How the Meteorite Got to the Museum
Bibliographic
Information
Hartland, Jesse. How the meteorite Got to the
Museum . Maplewood: Blue Apple Books, 2013.
Plot Description
So, how did the meteorite get to the museum? Well, it all
started because this meteor (they are called meteors up in space and meteorites
when the fall to Earth) was orbiting around the sun for 4 billion years.
Something knocked the meteor off course and it headed towards Earth, where it
smashed into a car. They don’t usually end up in people’s yards, but this one
did, and ended up in a museum.
Quantitative Reading
Level
Flesch-Kincaid Grade Level: 5.8
Flesch-Kincaid Reading Ease: 80.2
ATOS Level: 7.0
Qualitative Reading
Level
Purpose: Low. The purpose is explicitly stated.
Structure: Low. The organization is simple, there are explicit connections between ideas and conforms to the conventions of the genre. Graphics are simple and mostly unnecessary for the text.
Language: Low. The language used is contemporary and conversational. It is clear and explicit and easy-to-understand.
Knowledge Demands: Middle Low. Everyday practical knowledge is largely necessary, Discipline-specific knowledge is helpful, but not necessary.
Content Area
Science: Elementary
Subject Area Tag
Science, Weekly Requirements
Content Area Standard
NY State Science, Elementary
STANDARD 1—Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry,
and engineering design, as appropriate, to pose questions, seek answers, and
develop solutions.
STANDARD 2—Information Systems
Students will access, generate, process, and transfer
information using appropriate technologies.
STANDARD 6—Interconnectedness: Common Themes
Students will understand the relationships and common themes
that connect mathematics, science, and technology. and apply the themes to
these and other areas of learning.
STANDARD 7—Interdisciplinary Problem Solving
Students will understand the relationships and common themes
that connect mathematics, science, and technology and apply the themes to these
and other areas of learning.
PROCESS SKILLS: BASED ON STANDARD 4
Science is an ongoing process. Most often there is a
question or problem that initiates an investigation searching for a possible
solution or solutions. There is no single prescribed scientific method to
govern an investigation. It is important that students practice the skills
outlined below. For younger students, the emphasis is on discovery. For older
students, the emphasis is on formulating and investigating their own questions.
New York State Content Area Standard (Grades K-5)
1. Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content
and style of a text.
7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims
in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational
texts independently and proficiently.
11. Respond to literature by employing knowledge of literary
language, textual features, and forms to read and comprehend, reflect upon, and
interpret literary texts from a variety of genres and a wide spectrum of
American and world cultures.
Curriculum
Suggestions
- Have students ‘build’ a meteorite
- Have students chart a course of the meteorite based on the book
- Plan trip to Museum of Natural History to see the piece of the meteorite from the book
- Use in a unit bout non fiction books
Links to Supporting
Digital Content
Video of the Peekskill Meteorite
Meteorite Car website
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