As a class, create an average school day timeline, beginning with alter the physical environment . how students get to school and ending with how they return SS .05 GE. .07 .02 Describe how human activity can impact home . Ask students to consider, in this ‘average’ day, how they the environment . are using energy: electric lights or appliances, water, heat (gas/ Social Sciences: Social Science Analysis: Define and clarify an issue electric), fossil fuels by driving in a car or riding a bus, etc . so that its dimensions are well understood . Brainstorm on the board . SS .03 .SA 01. Identify an issue or problem that can be studied . Social Sciences: Social Science Analysis: Acquire and organize 2 . Explain that students will be keeping a journal in which they materials from primary and secondary sources . document their impact on the environment—using energy, SS .03 .SA 02. Gather information relating to an issue or problem . throwing things away, etc . Social Sciences: Social Science Analysis: Identify and analyze an issue . 3 . Use the included journal sheets as daily or weekly assignments, SS .03 .SA 04. Identify how people or other living things might be or as a one-time homework project . With younger students, affected by an event, issue, or problem . instruct them to work with an adult on their journal entries SS .05 .SA .04 Identify characteristics of an event, issue, or problem, and draw pictures instead of writing if necessary . suggesting possible causes and results . Social Sciences: Social Science Analysis: Select a course of action Day 1—Energy Use to resolve an issue . Students complete the journal assignment at home . In class, have students SS .03 .SA 05. Identify possible options or responses; then make a share their entries . Were they surprised by how much energy they use? choice or express an opinion . As a class, brainstorm ways that students could reduce their energy use . SS .05 .SA .05 Identify a response or solution and support why it makes sense, using support from research . Day 2—Disposables Students draw ‘snapshots’ of the disposable items they’ve used and Lesson Overview thrown away . Discuss in class: what kinds of disposable things can be replaced with reusable things that last longer? Are there things that Students keep records of their energy use and the things they’re cannot be replaced? throwing away to begin a conversation about waste reduction, using energy more carefully, and going green . Use one or all of the included Day 3—Trash and Recycling journal pages, and then take students’ findings back to the classroom Students keep a list of all the things that they throw in the garbage in order to make some change! or recycle . In class, compare student lists . What items were they not sure about? Discuss what can and cannot be recycled . Does food get Length of Lesson thrown out? Yard waste? Introduce compost, recycling, or other ways Varies to dispose of items in a more environmentally friendly way .

Learning Objectives Extension • Practice writing and recording skills . Using any in-class discussions, draft a list of classroom ‘resolutions’— ways that students can help reduce their impact on the environment . • Use information gathered outside of school to draw conclu- Create and sign a classroom pledge, and brainstorm ways to get the sions about students’ impact on the environment . word out at your school and in your community: for example, creating posters, writing letters to a newspaper or local politician, start or • As a class, discuss concrete ways in which they can make continue a go green club at school, researching local recycling resources changes at home and at school . in your neighborhood and getting the word out at school, putting on a play or presentation for the community (like in The Magic School Bus!) . 14 Name: ______

Date: ______

Keep a tally of each of the following that you or someone in your house does today .

Turning on lights

Washing hands

Taking a shower or bath

Washing dishes

Riding in a car

Opening the refrigerator

Using the microwave

Cooking on the stove

Heating or air conditioning

Doing laundry

Playing a video game

Using the computer

Plugging something into an electrical outlet

Other: ______

What kinds of energy do these activities use?

______

______

______

______

15 Name: ______

Date: ______

What kinds of disposable things did you use today? In the spaces below, draw pictures and label the disposable items you’ve thrown away today (for example, plastic bags, soda or juice containers, paper towels, food packaging, paper) .

16 Name: ______

Date: ______

Keep a log of everything you throw in the garbage and everything you recycle . Put a star next to recycled items . At the end of the day, look at your list . Are there any items that you think are recyclable, but are not sure about? Put a question mark next to those items .

17 Reading List What Can You Do With an Old Red Shoe?: a Green Activity Book Reducing Your Carbon Footprint in the Kitchen by Linley Erin Hall . About Re-Use by Anna Alter . In this “green” craft book, children can This book explores how to “live green” when it comes to food and appreciate that recycling is a part of everyday life, and with a little the kitchen . creativity, exciting projects are only a few steps away . Just Grace Goes Green; written and illustrated by Charise Mericle Not a Drop to Drink: Water for a Thirsty World by Michael Burgan; Harper . Grace can do a lot of things . . but can she save the planet? Peter H . Gleick, consultant . The scarcity of clean drinking water will have dramatic consequences for humanity in the 21st century; Hottest, Coldest, Highest, Deepest by Steve Jenkins . Describes some this book discusses this precious commodity and our urgent need of the remarkable places on earth, including the hottest, coldest, to conserve it . windiest, snowiest, highest, and deepest .

How We Know What We Know About Our Changing Climate: A Kids’ Guide to Climate Change & Global Warming: How to Take Scientists and Kids Explore Global Warming by Lynne Cherry and Action by Cathryn Berger Kaye . Provides advice on how to plan Gary Braasch; with a foreword by David Sobel . Here is the science and implement projects in your community that will help alleviate behind the headlines - evidence from flowers, butterflies, birds, frogs, or prevent future climate change . trees, glaciers and much more, gathered by scientists from all over the Let’s Recycle by Claire Llewellyn . We live on an amazing planet . As far world, sometimes with assistance from young “citizen-scientists ”. as we know, the Earth is the only place in the whole universe where Reducing Your Carbon Footprint at Home by Sarah B . David . life is found . But this precious planet is under threat . . Sustainability and green living are becoming more and more a part Arctic Thaw: the People of the Whale in a Changing Climate by Peter of the global discussion . This title contains a wealth of specific tips Lourie . The Iñupiat people of Alaska’s North Slope must learn to on what young readers can do in their everyday lives to help save adjust to a changing climate that threatens to disrupt their ancient the Earth . culture .

Build It Green by Courtney Farrell . Learn about eco-friendly building What Can We Do About Trash and Recycling? by Lorijo Metz . The materials and techniques and the science behind them . average American produces over 1,000 pounds of trash every year . On the Move: Green Transportation by Kathy Furgang and Adam This book examines how we can reduce this figure through reducing, Furgang . This title in the Your Carbon Footprint series discusses recycling, and reusing . practical tips and strategies for students who want to minimize the Reduce, Reuse, and Recycle by Cecilia Minden . Discusses ways negative environmental impact of transportation . to reduce the impact of trash on our planet .

The Last Polar Bear by Jean Craighead George; paintings by Wendell Reducing Your Carbon Footprint at School by Jeanne Nagle . This Minor . Tigluk and his grandmother paddle out into the Arctic Ocean title in the Your Carbon Footprint series discusses practical tips and where they find a young polar bear whose mother has died because strategies for students who want to reduce the impact of their schools of the changes brought about by the warming climate, and they on the environment . bring the cub back to their town so they can teach it how to survive in a changing world . Smart Shopping: Shopping Green by Jeanne Nagle . This book offers a wealth of tips for how to shop both smart and green and reduce Recycling by Mike Goldsmith . Recycling gets children thinking about your carbon footprint upon the increasingly fragile environment . why recycling is important and what they can do to help, and how they can encourage their parents and others to help, too . Let’s Reduce Garbage! by Sara E . Nelson . Simple text and photo- graphs describe ways for children to reduce their garbage and why Why Should I Recycle? written by Jen Green; illustrated by Mike it’s important to do so . Gordon . Mr . Jones is a teacher who sets a good example for kids by separating his trash for recycling . When he takes them on a class trip The Smash! Smash! Truck by Professor Potts . Describes how the Earth to a recycling plant they learn the value of recycling . was formed and how recycling is part of the natural order of things, then discusses how glass is recycled and the importance of recycling . Earth: Feeling the Heat by Brenda Z . Guiberson; illustrated by Chad Wallace . The Earth’s climate is getting hotter, and this warming Cycle of Rice, Cycle of Life: a Story of Sustainable Farming by influences food chains and life cycles around the world . It also affects Jan Reynolds . Explores the cultural and environmental aspects the habitat of every single animal on the planet . But the animals of traditional Balinese rice farming, a model of sustainable food themselves can’t stop the warming . production .

18 Why Are the Ice Caps Melting?: the Dangers of Global Warming by Anne Rockwell; illustrated by Paul Meisel . The earth is getting hotter, Online Resources and not just in the summer . The climate of your own hometown is changing . But why is this happening, and can we stop it? Official Magic School Bus website Reducing Your Foodprint: Farming, Cooking, and Eating for a Healthy www.scholastic.com/magicschoolbus/ Planet by Ellen Rodger . Reducing Your Foodprint teaches children Includes a variety of science lesson planning arranged by subject that what they eat and how they eat is important to the environ- ment . The further food travels to get to your table, the more harm Going Green Resources to the environment . epa.gov/climatechange/wycd/school.html The Environmental Protection Agency’s school resources site Global Warming by Angela Royston . What is global warming? How is the weather changing? Which inventions can help to slow down global www.growing-gardens.org/portland-gardening-resources/ warming? Discover how people are trying to make things better . school-gardens.php Information about school gardens in Portland Reducing Your Carbon Footprint on Vacation by Greg Roza . This book explains ways to have a green vacation . Includes tips about www.oregonmetro.gov/index.cfm/go/by.web/id=540/level=3 things to do before leaving, environmentally friendly means of travel, Metro Recycling Resources for Elementary Schools (in-class and things to do and avoid once reaching your destination . presentations, curriculum library) Ecotourism is also explored . www.portlandonline.com/bps/index.cfm?c=56157 Global Warming by Seymour Simon . Earth’s climate is very complex, www.portlandonline.com/mayor/index.cfm?c=53123 and many factors play important roles in determining how it changes . Information about the ‘Ban the Bag’ campaign in Portland Why is the climate changing? Could Earth be getting warmer by itself? Are people doing things that make the climate warmer? dnr.wi.gov/org/caer/ce/eek/cool/recycopoly1.htm Quick online activities about reuse and recycling for younger Climate Change; written by John Woodward . Discover how global students warming is changing our planet, and what we can do to fight back . www.educationworld.com/a_lesson/03/lp308-03.shtml Junkyard Science: 20 Projects and Experiments About Junk, Garbage, Instructions and lesson plans for constructing and maintaining Waste, Things We Don’t Need Anymore, and Ways to Recycle or a worm bin in your classroom Reuse It—Or Lose It by Karen Romano Young; illustrations by David Goldin . Pull on your gloves and experience the science of trashology!

Provided by:

19 Policies & Procedures

Adjusting your order Getting to the theater

Additions • Maps and directions to the theater are available online at www octc. org/schoolservices/transportation. . • Seats can be added to your order at any time, subject to availability . • If you are lost or running late, call OCT at 503-228-9571 .

Cancellations Arriving at the theater • You must cancel any seats you will not use prior to your balance due date . After this date, you are responsible for Nametags paying for all the seats on your order . • Please make sure all members of your group have • OCT will never cancel seats off your order without a nametag with your school name on it . This will help your permission . us keep your group together .

Refunds Information for chaperones • Refunds will be processed after the closing performance of • Always accompany children to the restroom . the show you are attending . • Keep students in a single file line . • Refunds are not possible for absences or unused seats . • Fill all seats in your row . • Refunds will not be issued for amounts less than $5 .75 . • If you need to rearrange your seats, please do so after your Chaperones entire group has been seated . • OCT recommends one adult chaperone for every 10 Parking and unloading students . Adult ticket prices are the same as student ticket prices at our school performances . • Post school name and performance time in the window of your bus .

Pre-school children • Traffic security will be on site to direct your bus to available • Infants and children under the age of 4 are not allowed at parking . Do not park or unload buses without supervision of school performances . Please advise parent chaperones to traffic security . make alternate arrangements for their younger children . • Parking is provided for buses only . Private vehicles and vans must park in lots or on the street . Prior to your field trip • Bus drivers must remain with their bus . Special seating needs • Small groups arriving in separate cars should allow adequate • Last minute seating accommodations are not always possible . time to park and meet at a designated location across the Please notify OCT early to ensure your needs are met . street from the theater entrance .

Tickets and seat assignment • Groups will be seated once all members of the party • No paper tickets will be issued . have arrived .

• Groups will be seated within their purchased seating area • Leave backpacks and oversized purses on the bus based on the order in which they arrive . or at school .

20 Entering the theater Teacher Preview Night and Workshops • All items are subject to visual inspection . Book your tickets, then mark your calendar to join us for • Doors open 30 minutes prior to performance time . the preview night for The Magic School Bus Live!: The Climate Challenge and observe OCT’s final dress rehearsal . Professional • The teacher at the head of your group should check in with development workshops are offered throughout the year . RSVP by an OCT representative prior to entering the theater . contacting [email protected] . • Keep your group in a single file line .

• All groups have reserved seating sections . Do not follow LOUD and CLEAR another group into the theater . Loud and Clear is a four week program designed to help students meet standards in public speaking . An experienced OCT instructor Late arrivals leads students through theater exercises which demonstrate proven • Performances start on time . However, seats will be saved for techniques of oral presentation . Students receive clear, constructive you in your purchased seating area . feedback in this experiential and positive learning environment . For more information, log on to www.octc.org/schoolservices/ loudandclear . Inside the theater

Etiquette Teacher Liaisons

• No food, drinks, or gum are allowed . OCT invites teachers who have an interest in theater arts to join the • Turn off all cell phones and pagers . OCT Teacher Liaison Program . OCT seeks to develop relationships with teachers who are willing to be an arts advocate at their school, • No cameras or recording devices can be used . provide colleagues with information about OCT and offer input on OCT programs . Liaisons are invited to special events throughout the • Stay in your seat ready to watch and listen . year and receive behind–the-scenes information . If you are interested in • You are watching a live performance . The actors can joining the OCT Teacher Liaison network, please email [email protected] . hear you just like you can hear them . The Educational Theatre • If something is funny, it is okay to laugh . If you Program is a collaboration like something, applause is the best way to thank between Oregon Children’s the performers . Theatre and Kaiser Permanente, offering engaging theatrical productions promoting healthy life choices to schools and Leaving the theater communities for FREE .

Departure Join the Amazing Food Detective • City permits only allow your bus to remain parked 15 minutes on his newest caper—inside the body! past the end of your performance . This playful and interactive production highlights how healthy food choices, physical activity, and limiting screen Inclement weather time contribute to an individual’s total • OCT will perform as scheduled provided that Portland Public health . The Amazing Food Detective Schools are open . Visit www octc. org/schoolservices/policies. and his unsuspecting suspects take your for further details . students on a magical journey full of animated rhymes, catchy songs, and surprising puppets . Grades K-3 .

To book your performance, visit www.etpnorthwest.com .

21 OCT’s Theater Home Hatfield Hall SW Salmon Hatfield Hall, 1111 SW Broadway 1111 SW Broadway SW Main All of our plays are performed at Hatfield Hall, home of the Newmark and Winningstad Theatres, at 1111 SW Broadway, across the street from the Schnitzer SW 10th Concert Hall . SW Madiso n We take pride in providing the highest level of service and are committed to making your field trip as effortless SW Jefferso and enriching as possible . n Downtown Portland’s one way streets can be confusing h SW Columbia and frustrating to visiting drivers . If your group is arriving rk by school bus, be sure to use the transportation informa- Pa SW Nint tion on our website, as well as the map on this page, as SW you approach the theater . This information will direct you h SWSW Broadway Cla to our parking personnel, who love to help you park easily y h and swiftly . SW 6t

SW Market SW 5t From all of us at OCT, thank you for joining us this season . We can’t wait to see you and your students a the theater . SW Mill

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