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Carlos Gets the Sneezes: Exploring Allergies: A Branches Book
This series is part of Scholastic's early chapter book line called Branches, which is aimed at newly independent readers. With easy-to-read text, high-interest content, fast-paced plots, and illustrations on every page, these books will boost reading confidence and stamina. Branches books help readers grow!
Seatbelts, everyone! The Magic School Bus is back and ready to ride again. Professor Frizzle's kid sister Fiona might be the new teacher at Walkerville Elementary, but she's got the same old motto: take chances, make mistakes, and get messy! Carlos desperately wants a classroom pet and he's got the perfect idea-- a rat! But when Carlos can't stop sneezing, the class has to figure out what's going on, so they head straight to the source--his body!
Seatbelts, everyone! The Magic School Bus is back and ready to ride again. Professor Frizzle's kid sister Fiona might be the new teacher at Walkerville Elementary, but she's got the same old motto: take chances, make mistakes, and get messy! Carlos desperately wants a classroom pet and he's got the perfect idea-- a rat! But when Carlos can't stop sneezing, the class has to figure out what's going on, so they head straight to the source--his body!
96 pages, Paperback
First published March 27, 2018
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44 people want to read
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Displaying 1 - 11 of 11 reviews
October 29, 2018
A book assigned for 'home reading' that Neo thought he would enjoy, as he watches the cartoon on Netflix. Carlos is geared up to introduce a pet into Ms. Frizzle's class, but he cannot help sneezing. The Magic School Bus and all its passengers take the time to explore the inside of Carlos's body, presuming they will find some cold virus. While the dive through his body is entertaining, the virus is not what they find after all, baffling many of the young minds, but Ms. Frizzle uses it as a perfect teaching moment. What could be making Carlos sneeze so much? Neo liked the idea of the book, but ended up caught on many words and we simply could not get the momentum going to speed through this one. I left it to him to read, as it is his assignment, which slowed us down considerably. Perhaps we'll return to it and the series later in the year, when he has a better grasp of things and feels more ready to tackle the chapter book mentality.
December 6, 2018
In Carlos Gets the Sneezes, we follow the magic school bus gang as they go on a scientific adventure. Carlos has a meeting with the principal about why they should be allowed to have a rat as the class pet. However, right before the meeting Carlos starts to sneeze. The gang is worried that if Carlos has a cold, he will get the principal sick. If they cant solve the problem before the meeting, then Carlos wont be able to go! Oh no! The gang decides to shrink down in the magic school bus and venture in to Carlos to find the source of his sneezing. Will they be able to help Carlos before his meeting?
The magic school bus is an all time classic. I could even go as far as to say that every teacher and every student in the US has at least heard of this brand if not having seen it personally. However, you know what they say about assuming, especially when it comes to prior knowledge in the classroom. I really enjoy all of the magic school bus books/videos. They always line up in a perfect way to explain "complex" materials to younger individuals. Fore example, they take relatable situations (such as getting a cold) and delve deeper in to the explanation of it. In Carlos Gets the Sneezes, they are trying to figure out why he is sneezing. Is it a cold? If so, how can it spreed? How can you take care of it? What are some things you can do to help prevent spreading it? These are all good things for anyone to know about, especially young children. It helps them understand why it is so important to have good hygiene. It helps them understand why it is so important to cover your mouth when you cough and why you use a tissue when you sneeze. It also helps them delve in to deeper hygienic habits such as eating well and exercising. It can even lead to a conversation about the difference between having a cold and having alleges, but why both still call for a practice of good hygiene. This would be a good way to have students explain their own allergies to the class if it is necessary. It may help them better understand one another and what they can do to help the student.
For a grade level, I personally can see it being used in a 2nd-5th grade classroom. If I was to use for a lesson I would most likely pick 4th-5th grade Science. In these grades, you talk about the importance of good hygiene in more detail. You start to talk with kids about why it is so important to wash your hands, wash your body, use things like deodorant, and how "exactly" germs are spreed. This book could be used to integrate a more detailed discussion in the days to follow. Students can relate back to the book for discussions and when you need to relate to an example to further explain an idea. I have done a lesson like this where I talked to my students about germs and how they spreed. Then I explained why it is important to have good habits to keep ourselves and others healthy. It was a full interactive lesson filled with full class room discussion/participation. I even used an example of how germs are spread via a simple cough or sneeze. I demonstrated by pretending to caught/sneeze in my hand. In my hand I used baby oil and blue glitter (any color is fine). The glitter was a visual representation of the real life germs that we cant see, but what it would be like if we could (the baby oil helps it stick). I then went around the room and touched different objects. I shook some willing students hands, I put my hands on some desks, and even some of their pencils. I explained that "What if I sneezed or coughed in my hand? You wouldn't know unless you actually saw me do it right? Unlike the glitter, we cant see real germs just using our eyes. So if I did that and then say I shook your hand....what do you think would happen?" I would shake some hands reveling the "germs" left behind. I then continued to explain that if I touched my friends desk or used their writing uninstall that I would also leave germs behind. When those friends touch their face or their mouth or really anything else after touching me or objects I touched, they would continue to spreed those bad germs in other places and to other people. We then set up an experiment to see how germs spreed. I took a slice of organic bread out of the closed pack and placed it directly in to a zip lock (used the bag to grab it out so i would not "contaminate" it). I then took out another slice, with my hands, and passed it around the room. I told the students I at least wanted everyone to touch it/rub their hands on it. They could do whatever they wanted to the slice; rub it on their desk, drop it in the floor, place it on their chair, etc. The only thing they could not do was lick it or place it on their face. If the student wanted to cough on it I told them they could after others had a chance to touch it and that I would hold it for them to cough on (don't want them to spreed their own mouth germs to one another). After I placed it in its own zip lock, breathed in the bag (to create a little moisture) and sealed it. I had the students take a blank paper and draw what they thought/predicted the two different slices would look like at the end of about 2 weeks and explain why. I then had them draw up a table to record their observations on. One side for the "clean"bread and the other for the "contaminated"/germ bread. They would draw the starting image of both in the designated space at the top of their chart. They would then draw what the bread slices looked like for the next 2 weeks, one drawing every day, with a written explanation of what they observed. At the end of the 2 weeks (or however long you need) the students would compare the two and see what slice has more mold (germs) and why that may be. They will also document it the same as the previous days but this time they will also compare the actual results with their predictions from day 1. During this class activity, other materials can be used to further investigate this topic. Incorporate the use of microscopes, test tubs/dishes, and other items. Also use this time to further students vocabulary understanding as it relates to this topic. Have other books or videos that relate back to the original topic/ source. Have fun with it, let students do a research assignment on different types of bacteria or something like that.
Over all I recommend this book for any classroom or child ranging from 2nd-5th grade. Students who are younger may also enjoy the book but may not fully comprehend the over all meaning. That is ok, it is important for them to have expose to this type of subject matter early on as well. Explain it in a way to help them better understand. The details are not as important in younger grades. The point is for children to have the learning experience and ability to think more deeply.
The magic school bus is an all time classic. I could even go as far as to say that every teacher and every student in the US has at least heard of this brand if not having seen it personally. However, you know what they say about assuming, especially when it comes to prior knowledge in the classroom. I really enjoy all of the magic school bus books/videos. They always line up in a perfect way to explain "complex" materials to younger individuals. Fore example, they take relatable situations (such as getting a cold) and delve deeper in to the explanation of it. In Carlos Gets the Sneezes, they are trying to figure out why he is sneezing. Is it a cold? If so, how can it spreed? How can you take care of it? What are some things you can do to help prevent spreading it? These are all good things for anyone to know about, especially young children. It helps them understand why it is so important to have good hygiene. It helps them understand why it is so important to cover your mouth when you cough and why you use a tissue when you sneeze. It also helps them delve in to deeper hygienic habits such as eating well and exercising. It can even lead to a conversation about the difference between having a cold and having alleges, but why both still call for a practice of good hygiene. This would be a good way to have students explain their own allergies to the class if it is necessary. It may help them better understand one another and what they can do to help the student.
For a grade level, I personally can see it being used in a 2nd-5th grade classroom. If I was to use for a lesson I would most likely pick 4th-5th grade Science. In these grades, you talk about the importance of good hygiene in more detail. You start to talk with kids about why it is so important to wash your hands, wash your body, use things like deodorant, and how "exactly" germs are spreed. This book could be used to integrate a more detailed discussion in the days to follow. Students can relate back to the book for discussions and when you need to relate to an example to further explain an idea. I have done a lesson like this where I talked to my students about germs and how they spreed. Then I explained why it is important to have good habits to keep ourselves and others healthy. It was a full interactive lesson filled with full class room discussion/participation. I even used an example of how germs are spread via a simple cough or sneeze. I demonstrated by pretending to caught/sneeze in my hand. In my hand I used baby oil and blue glitter (any color is fine). The glitter was a visual representation of the real life germs that we cant see, but what it would be like if we could (the baby oil helps it stick). I then went around the room and touched different objects. I shook some willing students hands, I put my hands on some desks, and even some of their pencils. I explained that "What if I sneezed or coughed in my hand? You wouldn't know unless you actually saw me do it right? Unlike the glitter, we cant see real germs just using our eyes. So if I did that and then say I shook your hand....what do you think would happen?" I would shake some hands reveling the "germs" left behind. I then continued to explain that if I touched my friends desk or used their writing uninstall that I would also leave germs behind. When those friends touch their face or their mouth or really anything else after touching me or objects I touched, they would continue to spreed those bad germs in other places and to other people. We then set up an experiment to see how germs spreed. I took a slice of organic bread out of the closed pack and placed it directly in to a zip lock (used the bag to grab it out so i would not "contaminate" it). I then took out another slice, with my hands, and passed it around the room. I told the students I at least wanted everyone to touch it/rub their hands on it. They could do whatever they wanted to the slice; rub it on their desk, drop it in the floor, place it on their chair, etc. The only thing they could not do was lick it or place it on their face. If the student wanted to cough on it I told them they could after others had a chance to touch it and that I would hold it for them to cough on (don't want them to spreed their own mouth germs to one another). After I placed it in its own zip lock, breathed in the bag (to create a little moisture) and sealed it. I had the students take a blank paper and draw what they thought/predicted the two different slices would look like at the end of about 2 weeks and explain why. I then had them draw up a table to record their observations on. One side for the "clean"bread and the other for the "contaminated"/germ bread. They would draw the starting image of both in the designated space at the top of their chart. They would then draw what the bread slices looked like for the next 2 weeks, one drawing every day, with a written explanation of what they observed. At the end of the 2 weeks (or however long you need) the students would compare the two and see what slice has more mold (germs) and why that may be. They will also document it the same as the previous days but this time they will also compare the actual results with their predictions from day 1. During this class activity, other materials can be used to further investigate this topic. Incorporate the use of microscopes, test tubs/dishes, and other items. Also use this time to further students vocabulary understanding as it relates to this topic. Have other books or videos that relate back to the original topic/ source. Have fun with it, let students do a research assignment on different types of bacteria or something like that.
Over all I recommend this book for any classroom or child ranging from 2nd-5th grade. Students who are younger may also enjoy the book but may not fully comprehend the over all meaning. That is ok, it is important for them to have expose to this type of subject matter early on as well. Explain it in a way to help them better understand. The details are not as important in younger grades. The point is for children to have the learning experience and ability to think more deeply.
June 15, 2021
I'm not the target audience so it wasn't memorable, but it was fun to go on this short adventure.
The story is about how Carlos gets allergic reactions as the class is campaigning for a new class pet. The plot twist at the end was adorable, and I liked Carlos and Wanda's friendship.
I also learned something new - which I remembered after thinking, "This isn't for my age, why did I even read it?" (the answer was to distract myself from college haha and it worked) - and I'm currently leafing to the book cause I don't remember the term for it... Okay, it's the T Cells (a type of white blood cell). I don't remember why I was so excited about learning about it and telling my mom about it (I think it has to do with me relating the discovery to my professor's hay fever) - for that I'd have to reread that part about it in book, which I should, but I won't do it right now. So, that's the value of reading kids' books :D
The story is about how Carlos gets allergic reactions as the class is campaigning for a new class pet. The plot twist at the end was adorable, and I liked Carlos and Wanda's friendship.
I also learned something new - which I remembered after thinking, "This isn't for my age, why did I even read it?" (the answer was to distract myself from college haha and it worked) - and I'm currently leafing to the book cause I don't remember the term for it... Okay, it's the T Cells (a type of white blood cell). I don't remember why I was so excited about learning about it and telling my mom about it (I think it has to do with me relating the discovery to my professor's hay fever) - for that I'd have to reread that part about it in book, which I should, but I won't do it right now. So, that's the value of reading kids' books :D
August 29, 2020
I liked the science of this, and the exploration, and the way the kids were such active participants, but the plot felt a little staged or something—I can't quite put my finger on it—the dialogue was sometimes unnatural, and the solution came a bit too easy. Still, it was cute. The black and white pictures were nice, and I liked the Ask Professor Frizzle part at the end. I think it would make a good transition chapter book for those interested in science.
I'm not the target audience. I'm an adult who likes (or loves) a lot of older middle grade chapter books and who also loves clever picture books, but who doesn't always enjoy these in-between bridge books. So, my personal enjoyment was 3 stars, but I think certain ages of inquisitive children might like it a lot more. So, I think it's more of a 3.5, but I rounded up to 4 because…yay science!!!
I'm not the target audience. I'm an adult who likes (or loves) a lot of older middle grade chapter books and who also loves clever picture books, but who doesn't always enjoy these in-between bridge books. So, my personal enjoyment was 3 stars, but I think certain ages of inquisitive children might like it a lot more. So, I think it's more of a 3.5, but I rounded up to 4 because…yay science!!!
May 5, 2018
The library had rated it as Step-4 but it has more text and detailed ideas than other Step-4 books so I'd be inclined to bump it up a level. We like watching 'Magic School Bus' and I think we've seen this episode! A good rendering of the episode but conceptually aimed more at 5-7 year olds as it explains how different aspects of the immune system work and examines how the body reacts differently to allergens than viruses.
Miss 3 and I like to explore different books and authors at the library, sometimes around particular topics or themes. We try to get different ones out every week or so; it's fun for both of us to have the variety and to look at a mix of new & favourite authors.
Miss 3 and I like to explore different books and authors at the library, sometimes around particular topics or themes. We try to get different ones out every week or so; it's fun for both of us to have the variety and to look at a mix of new & favourite authors.
May 5, 2025
Set in Ms. Frizzle's classroom. 96 pp. Great introduction to the science behind allergies.
Carlos Gets the Sneezes: Exploring Allergies: A Branches Book by Judy Katschke
Carlos Gets the Sneezes: Exploring Allergies: A Branches Book by Judy Katschke
June 10, 2018
*I received a free review copy of this book from the publisher through my district library services*
I have not read any of the reboot books. The language in this was a bit complex, but I still think my students will be excited to read it. They love Magic School Bus, and this book fits in with the rest of the series. Includes a glossary of some terms that are bolded throughout the book, and a little Q & A about the immune system.
I have not read any of the reboot books. The language in this was a bit complex, but I still think my students will be excited to read it. They love Magic School Bus, and this book fits in with the rest of the series. Includes a glossary of some terms that are bolded throughout the book, and a little Q & A about the immune system.
March 31, 2018
This time the class needs to explore inside Carlos to determine if he has a cold or an allergy. They explore the nasal cavity and the bloodstream.
June 12, 2018
2.5 stars. My least favorite of this revamped series so far.
May 6, 2019
The Reichman kids give this 900 stars.
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June 7, 2018There’s a surprise package for Carlos! It’s a rat! Carlos wants the rat, Ratney, to be their new class pet, but he has to convince the principal first. Before he can meet with the principal, Carlos begins to sneeze uncontrollably. How will he talk to the principal if he’s sick? Ms. Frizzle and the class come to the rescue as they explore Carlos’s body to find the cause of his sneezing.
Check this book out at the Villa Park Public Library:
https://catalog.swanlibraries.net/client/en_US/vpd/search/detailnonmodal/ent:$002f$002fSD_ILS$002f0$002fSD_ILS:1702936/ada?qu=carlos+gets+the+sneezes&lm=VPD
Check this book out at the Villa Park Public Library:
https://catalog.swanlibraries.net/client/en_US/vpd/search/detailnonmodal/ent:$002f$002fSD_ILS$002f0$002fSD_ILS:1702936/ada?qu=carlos+gets+the+sneezes&lm=VPD
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