|Featured Book Archive|
|Title||Author||Illustrator||Book Image||Rating Score 1-5||Star Rating||Description||Broad Science Connections||Broad Litearcy Connections||Broad Sociocultural Connections|
|Oh no! (or how my science project destroyed the world)||Mac Barnett||Dan Santat||5||✰✰✰✰✰||From the book: "It's a terrible thing when a giant robot starts destroying your city. It is even worse when it's your fault." Featuring different textual elements (speech bubbles, traditional text), this story features the designs of a girl's robotic entry to a school science fair project, and the cause and effect relationships with her design. Discovering the flaws in her design, she goes back to the drawing board, only to find herself faced with a new problem. Great visual elements, between full-page spreads and storyboard elements, to demonstrate her process.||Engineering Design, Robotics, Science Fair, Trial and Error, Problem-Solving||Story Boards, Drafts, Speech Bubbles, Reading the Pictures||Female Character in the role of Knowledge Producer, Female Character in the role of Scientist, Female Character in the role of Problem-Solver|
|The girl who heard colors||Harris, Marie||Brantley-Newton, Vanessa||5||✰✰✰✰✰||From the book: "Because she has a special extra sense called synesthesia, Jillian sees colors whenever she hears sounds."|
A fascinating focus on the senses, and not just your typical five senses. This book introduced me to the world of synesthesia, and I found myself digging deeper to other sources to learn more and about others who have/have had this extra sense--no surprise, many musicians and artists. Besides being a great classroom read about using/being intone with your senses, this book will most likely cause questions and curiosities to spring from your students, like it did me.
All sense words are bold and are slightly larger. Once colors are introduced the color and descriptor are colored, ex: light purple, soft grey, when children started laughing at her, "she saw inky black".
|Five Senses, Identifying Cause and Effect, Observation||Descriptions (ex: "she saw inky black"), Strong Story Elements||Female Character, Doctor is a Man of Color, Multiple Identities of the Main Character: daughter, classmate, student, friend, patient, bike rider, The Power of a Shared Experience|
|Start Science: Forces and Motion||Sally Hewitt||4||✰✰✰✰||From the book: "Six topics introduce children to fascinating facts about forces and motion. Magnifiers pick out details in the colorful illustrations." |
It is a great combination of everyday science and stories, to nonfiction, and to possible experiments. Each topic starts with a two-page spread about everyday science, highlighting the focus area, in a picture search. This two-page spread would be great at different points of a lesson, especially when asking students to connect the science concept to their experiences. After the two-page picture search, it goes into initial details about the concepts and follows with possible student explorations. Topics explored: all kinds of forces, making work easier, hard-working machines, floating and sinking, friction, moving through air, and more things to learn about forces.
|Forces and Motion, Cause and Effect, Investigation, Experiments, Science all around you||Description, Explanations, Labeling, Captions||Multicultural community, Balanced genders in the role of scientist, Collaboration, Anyone is and can be a scientist|
|Newton and Me|
|Sherry Rogers||4||✰✰✰✰||What a clever book! It tells the adventures of a young boy and his dog, Newton, as they play throughout the day. It provides exploratory information, but doesn't give away any answers, which makes it a good book for introducing the unit, because it would lead to a great classroom discussion and follow-up student exploration. It would also be good during the mid-point or end of the unit to allow students to add their examples to the discussion and possibly write their own stories. The end of the book adds depth to the concept through explainations, examples, and questions. There is also information about Newton and his Laws of Motion.||Forces and Motion, Cause and Effect, Everyday Science, Curiosity, Investigation||Sequence of events, rhyme (an additional literacy bonus is that the book is written in rhyme)||Science is found in your everyday activities, brings positive connotation to play and playing outside, Multiple Identities: son, family member, pet owner|
|A walk in the rain||Ursel Scheffler||Ulises Wensell||4||✰✰✰✰||Book Summary: "Josh goes for a walk in the rain with his grandmother and wears his new rainwear." |
This is a special book about the connection between a boy and his grandmother. The young boy couldn't wait to get to the chance to go outside and walk in the rain with his grandmother and learn about the rainy world that she loved so much. He wanted to see the rainy world as she saw it. Together they explored familiar places, and also rediscovered them, under this new rainy wonders perspective.
|Observations (in a new perspective--familiar places and things, in the rain), Weather effects, Waterproof gear for us and animals (birds feathers)||New perspective on a familiar story, Recording details and observations||Grandmother is the adventurer, the explorer|
|A leaf can be...||Laura Purdie Salas||Violeta Dabija||5||✰✰✰✰✰||Book Summary: "Rhyming text and illustrations explore some of the many things a leaf can be, from tree topper to rain stopper. Includes facts about leaves and a glossary." Beautifully illustrated book about all the things a leaf can be to people, animals, the environment, and the earth. Plus it is written in rhyme. :-) I learned so much with it simple, but informative text, written in story/journey formation. At the end of the book it gives more information about how a leaf is a "soft cradle", "water ladle", etc. A great addition to the classroom and to a lesson about plants.||Leaves, Weather impacts on plants, Changing of Seasons, Seed dispersal, Animal and plant interaction, All the many benefits of plants: heal, conceal, air cleaner, etc.||Rhyme, Cause and effect, Details, Research||Female character as observer and explorer, Widening of perspective about plants to extend beyond human interaction|
|All the world||Liz Garton Scanlon||Marla Frazee||4||✰✰✰✰||Descriptions of life, of things, at the local level and then opening up to see the connection to "all the world". Example: "Hive, bee, wings, hum...Husk, cob, corn, yum! Tomato blossom, fruit so red...All the world's a garden bed."||This book focuses on different aspects of interactions and the world on a larger scale in a 4-page pattern, so there are different science connections, for example: land/physical features, plant growth and needs, weather||Pattern, Rhyme, Perspective, Parts of Speech||Looking beyond what is in front of you and thinking about the larger connections, your place in the world, and common experiences.|
|When the wind blows||Linda Booth Sweeney||Jana Christy||4||✰✰✰✰||Book Summary: "A boy has fun outside with his family as a storm approaches and inside when the rain arrives." |
This picture book focuses on the many effects of wind, as told by a young boy as he explores and interacts with those affects with his mom and family. The way it is written, simple two-word sentences, noun-verb combinations, really enhances the flowing visual to capture "wind". I also really love how the book focuses on these explorations and interactions through the relationship of a boy and his mother.
|Weather, Impacts of Weather, Observation, Wind, Cause and Effect, Storms, aspects of Forces & Motion||Description, Onomatopoeia, Parts of Speech, Sequence of Events (story starts in the morning, ends at night) *Note: This book would make a great lead into students writting their own stories/descriptions.||Relationship between a mom and her son and the adventures they have interacting and observing wind. There is also aspects of family exploration, but the focus is more on this one relationship. There are also connections to feeling wind, rather than just observing wind.|
|Rosie Sprout's time to shine||Allison Wortche||Patrice Barton||5||✰✰✰✰✰||Book Summary: "Rosie's rival, Violet, outdoes her in everything until the class plants seeds for a unit on gardening." This story brought me back to my teaching days of working to establish a positive and collaborative learning environment, and it brought me back to my student days of wanting to be noticed and praised. This story also tells the tale of so many elementary science experiences of growing your own plant and the excitement that it brings. Allison Wortche does a clever job of telling Rosie's tale while incorporating scientific concepts and skills.||Plants, How to grow a plant, What a plant needs, Gardening, Plant vocabulary, Science notebook/lists||Evidence based writing, Creating charts, Creating supporting illustrators, Science notebooks, Lists, Communicating findings||The role of competition, Classroom environment, Noticing and praising each and every student|
|Come on, rain!||Karen Hesse||John J. Muth||5||✰✰✰✰✰||Book Summary: "A young girl eagerly awaits a coming rainstorm to bring relief from the oppressive summer heat." I thoroughly enjoyed this book! I admired how the author, Karen Hesse, explored drought through the well expressed senses of a young girl and her surrounding community. This book, which, by the way, is one of the few picture books with a female of color as the main character, does a tremendous job of highlighting a science-based topic, while highlighting and honoring the connecting people and relationships. Note: As a great novel read, please check out "Out of the Dust" also by Karen Hesse||Drought (and the impacts to community and environment), Weather, Observation, Clouds, Water Cycle, Rain||Description, Dialogue (and the connecting punctuation), Story Sequence, Setting||As mentioned above, this book is one of the few fictional picture books, with a science theme, that has a female of color as the main character. The story not only portrays the main character as a keen observer and science knowledge producer, but also highlights her connection to her mother, to her friends and her role as leader and community connector.|
|If you plant a seed||Kadir Nelson||Kadir Nelson||5||✰✰✰✰✰||Book Summary: "If you plant a carrot seed...a carrot will grow. But what happens if you plant a seed of kindness...or selfishness?" If you know this author and illustrator, then it will be of no surprise that the pictures, the paintings, are breathtaking. He selected to have a few wordless pages, which speak volumes under his artistic talent. As the title suggests, it is about planting a seed and what a seed needs to grow, and simultaneously, it is about the seeds we plant in our hearts and minds and what they produce. This story does a brilliant job of combining science with character teaching - both which could be picked up and fostered in the classroom in very powerful ways.||Seeds, Plants, What a plant needs to survive, Collaboration, Food source competition||Story elements, Character building, Comparing & contrasting to other stories (fables), Cause and effect, Dialogue building for the wordless pages||Collaboration between a rabbit and a mouse (unlikely pair), Community building, Character building, Choices, Perspective, Empathy|
|Harry Potter and the Socerer's Stone||J.K. Rowling||Mary Grandpré||5||✰✰✰✰✰||I was about to write the book summary, when I paused and thought there was no need. :-) However if you are unfamiliar with “Harry Potter” please feel free to contact me - I would love to discuss all things Potter. |
Why, then, is this a featured book? This past summer I had the joyful opportunity to visit the Harry Potter Theme Park within Universal Studios in Orlando, Florida, so this book series was, of course, on my mind and still is. On the plane ride to Orlando, I kept thinking about all of my friends who were not “into” all that magic or fantasy or sci-fi, but loved all the new technology we enjoy and use on a daily basis. As I sat during my 3-hour flight reading a book on my Nook, I could not help but think about how the experience was, well...magical.
How many of us have wanted a bag that could hold everything, like the wizard, Merlin, had in “Sword and the Stone” or that Hermione had in the last book? And here I was sitting reading a self-lit book that was part of a library of books on a device that weighed less than one hardcover book. It was magic in today’s reality.
The wonderment also caused me to think about science, technology, engineering, inventions, the power of imagination, and how it is being displayed in these magical stories by talented writers. So many of our students who love to build, create and explore worlds through writing are also displaying such a strong science identity. Perhaps there is no direct science standard I can attach to the Harry Potter series, but there just might be something in this magical world that will spark the powerful question in a student’s mind: “I wonder if…”
|Chemistry connections to potions class (and there are many online sites that have lab connections to Harry Potter), |
Inventions, inventors and the history of inventions,
Problem solving and investigation
|Writing across multiple genres, |
|Characters that overcome personal and societal hurdles and how they process through those hurdles, together and apart, |
Strong female character, Hermione,
Pushing back on power and privilege
|“Mad Scientist Academy: The Dinosaur Disaster” ||Matthew McElligott||Matthew McElligott||4||✰✰✰✰||Book Summary: “Dr. Cosmic’s class of clever monsters at the Mad Scientist Academy solve the greatest challenges in science, in this perfect blend of adventure and exploration.” |
This is a clever and fun book for anyone who loves dinosaurs or anyone who is looking for a great addition to a dinosaur unit. It’s heavy text features, which include numerous dinosaur facts, connect it well to the upper elementary grades, especially as an individual read. In addition, the upper elementary students would enjoy the graphic novel layout that takes this book out of the “traditional” picture book genre. The story also has easy-to-use information that a teacher could use to support a whole class lesson (if not wanting to read the entire story aloud). I learned a great deal from this story. :-)
Using clues or found information to solve a puzzle/mystery,
Solving a problem when there are problems along the way,
Collaborative problem solving,
|Graphic novels: layout and potential text production connections,|
Character development, especially supporting characters,
Using text to support opinions
|Diversity of characters, |
Collaboration to solve a mystery/problem
|How Many Seeds in a Pumpkin?||Margaret McNamara||G. Brian Karas||4||✰✰✰✰||Book Summary: “Charlie, the smallest child in his first grade class, is amazed to discover that of the three pumpkins his teacher brings to school, the smallest one has the most seeds.”|
A great choice for this time of year. Featuring predictions, observation, estimation, group counting and process, this classroom story incorporates math, science and the co-construction of knowledge. Although geared more toward 1st-3rd, there are aspects of the story that could be used to launch a new investigation for the upper grades. The clues Mr. Tiffin shares with the class toward the end of the story added to my knowledge about pumpkins and left me with some wonderings of my own. Clever.
Providing Background Knowledge
|Emotional Connections/Perceptions shared from the main character;|
Discussion about Perceptions: How we interact or think about others
|Float||Daniel Miyares||Daniel Miyares||4||✰✰✰✰||Book Summary: "A boy. A boat. A rainy day. An adventure."|
A wordless book that caused me to smile from start to finish. My mind quickly recalled my own newspaper creations, both while engineering on my own and as apprentice to my in-home expert, my brother. My mind also recalled my classroom days and the endless fascination and experiments a simple piece of paper held--something we often need reminded of in the land of tools and toys.
Design process-sharing about the process
Students as engineers-sharing about their creations to lead to a group or individual experiment or challenge. Potential connection to variables.
Observing the cause and effect of a new adventure
Oral language development: giving words to the story, sharing about their own creations as a connection to both writing and science where they are the expert
|Ability to relate to the story: text-to-self connections|
Parent/Guardian-Child connections (or in my case sibling connections): bring the home experiences to school and school experiences back to the home
Students as engineers: personal stories where they are the expert
Following an adventure: redefining "play" as a positive learning time
|Who's Who in My Family?||Loreen Leedy||Loreen Leedy||4||✰✰✰✰||The focus of this story is to learn the components of a family tree and who's in your extended family. The setting is in a classroom, with various well-known animal characters creating and then sharing about their diverse families--incorporating families with stepparents, step-siblings, and adoptions in an inclusive way. |
While the family tree is a component of science class discussions, this book stands out due to the attention the author gives to genetics. The phenotypic characteristics of the family tree pictures are evident and can lead to a classroom conversation that goes deeper than family labels and organizations--for even the youngest grades. It all depends on the facilitation. This story, written for the younger grades, could even be used in upper elementary grades, for this reason, as a picture walk. Good for one of those "What do you notice" prompts.
|Visual to support for a presentation|
|That the family dynamic is diverse and conversations need to be inclusive their diversity.|
|"Rhoda's Rock Hunt"||Molly Beth Griffin||Jennifer A. Bell||5||✰✰✰✰✰||Rhoda’s love for rocks tapped into my own childhood memories of searching for rocks around my yard, within “the dirts”--our neighborhood bike escape, along the adventures I would take with my dad, and the special bag of polish rocks that my mom would delight me with every time she had the opportunity. The look on Rhoda’s face as she gazed widely and specifically at the rocks along her hike with her aunt and uncle to their cabin, was like she was looking upon the most majestic riches, and in many ways, she was! And like many children (and adults) that come across a beautiful rock...in our pack it goes….to a point. Rhoda soon learned what we all come to know: Rocks are Heavy! :-) |
Students, rock-fans and soon-to-be rock-fans, will connect to this journey Rhoda is on, because there are layers of opportunities for personalized connections, even beyond rocks: collections, what to do when you get stuck or have too many, the great and beautiful outdoors, time with your aunt and uncle, etc. Those personalized stories will be a great connection to a deeper unit on rocks and minerals, or classification. Not to mention some backyard science!
Rocks & Minerals
Cause and Effect
Picture Walk (great illustrations taken from multiple perspectives)
Point of View
|Budding Female Geologist|
Facing a Problem
|A Friend for All Seasons||Julia Hubery||Mei Matsuoka||4||✰✰✰✰||Book Summary: "Robbie the Raccoon and his friends love Father Oak and worry that he is sick when his leaves begin to turn color and fall off, but Robbie's mother explains what the change means and helps him plant some acorns as a sign of hope for spring." |
With colorful illustrations Robbie takes you on his inquiry journey as he tries to understand why the leaves are falling from his favorite tree. Like most scientists, his community of friends support him and add to his wonderings and possible reasons. Soon his mother appears to facilitate their understanding of the falling leaves, seasons, and their role in both the changing of the seasons, and the sustainability of their environment.
Great for a PreK-3 audience, this story has the potential for multiple science connections, discussions, and investigations. Since Robbie's mom comes in to provide some answers and guidance in the middle of the book, I would recommend this read after generating a list of ideas from students, or after some student generated investigations. You could always start the story, and then pause it before Robbie's mom appears, have some student investigations, and then return to the story for an extended discussion.
Life Cycle of a Plant
Main Character vs. Supporting Characters
Sparking Student Generated Investigations and the Writing that Corresponds
|Planting the Trees of Kenya: The Story of Wangari Maathai||Claire A. Nivola||Claire A. Nivola||4.5||✰✰✰✰||I am so glad I sat down today and took a long moment to read this book. When I selected it from the library, through an online search, the words "trees" and "Kenya" caught my eye, as I hoped it would offer a widen cultural perspective on a topic that connects us all...the environment. It did much more than that. |
This picture book tells the life story of the 2004 Nobel Peace Prize winner Claire A. Nivola whose care for country, for people, and for environment started as a young child, and who was constantly engaged in her surrounds with wonder. This wonder took her to an American university, fueled by passion to return to her home country. Five years of absence found her homeland greatly changed, a change that would overwhelm most, however she stated, first locally and then to a nation, "Think of what we ourselves are doing. When we see that we are part of the problem, we can become part of the solution."
As a teaching note, this book, while a picture book, is one for upper elementary+ but only due to its lengthy text. Concept-wise, it is for all.
Land & Land Features
Needs of Living Things
Connections between picture and text--reading the illustrated story
Bring the story to non-fiction
|Women in Science|
Following a Life's Passion
Maintaining Who You Are
Being the Change
|Tree||Britta Techentrup||Britta Techentrup||4||✰✰✰✰||This was a great Costco find one afternoon. I was pulled in by the title, the colorful illustrations, and this idea of a "peek-through picture book". What was that? I wondered.|
I loved the out-of-the-box thinking that used the depth from the pages themselves to represent the life of the habitat through the seasons. In addition to the well told illustrated story, the text highlighted key events and visitors of the season through rhyme.
Interaction of living things
Main characters vs supporting characters
Illustrations and storyboarding
|The importance of the interaction of living things for a sustainable habitat|
|Gotta Go! Gotta Go!||Sam Swope||Sue Riddle||4||✰✰✰✰||This book was among the books I gathered for our first grade PBL project about the monarch butterfly and what we can do to keep it from the extinct list. It would often go overlooked by me, and by students, compared to the books in the pile, it was quite small. It is probably just 6 x 7, but the bright yellow cover and cute title helped it to surface, and I am so glad it did. It tells the "gotta go to Mexico" tale of a new caterpillar full of determination. Engaging in conversations with other animals throughout the journey, the instinctive destination of Mexico went from fuel to contentment when the arrival day came. It a light way it introduces children to this unique butterfly and its life cycle. A great read aloud at any point of a butterfly or monarch unit, but especially at the beginning to gain student background knowledge, misconceptions, and build interest.|
Point of View
|The monarch doesn’t recognize country borders. Both places are home.|
|Velma Gratch & the Way Cool Butterfly||Alan Madison||Kevin Hawkes||5||✰✰✰✰✰||I absolutely loved this book! I loved the cover, the illustrations, the story line, and the main character, Velma Gratch. It, too, was among the pile of books that I checked out for our first grade PBL project (see "Gotta Go! Gotta Go!") and to me, it was the star. The fan that I am of fictional science stories, loved how much information, vocabulary, and fascination was provided about the monarch butterfly. The fan that I am of stories about finding place and self/identity, loved how Velma was a relatable character for readers of all ages and for various hurdles. The hurdle most confronted is being the youngest and entering school where teachers already feel like they know you, or already have expectations, based on your siblings...however you are not them. But, forget how much I loved it, the really star story is how much the first graders loved this book. The first day I read it aloud...literacy love! |
This is the type of picture book author I hope...and plan on being someday. :)
Visual Storyline...in many ways it could be a wordless book
Main Character Development
|Science is more than knowledge...it is passion.|
|The Planet Hunter: The Story Behind What Happened to Pluto||Elizabeth Rusch||Guy Francis||4||✰✰✰✰||Science fans will love this mix of story biography and nonfiction details about Mike Brown's discoveries. What I especially loved was how the telling of this story didn't "start" when he was an adult, already with the title of "astronomer", but as a child fascinated with astronomy. The first two-page spread of the book really captures it for me: the fascination, the delight, and the "let me see for myself".|
Sub-storylines (this one being non-fiction based)
|Scientists make mistakes.|
Scientists belong to a science community.
Scientists don't work alone.
Science is constantly progressing.
|Red & Lulu||Matt Tavares||Matt Tavares||4||✰✰✰✰||With its beautiful illustrations, Matt Tavares, tells the tale of Red and Lulu, two cardinals whose happy home is in a beautiful evergreen in the front yard of a little house...but not for long. While Red searches for food, the tree is cut down and taken to a new lively location, with Red on the search for his Lulu. This story, in part wordless, provides the movement and point of view of Red that really helps you connect and hope.||Needs of living things|
|Point of view|
Text and illustration alignment for greater meaning
Elements of narrative writing
|Needs vs. wants|
|Snow||Cynthia Rylant||Lauren Stringer||5||✰✰✰✰✰||There is so much story in snow. When I think back to all my snow memories, I tend to group them into "snow" or winter, but what Cynthia Rylant did for me, in "Snow", that she can do for you and your students, is to think of those different types of snow moments. The new fallen snow, the snowman snow, the snow that sends you home early, etc. ,and all the chapters of stories that go with each type. We just had our first snow of the season, and the bright sunlight is already calling it back...but I got outdoors and went for a long walk in it. It was so peaceful. What are your snow stories? What are your student's? This book will surely spark those tales in such a comforting way.||Weather|
Snow and Snowflakes
States of Matter
|Narrative and narratives|
Taking the time to pace
Quiet time/Reflection time
|Anything is Possible||Giulia Belloni||Marco Trevisan||5||✰✰✰✰✰||This book was recommended to me by a dear friend, who is also a professor--and quite knowledgeable on the topic of all things good! :-) I picked up a copy of this great story from the library today, and I was thrilled that once again, she was spot-on with her opinion. This story is a great parallel of the problem-solving process...any kind of problem-solving. The book highlights one that comes from a inquisitive mind, a wondering, and a partner, as they try draft after draft of the sheep's quest to fly. Even though I haven't had any flying desires...well, not from something I have made ;-), the story connected to the passionate pursuits of my own ideas and all the highs and lows of the process. If you are looking for an engineering story, a design/drafts story, an invention story, a growth mindset story, or just a really good story...look no further. :-)|
Designs and drafts
Pursuing a passion
The writing process
Broad Sociocultural Connections
"Anything is Possible"
Unlikely partners or collaborators
Supporting the passions or pursuits of others--giving your time
|Dot.||Randi Zuckerberg||Joe Berger||5||✰✰✰✰✰||Dot knows a great deal about technology and its various tools. She is an expert at searching, surfing, and swiping. After a gentle reminder (push) from her mom, to pause and get outside, Dot soon remembers how her expertise of searching, surfing, and swiping extend far beyond the tech world.||Technology know-how and use|
There is more to STEM than “T”
Dot as in .com (clever!)
|Multiple meaning words|
Various forms of communication, especially expanding our understanding of “talking”
|Cross content and cross cultural knowledge–how using the same skill or strategy in a new context can be beneficial|
Female as technology expert
Balance and moderation
|Water Can Be...||Laura Purdie Salas||Violeta Dabija||5||✰✰✰✰✰||I was ecstatic to see this book! I love "A Leaf Can be...", and recently I used it as my focus book for an NSTA presentation that I did with my 2nd grade co-teacher. So, when I saw this, I was quick to purchase! :-) It didn't disappoint. So clever and so wonderful. It really expands our view and understanding of water, including its states, and does so in such an elementary approachable way. LOVE IT!||States of matter|
Water use and functions
Great illustrations: picture to text connections
The pages remind me of a story my mom used to do with her 3rd graders, using a red circle: I once was..., now I am...
|Changing states and functions--perhaps a stretch, but I am thinking the lesson of understanding audience.|
While I read this book, I am also thinking of how our state doesn't have to be permanent or viewed that way.
|Charlie and Kiwi: An Evolutionary Adventure||Peter H. Reynolds and New York Hall of Science||Peter H. Reynolds||4||✰✰✰✰||I am so happy that a Pinterest search brought this title to my attention! Peter H. Reynolds (amazing author and illustrator) and the New York Hall of Science collaborated on this evolutionary adventure. I have never come across an evolution-based picture book, so I am so grateful for this. I wish I would have had it when I taught middle school science. It would have been a great compliment to our learning, particularly for the narrative types (like myself). |
I also love how the team of authors framed it around a school science report--very relatable to its audience. I also appreciated the changes over time pictures it provided with environmental explanations. As a side note: This is one of the longer picture books, with a great deal of text per page, so not necessarily a read aloud--unless you support the read by placing it under the doc-cam/Elmo to support viewing and engagement. Another way to increase reading engagement is to pre-select discussion points, making the story be the full lesson.
Changes Over Time
Research and Presentation
|Definitions...narrow and not so narrow|
|If I Built a Car||Chris Van Dusen|
Chris Van Dusen
|5||✰✰✰✰✰||Point of view, imagination, design, poetry...which one do I pick? This book has so many different objective connections, on top of being so colorfully illustrated. Why did I select it from the library? Well, its the start of the year and I am thinking about flexible seating this year, but with the students' design help. This would, I am thinking, be a good leap toward that prompt...If I built a classroom...|
I also know he has "If I built a House" and that might be a better tie. I was unable to check it out, but I would recommend that you try to track it down. :-)
Inventions and Imagination
Engineering and Design
Point of View
Illustrations to Support Text
|The ability to dream, to see possibility, and to follow both...we don't all have that in us, even the young. Sure, we started that way, but in some cases it has been crushed down and out of too many. Let us, create safe and supportive classroom spaces that help dreams and imagination soar.|