Anchor Texts Theme
Connect to Texts
Expand Thinking
Heroes and Role Models What qualities make someone a hero? What lessons can be learned from the courageous actions of people from the past?
• What challenges do the people in the text face? • What are the people’s
• Do I see the people as heroes? Why or why not? • Do I see these people as role models, or people who I want to be like in some way? Why or why not? • What lessons might I take away from the stories of these people’s lives? • How does learning about people’s achievements inspire me? • How are the challenges faced by people in the text like challenges I might face? • How have I succeeded in solving problems or facing challenges? • What can I learn from the way the people dealt with challenges? • What might the author want me to take away from this book? • What are my dreams for the future? • How are the goals and dreams of the people in the text similar to mine? • What can I learn from the way the people in the text tried to make their dreams real? • What steps might I take to make my dreams for the future come true?
Grade 3
greatest talents or strengths? • How do the people use their strengths and talents to solve challenging problems? • How do others react to the people’s ideas and actions? • Why are the stories of people’s lives important for people to know about? • What challenges do the people in the text face? • How do the people keep trying to solve challenging problems? • How do others react to the people’s ideas and actions? • Why are these events and stories important for people to know about? • How do people acknowledge
Grade 4
Grade 5
Strong and Resilient What qualities help people succeed when they face challenges?
Grade 3
Grade 4
and express their feelings when things are difficult?
Grade 5
Thinking Beyond Today What can I learn from how people I read about turn their dreams for the future into reality?
• What are the goals and dreams of the people in the text? • What steps do the people follow to try to realize their dreams? • What challenges get in their way? • How do others support them or challenge them?
Grade 3
GRADE 4
Mario and the Hole in the Sky written by Elizabeth Rusch; illustrated by Teresa Martínez
AT A GLANCE This biography introduces students to Mexican American scientist Mario Molina (1943–2020), whose curiosity, determination, and talent earned him a Nobel Prize in Chemistry—and saved Earth from environmental disaster. Molina received a microscope as a gift when he was a boy and began exploring the makeup of the world around him. As an adult, he discovered that chemicals in some everyday products were harming Earth’s protective ozone layer. His research helped convince world leaders to ban the dangerous chemicals. Molina later brought the same passion to the issue of climate change, advocating for people to once again work together to solve the problem.
Grade 4
Genre/Text Type: Biography/Picture Book
Strategy Focus: Connect Events
Social-Emotional Focus: Responsible Decision-Making
Rising Voices Theme Thinking Beyond Today Note to the Teacher • Read-Aloud Tip As you read aloud, pause occasionally to remind students what it meant for Mario Molina to look at our world as a scientist, determined to use his research to help our planet. At the end of the text, repeat his words for emphasis and reassurance: “We saved our planet once. We can do it again.” • Language Support This text includes scientific terms, like chlorofluorocarbons and ozone layer . Students will gain a basic understanding of these concepts
INTRODUCE THE BOOK Display the book’s front cover, and draw attention to the title, subtitle, and the illustration of Mario Molina holding a microscope. Share with students that a chemist is a scientist who uses tools like microscopes to study chemicals and how they interact. Explain that this book is a biography of a famous chemist named Mario Molina, who made a discovery that helped save our planet. Ask: Based on the book’s title, what kind of discovery do you think Mario made? Let’s read to find out more about him and his work. DURING READING As you read the book, pause to discuss the questions below. Encourage students to turn and talk with partners or share their thinking with the whole group. pp. 3–11 Mario gets a microscope for his eighth birthday, sparking his interest in science. How does his family encourage this interest? How do you think his tía’s support will affect his interest in chemistry? (connect events) pp. 12–17 Mario continues to study chemistry as he gets older, which leads him to an important question. What question does Mario have when he sees products made with new chemicals? What do you think he will do next? (key ideas and details, make predictions) pp. 18–21 Mario discovers that new chemicals are hurting Earth’s ozone layer, which protects people from the sun. How does his discovery help you understand the book’s title, Mario and the Hole in the Sky ? How is Mario’s work as an adult related to the science experiments he did when he was younger? (key ideas and details, connect events) pp. 22–27 Mario shares warnings based on what he learned, but people don’t believe him. Let’s look at the big blue text on these pages that show some of the things people said. How do you think these responses make Mario feel ? Why? (text features, make inferences) pp. 28–31 People around the world start paying more attention to what’s happening with the ozone layer. When one scientist discovers a hole in the ozone layer, how does it affect other scientists, including Mario? What does the discovery cause world leaders to do? (cause and effect) pp. 32–35 Thanks to Mario’s discovery, people around the world decided to help
through the explanations the author provides in context. • Background In 1995, Mario Molina won the Nobel Prize in Chemistry. He was the first scientist from Mexico and the
first Mexican American to win the Nobel Prize. In 2013, he received the Presidential Medal of Freedom, which is the highest honor given to civilians who made contributions to improve the nation. Vocabulary
scorched (p. 12) burned mimic (p. 19) to imitate magnitude (p. 24) the size or importance of something
save the ozone layer. What does Mario’s story help you understand about the best way to solve a big problem? (make connections)
Grade 5
Teacher’s Guide • 15
Sample Teacher’s Guide 11
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