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Library of Congress Cataloging-in-Publication DataRoyce, Christine Anne, 1966- Teaching science through trade books / by Christine Anne Royce, Karen Ansberry, and Emily Morgan. p. cm. Includes bibliographical references and index. ISBN 978-1-936959-13-6 (print : alk. paper) -- ISBN 978-1-936959-86-0 (e-book : alk. paper) (print) 1. Science--Study and teaching (Elementary) 2. Children’s literature in science education. I. Ansberry, Karen Rohrich, 1966- II. Morgan, Emily R. (Emily Rachel), 1973- III. Title. LB1585.R59 2012 372.35’044--dc23 2012002170


Acknowledgments ..................................................................................xiAbout the Authors ................................................................................xiiiNational Science Education Standards: Content Standards K–4 ...........................xvNational Science Education Standards: Content Standards 5–8 ..........................xixAlignment With A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas ................................................ xxiiiChapter 1 Historical Use of Trade Books in the Science Classroom ......................1Chapter 2 Why Use Trade Books to Teach Science? .........................................5

Engineering, Technology, and Applications of ScienceChapter 3 Thought-Provoking Questions, by Christine Anne Royce Goldilocks and the Three Bears and June 29, 1999 ................................11Chapter 4 A Closer Look, by Karen Ansberry and Emily Morgan You Can Use a Magnifying Glass and Hidden Worlds: Looking Through a Scientist’s Microscope ...........................................15Chapter 5 Science Measures Up, by Karen Ansberry and Emily Morgan Measuring Penny and How Tall, How Short, How Faraway ........................21Chapter 6 Going Wild With Graphs, by Karen Ansberry and Emily Morgan Giraffe Graphs and Tiger Math: Learning to Graph From a Baby Tiger ...........27Chapter 7 Wild About Data, by Emily Morgan and Karen Ansberry The Great Graph Contest and Collecting Data in Animal Investigations ..........33Chapter 8 Taking Note of Natural Resources, by Christine Anne Royce Weslandia and Just a Dream ........................................................37Chapter 9 Words to the Wild, by Karen Ansberry and Emily Morgan Pond Walk and Salamander Rain: A Lake and Pond Journal .......................43Chapter 10 Into the Woods, by Karen Ansberry and Emily Morgan In the Woods: Who’s Been Here? and The Woods Scientist .........................53

Contents


Chapter 11 Discover Reading, by Christine Anne Royce Odd Boy Out: Young Albert Einstein and Reaching for the Moon .................59Chapter 12 How It’s Made, by Karen Ansberry and Emily Morgan How Is a Pencil Made? and Transformed: How Everyday Things Are Made ........63Chapter 13 It’s About Time, by Christine Anne Royce How Do You Know What Time It Is? and On Time: From Seasons to Split Seconds .............................................................67Chapter 14 If You Build It …, by Christine Anne Royce How a House Is Built and Bridges! Amazing Structures to Design, Build, and Test ............................................................73Chapter 15 Imaginative Inventions, by Christine Anne Royce Imaginative Inventions and So You Want to Be an Inventor? ......................77

Physical Science

Chapter 16 Let’s Try It Out in the Air, by Emily Morgan and Karen Ansberry Let’s Try It Out in the Air: Hands-On Early-Learning Science Activities and I Face the Wind ..................................................................81Chapter 17 A Balancing Act, by Christine Anne Royce Mirette on the High Wire and The Man Who Walked Between the Towers .........85Chapter 18 Gravity, by Emily Morgan and Karen Ansberry I Fall Down and Floating in Space ..................................................89Chapter 19 Roller Coasters! by Karen Ansberry and Emily Morgan Roller Coaster and Roller Coaster! Motion and Acceleration ......................95Chapter 20 Secrets of Flight, by Karen Ansberry and Emily Morgan Animals in Flight and How People Learned to Fly .................................99Chapter 21 Flick a Switch, by Karen Ansberry and Emily Morgan Why Should I Save Energy? and Flick a Switch: How Electricity Gets to Your Home ..................................................................107Chapter 22 The Wonder of Water, by Karen Ansberry and Emily Morgan I Get Wet and A Drop of Water: A Book of Science and Wonder ..................115


Chapter 23 Kitchen Chemistry, by Christine Anne Royce Pancakes for Breakfast and Acids and Bases: Why Chemistry Matters ...........127

Life Science

Chapter 24 Secrets of Seeds, by Karen Ansberry and Emily Morgan Seeds and Seeds ....................................................................131Chapter 25 Pumpkins! by Karen Ansberry and Emily Morgan Pumpkin Circle: The Story of a Garden and How Many Seeds in a Pumpkin? ..137Chapter 26 Flower Power, by Christine Anne Royce Planting a Rainbow and The Reason for a Flower ...............................143Chapter 27 Crazy for Loco Beans, by Karen Ansberry and Emily Morgan Lucas and His Loco Beans: A Bilingual Tale of the Mexican Jumping Bean and A Monarch Butterfly’s Life ....................................................147Chapter 28 Seeing and Sorting Seashells, by Christine Anne Royce Seashells by the Seashore and Seashells, Crabs, and Sea Stars ....................153Chapter 29 Unusual Creatures, by Karen Ansberry and Emily Morgan Triops: A Very Unusual Creature and Crab Moon .................................157Chapter 30 Can You See Me Now? by Christine Anne Royce Red Eyes or Blue Feathers: A Book About Animal Colors and Hide and Seek: Nature’s Best Vanishing Acts ........................................................163Chapter 31 Survival Skills, by Christine Anne Royce Animal Defenses: How Animals Protect Themselves and Beaks! ..................169Chapter 32 Antarctic Adaptations, by Christine Anne Royce The Emperor’s Egg and Penguins! .................................................175Chapter 33 The Mystery of Migration, by Emily Morgan and Karen Ansberry Going Home: The Mystery of Animal Migration and Great Migrations: Whales, Wildebeests, Butterflies, Elephants, and Other Amazing Animals on the Move ..179Chapter 34 Whoo Eats What? by Emily Morgan and Karen Ansberry Whoo Goes There? and White Owl, Barn Owl ....................................185


Chapter 35 A Habitat Is a Home, by Christine Anne Royce I See a Kookaburra! Discovering Animal Habitats Around the World and The Salamander Room .............................................191Chapter 36 Exploring Your Environment, by Christine Anne Royce I Took a Walk and Secret Place .....................................................197Chapter 37 You Are What You Eat! by Christine Anne Royce Gregory, the Terrible Eater and Science News for Kids: Food and Nutrition .....203Chapter 38 Moving My Body, by Christine Anne Royce What’s Inside Me? My Bones and Muscles and Movers and Shapers .............207Chapter 39 Science From the Heart, by Karen Ansberry and Emily Morgan Hear Your Heart and The Heart ..................................................213Chapter 40 Disease Detectives, by Christine Anne Royce Germs Are Not for Sharing and What Are Germs? ...............................223

Earth and Space Science

Chapter 41 Rock Solid Science, by Karen Ansberry and Emily Morgan If You Find a Rock and Rocks: Hard, Soft, Smooth, and Rough ..................229Chapter 42 Rocking Around the Rock Cycle, by Christine Anne Royce Let’s Go Rock Collecting and The Rock Factory: A Story About the Rock Cycle .235Chapter 43 The Dirt on Soil, by Christine Anne Royce Dirt and A Handful of Dirt .......................................................241Chapter 44 Fascinating Fossil Finds, by Christine Anne Royce Fossils Tell of Long Ago and Dragon in the Rocks: A Story Based on the Childhood of the Early Paleontologist Mary Anning ......247Chapter 45 Mysteries of the Past, by Emily Morgan, Karen Ansberry, and Katie Davis Prehistoric Actual Size and Boy, Were We Wrong About Dinosaurs! ..............253


Chapter 46 Earthquakes! by Emily Morgan and Karen Ansberry Earthquakes and Earthquakes .....................................................261Chapter 47 Delving Into Disasters, by Christine Anne Royce The Blizzard and Hurricanes! ....................................................269Chapter 48 Cloud Watchers, by Emily Morgan, Karen Ansberry, and Colleen Phillips-Birdsong Fluffy, Flat, and Wet: A Book About Clouds and The Man Who Named the Clouds .................................................279Chapter 49 Weather Watchers, by Christine Anne Royce The Cloud Book and Weather Forecasting ........................................289Chapter 50 Sunrise, Sunset, by Karen Ansberry and Emily Morgan Day and Night and Somewhere in the World Right Now ........................297Chapter 51 Moon Phases and Models, by Karen Ansberry and Emily Morgan Phases of the Moon and The Moon Book ..........................................305Chapter 52 Seeing Stars, by Christine Anne Royce Out and About at the Planetarium and The Constellations: Stars and Stories ..............................................313Index ......................................................................................319


T e ac h i n g S c i e n c e T h r o u g h T r a d e B o o k S xi

acknowledgments

T his book is the compilation of more than 10 years of work and experience by the authors in the use of children’s literature to teach science. “Teaching Through Trade Books” is a monthly column that appears in Science and Children. We would like to acknowledge the National Science Teachers

Association for their continued dedication to this approach in the teaching of elementary science. Specifi-cally, we would like to thank the following individuals for their support, encouragement, careful editing, and critical eye in the process of writing these activities throughout the years:

• Chris Ohana, field editor for Science and Children from 2003 to 2009• Linda Froschauer, current field editor for Science and Children• Monica Zerry, former managing editor for Science and Children • Valynda Mayes, current managing editor for Science and Children• Stephanie Anderson, former associate editor for Science and Children

We appreciate the care, focus, and attention to detail given to this compendium project by NSTA Press managing editor Jennifer Horak.

Christine would like to acknowledge the following individuals for their contributions to her professional endeavors:

• Her mother, Ann Marie Robinson, who instilled in her three daughters the importance of education as well as reading at an early age

• Dr. David Wiley, professor, colleague, and friend who first introduced her to presenting at conferences and the professional opportunities that exist in writing

• Dr. James Johnson, dean of the College of Education and Human Services at Shippensburg Univer-sity, who consistently encourages her to push new limits and supports her in professional endeavors

• Dr. Lynn Baynum, who shares every new book she gets and doesn’t think it’s odd to have nearly 600 children’s books

• All of her friends and colleagues who are morally supportive and willing to listen to science storiesEmily and Karen would like to acknowledge the following people:

• Katie Davis, second-grade teacher at Western Row Elementary, for cowriting the “Mysteries of the Past” lessons and trying out the activities in her classroom

• Colleen Phillips-Birdsong, reading specialist and former second-grade teacher at Forest Hills Local Schools, for cowriting the “Cloud Watchers” lessons and trying out the activities in her classroom

• Claire Reinburg, director of NSTA Press, for giving them so many opportunities so share their ideas with teachers across the country

• Sue Livingston, retired teacher and curriculum specialist, who taught them that every teacher is a reading teacher

• Dr. Robert Yearout, for giving them their first opportunity to share Picture-Perfect Science with teachers and for years of encouragement and support

• Teachers Connie Farris, Kim Florek, Kathy Theiss, and Donna Hoover for the seed riddle activity that appears in Chapter 24, “Secrets of Seeds.”


T e ac h i n g S c i e n c e T h r o u g h T r a d e B o o k S xiii

about the authorsChristine Anne Royce is an associate professor of education at Shippensburg University, in Pennsylvania, where she also serves as chairperson for the teacher education department. She predominantly teaches elementary science methods classes to undergraduate students and research design at the graduate level. Prior to moving to the college level, she also taught elementary, middle, and high school students. She has a doctorate in science education from Temple University, where her dissertation focused on the use of children’s literature in place of or in conjunction with textbooks. She holds a master of science in administration and supervision from the University of Scranton, a master of arts in curriculum and instruction from Delaware State University, and a bachelor of science in elementary education from Cabrini College. She enjoys reading, photography, and genealogy. Christine currently lives near Ship-pensburg, Pennsylvania, with her three cats.

Emily Morgan is a consultant for Picture-Perfect Science, LLC, where she facilitates elementary science workshops for teachers nationwide. She feels that tapping into students’ fascination with science will give them the motiva-tion to read about it. Emily has a bachelor’s degree in education from Wright State University and a master’s in education from the University of Dayton. She taught seventh-grade science at Northridge Local Schools in Dayton, Ohio, and second- through fourth-grade science lab at Mason City Schools in Mason, Ohio. She has served as a science consultant for the Hamilton County Educational Service Center in Cincinnati, Ohio, and as the science leader for the High AIMS Consortium. Emily is coauthor of the Picture-Perfect Science series published by NSTA Press. She lives in West Chester, Ohio with her husband, son, and an assortment of animals.

Karen Ansberry is the elementary science curriculum leader for Mason City Schools, in Mason, Ohio. As a former classroom teacher, she under-stands that teachers are crunched for time and need high-interest, ready-to-use lessons that integrate literature, reading strategies, and science. After graduating from Xavier University in Cincinnati, Ohio, with a bachelor’s degree in biology, she completed an internship in the Cincinnati Zoo’s education department. This experience inspired her to change her career focus from wildlife biology to elementary education, and after earning a master’s in teaching from Miami University in Oxford, Ohio, she began teaching fifth- and sixth-grade science at Mason City Schools. Karen is coauthor of the Picture-Perfect Science series from NSTA Press. She lives in Lebanon, Ohio, with her husband, two sons, two daughters, and too many pets.

Christine, Emily, and Karen are coauthors of the “Teaching Through Trade Books” column from NSTA’s elementary school journal, Science and Children.


T e ac h i n g S c i e n c e T h r o u g h T r a d e B o o k S xv

national Science education Standards:content Standards k–4

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Into the Woods t

Discover Reading t

How It’s Made t t t

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A Balancing Act t t

Gravity t t

Roller Coasters! t t

Secrets of Flight t t

Flick a Switch t t

The Wonder of Water t t

Kitchen Chemistry t t

Secrets of Seeds t t

Pumpkins! t

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alignment With A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

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Moving My Body t

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Disease Detectives t t



n aT i o n a l S c i e n c e T e ac h e r S a S S o c i aT i o nxxvi

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T e ac h i n g S c i e n c e T h r o u g h T r a d e B o o k S 127

kitchen chemistryBy Christine Anne Royce

T he kitchen is a wondrous place for children to make observations and explore the basics of chem-istry. Seize the opportunity and help students build process skills while cooking or baking. Almost everything we eat and certainly everything that is combined in the kitchen has some basis in the

physical sciences—from mixtures to solutions to the glorious tastes of food.

Chapter 23

Pancakes for BreakfastBy Tomie dePaolaSandpiper, 1978iSBn 978-0-15-670768-8grades k–3

SynopSiSThis book has no words to read, but it offers wonderful illustrations

and pictures of a woman who wants to make pancakes but lacks several of the key ingredients. The story unfolds through the carefully created images of what the woman does to locate the ingredients and make the pancakes.

Acids and Bases: Why Chemistry MattersBy lynette Brentcrabtree Publishing, 2008iSBn 978-0-7787-4246-3grades 3–6

SynopSiSAn overview of acids and bases is presented for young readers, providing a handy reference.

Trade Books


n aT i o n a l S c i e n c e T e ac h e r S a S S o c i aT i o n128

Curricular Connections For many reasons, chemistry is not a concept often considered for elementary classrooms—whether it be the perceived developmental appropriateness of the topic or our own memories of what chemistry may have been like when we learned it during our academic careers. However, simple chemistry concepts are part of the physical sciences, which students need to understand the natural world. According to the National Science Education Stan-dards, “children’s natural curiosity leads them to explore the world by observing and manipulating common objects and materials in their environ-ment. … physical science in grades K–4 includes topics that give students a chance to increase their understanding of the characteristics of objects and materials that they encounter daily” (NRC 1996, p. 123). This idea is incorporated into the first activ-ity as students make observations and illustrate or sequence the events that occur during the process of making pancakes. They then get to consider what they observed and determine whether the change was chemical or physical.

As students get older, they need additional op-portunities to experiment and ask questions while building science-process skills. According to the NSES, “In grades 5–8, students observe and measure characteristic properties … of pure substances and use those properties to distinguish and separate one substance from another” (NRC 1996, p. 149). The activity for older students allows them to measure a specific characteristic of substances as they deter-mine whether the substance is an acid or a base and its approximate location on a pH scale.

Grades K–3: Choosing a Change

Materials • Pancake ingredients*

* one egg * 1.25 cups buttermilk * 2 tbsp. vegetable oil

* 1.25 cups flour, * 1 tbsp. sugar, * 1 tsp. baking powder, * 1 tsp. baking soda, * 0.5 tsp. salt * butter * electric griddle or access to a stove

*You may need to increase the recipe depending on the class size.

Purpose Students will make observations and determine whether the changes they observe represent a physi-cal or a chemical change.

Procedure Begin by introducing Pancakes for Breakfast and ask-ing students, “What does making pancakes have to do with science?” Students will most likely say they use the stove to cook pancakes or that ingredients are mixed together to make pancakes. Share the book with the class, stopping at each page and ask-ing for comments about what is happening in the pictures. For example, students may observe, “The woman takes out a bowl and flour.” Based on this picture, they may also infer, “… to make pancakes.” Ask students to predict what happens next before turning the page.

Introduce the two different vocabulary terms—physical change and chemical change. Students at this age will not have the requisite background necessary to determine the difference. Matter can undergo either a physical or a chemical change. Physical changes happen when some aspect such as form, shape, or appearance of the matter changes, but the original matter is still the same substance. An example of a physical change would be water that freezes, melts, or evaporates. The water is still water but in a different form. Chemical changes happen when substances that have been combined change into a new substance that contains new properties. After discussing the terminology, present to the

Chapter 23

Kitchen Chemistry



class the following examples and have them classify them as a physical or a chemical change:

1. Newspaper that has burned and results in ash: chemical change

2. Baking soda that is mixed with vinegar: chemi-cal change

3. Piece of wood that is chopped into smaller pieces for firewood: physical change

4. A large sheet of paper torn into smaller parts: physical change

If possible, mix up a batch of homemade pancakes in front of the class using the recipe from the book (ingredients on previous page). Keep students at a safe distance while making the pancakes as a teacher demonstration. While making the pancakes, have the students make a storyboard or sequencing chart that allows them to describe each step that goes into making pan-cakes. By separating the process into parts, stu-dents are better able to identify individual events and determine which type of change occurs. Examples include measuring the flour, cracking the eggs open, and mixing the buttermilk into the flour. While demonstrating the process involved in making pancakes, ask students questions such as “When I measure the flour, am I changing the substance? Why or why not?” This connects the students’ observation skills with conceptual thinking about what they know about physical and chemical changes. The teacher can also ask questions that require the students to recall what happens next in the story.

Students are able to make observations of events, infer if they are physical or chemical changes, and support their reasoning with evidence. Have them recount the process, noting which steps are physi-cal changes and which are chemical changes. (All of the actions in the book are physical changes with the exception of the cooking of the pancake itself.)

As a follow-up, repeat this activity with another children’s favorite, Stone Soup (Brown 1997). In this story, although the vegetables put into the soup get softer, it is still a physical change that occurs.

Grades 4–6: Determining pH

Materials • Safety goggles • Test tubes or small plastic cups • Eyedroppers • Head of red cabbage • Pot • Water • Grater • Distilled water• Glass jar• Baking soda• White vinegar• Ammonia• Milk• Lemon juice• Milk of magnesia• Carbonated beverage• Chart paper

Purpose Students will determine whether common house-hold substances are acids or bases on the pH scale.

Procedure Use the book Acids and Bases as a reference and read the section on what an acid is and what a base is. One of the concepts addressed in the book is acids and bases and testing for their pH. The activity presented here allows students to use common household materials to begin to investigate acids and bases. Materials are classified on a scale ranging from 1 (strong acid) through 14 (strong base) with a 7 being considered neutral.

Kitchen Chemistry

Chapter 23



Prepare a cabbage indicator ahead of time. To do this, grate a head of red cabbage, place the grated cabbage into a pot, cover with water, and bring to a boil. Let it boil for 20–30 minutes or until the water turns dark purple. Once the liquid has been cooled, strain out the grated cabbage pieces, and discard. The indicator liquid can be stored in a sealed glass jar in the refrigerator for up to three days.

Have students determine what happens when an indicator solution is used with known substances. Place 25 ml of distilled water in each of three test tubes or small plastic cups and number. In cup 1, place a few grams of bicarbonate and mix; in cup 2, leave only the distilled water; and in cup 3, place 5 ml of white vinegar. Have the students place a few drops of the cabbage indicator into each cup and note the color change. Cup 1 is a base (pH higher than 7), cup 2 is neutral (pH of 7), and cup 3 is an acid (pH lower than 7). The juice will turn a pinkish color in acidic solutions and a greenish color in basic solutions. Throughout this process, ask students to make observations of what they see.

After students are comfortable with testing known solutions, provide them with some un-knowns to determine whether they are acidic or basic. Again, label a set for each group from one through five. Using the chart (Figure 23.1)

for teacher reference, place the correct liquid in each tube.

After they don safety goggles, have students drop the same number of drops (approximately five) into each container and observe the color change. Students then determine whether each is an acid or base using the cabbage indicator. Discuss the group results as a class. Then pose the following question: “Can you determine which is the most acidic to the most basic based on the color of the indicator liquid?” Students will be able to do so as the color of the indicator deepens based on the pH level.

Provide the approximate pH level for each substance tested and discuss how accurate the cabbage indicator was. The higher the pH number, the more basic the substance, thus the more purple to green to yellow the color. In contrast, the lower the pH number, the more acidic the substance is and the indicator will reflect a more pinkish color.

Regardless of the chemistry concept explored, using common kitchen ingredients makes classroom activities easier for the teacher to set up and more interesting for the student to engage with.

ReferencesBrown, M. 1997. Stone soup. new York: aladdin.national research council (nrc). 1996. National

science education standards. Washington, dc: national academies Press.

Chapter 23

Kitchen Chemistry

Fi g u re 2 3 . 1 . C h a r t f o r Te a c h e r R e f e re n ce

Tube subsTance deTerminaTion approx pH

#1 15 ml ammonia Base 11.0

#2 15 ml milk acid 6.6

#3 15 ml lemon juice acid 2.2

#4 15 ml milk of magnesia Base 10.5

#5 15 ml carbonated beverage (soda) acid 2.5



aA Balancing Act, 85–88

alignment with A Framework for K–12 Science Education, xxiv

content standards addressed by, xvi, xx

curricular connections for, 86for grades K–3: learning to balance,

86–87for grades 4–6: building a balanced

object, 87–88trade books for, 85

A Closer Look, 15–19alignment with A Framework for K–12

Science Education, xxiiicontent standards addressed by, xv,

xixcurricular connections for, 16for grades K–3: with a hand lens,

16–17student page for: Coin

Observation, 19for grades 3–6: with a microscope,

17–18trade books for, 15

A Drop in My Drink (Hooper and Coady), 1

A Drop of Water: A Book of Science and Wonder (Wick), 115, 117

A Framework for K–12 Science Education: Practices, Crosscutting Concepts and Core Ideas, xxiii–xxvi, 1

A Habitat Is a Home, 191–195alignment with A Framework for K–12

Science Education, xxvcontent standards addressed by, xvii,

xxicurricular connections for, 192for grades K–3: hide and seek,

192–193student page for: Habitat

Comparison Chart, 195for grades 4–6: building a habitat,


A Handful of Dirt (Bial), 241, 242, 243A Monarch Butterfly’s Life (Himelman),

147

A Picture Book of Thomas Alva Edison (Adler), 60

Acids and bases, 129–130Acids and Bases: Why Chemistry Matters

(Brent), 127, 129Adaptation

Antarctic Adaptations, 175–178Can You See Me Now?, 163–168Survival Skills, 169–173

American Association for the Advancement of Science (AAAS), 2

American Heart Association, 214, 216Animal Defenses: How Animals Protect

Themselves (Kaner), 169, 170Animals

Antarctic Adaptations, 175–178Can You See Me Now?, 163–168A Habitat Is a Home, 191–195Into the Woods, 53–58The Mystery of Migration, 179–183Survival Skills, 169–173Unusual Creatures, 157–162Whoo Eats What?, 185–189Words to the Wild, 43–51

Animals in Flight (Jenkins and Page), 99, 100

Ansberry, Karen, xiii, 1, 3Antarctic Adaptations, 175–178

alignment with A Framework for K–12 Science Education, xxv

content standards addressed by, xvii, xxi

curricular connections for, 176for grades K–3: animal adaptations,

176–177for grades 4–6: cool living

conditions, 177–178trade books for, 175

AstronomyMoon Phases and Models, 305–311Seeing Stars, 313–317Sunrise, Sunset, 297–303

Atlas of Science Literacy, 82

bBalance, 85–88Barometer, 292–293Beaks! (Collard), 169, 170Becoming a Nation of Readers, 7

Benjamin Banneker: Pioneering Scientist (Wadsworth), 60

Biography boxes, 60–61Birds

Antarctic Adaptations, 175–178Survival Skills, 171–173Whoo Eats What?, 185–189

Boy, Were We Wrong About Dinosaurs! (Kudlinski), 253, 255

Bridges! Amazing Structures to Design, Build, and Test (Johnmann and Rieth), 73, 75

BSCS 5E Instructional Model, 7–8. See also specific lessons

cCall My Ahnighito (Conrad), 1Camouflage and coloration

Can You See Me Now?, 163–168Survival Skills, 169–173

Can You See Me Now?, 163–168alignment with A Framework for K–12

Science Education, xxvcontent standards addressed by, xvi,

xxicurricular connections for, 164for grades K–3: in plain sight,

164–165for grades 4–6: moth madness,

165–166student page for: Locating Moths

Data Table, 168student page for: Moth Pattern,

167trade books for, 163

Cancer (Silverstein et al.), 3Cancer: Can It Be Stopped? (Silverstein and

Silverstein), 3Cardiovascular system, 213–221Carson, Rachel, 45Chemistry, 127–130Children’s Book Council, 2, 8Children’s science trade books. See also

specific lessonsadvantages of using, 3definition of, 5historical use in science classroom,

1–2illustrations in, 5

index



Index

list of Outstanding Science Trade Books, 2–3

misconceptions in, 8reasons to use in science instruction,

5–8benefits of reading aloud, 6–7context for concepts being

taught, 6engagement of readers, 5–6focus on topics, 6improved reading and science

skills, 6support of inquiry-based science,

7–8recommendations for selection of,

8–9“Teaching Through Trade Books”

column in Science and Children, 1, 3

Clocks, 67–71Cloud Dance (Locker), 291Cloud Watchers, 279–287


content standards addressed by, xviii, xxii

curricular connections for, 280for grades K–3: cloud sculpting,

280–281Cloud Watchers overhead for,

283student page for: My Weather

Forecast, 284for grades 4–6: cloud watching,

281–282student page for: Cloud Watchers

Journals, 285–286student page for: S’COOL

Report Form, 287trade books for, 279

CloudsCloud Watchers, 279–287Weather Watchers, 289–296

Clouds and the Earth’s Radiant Energy System (CERES) experiment, 282–283

Collecting Data in Animal Investigations (Noonan), 33, 35

Commission on Reading, 7Compost, 243–244Crab Moon (Horowitz), 157, 160Crazy for Loco Beans, 147–152



curricular connections for, 148

for grades K–3: loco bean O–W–L, 148–149student page for: My Mystery

Object, 151for grades 4–6: “loco-motion,”

149–150student page for: The Mexican

Jumping Bean, 152trade books for, 147

dDay and Night (Hall), 297, 298Day-night cycle, 297–303Delving Into Disasters, 269–277



curricular connections for, 270for grades K–3: snow/rain trackers,

270–271student page for: Snowfall/

Rainfall Data Table, 273for grades 4–6: hurricane

happenings, 271–272student page for: Hurricane

Felix, 274–275student page for: Hurricane Stan,


Design and engineeringHow It’s Made, 63–66If You Build It..., 73–76Imaginative Inventions, 77–80Secrets of Flight, 99–105

Dinosaurs, 253–260Dirt (Tomecek), 241, 242Discover Reading, 59–62

alignment with A Framework for K–12 Science Education, xxiii

content standards addressed by, xv, xix

curricular connections for, 60for grades K–3: biography boxes,

60–61for grades 4–6: learning about a life,


Disease Detectives, 223–227alignment with A Framework for K–12


xxicurricular connections for, 224for grades K–3: microbe mania,

224–225for grades 4–6: catching a “cold,”

225–226student page for: Catching a Cold

Record Sheet, 227trade books for, 223

Dragon in the Rocks: A Story Based on the Childhood of Early Paleontologist Mary Anning (Day), 247, 248, 249

eEarth science

Cloud Watchers, 279–287The Dirt on Soil, 241–245Earthquakes!, 261–267Fascinating Fossil Finds, 247–251Let’s Try It Out in the Air, 81–84Mysteries of the Past, 253–260Rock Solid Science, 229–233Rocking Around the Rock Cycle,

235–239Weather Watchers, 289–296The Wonder of Water, 115–126

Earthquakes!, 261–267alignment with A Framework for K–12

Science Education, xxvcontent standards addressed by,

xviii, xxiicurricular connections for, 262for grades K–3: where earthquakes

occur, 262–263student page for: Let’s Learn

About Earthquakes, 266student page for: Photo From

1096 Earthquake in Marin County, California, 265

for grades 4–6: why earthquakes happen, 263–264student page for: Looking at an

Earthquake Map O–W–L Chart, 267

trade books for, 261Earthquakes (Prager), 261, 262–263Earthquakes (Simon), 261, 263, 264Egg drop from height, 79–80Einstein, Albert, 61Electricity and energy conservation,

107–114English system of measurement, 22Environment. See also Earth science

Exploring Your Environment, 197–201

A Habitat Is a Home, 191–195Into the Woods, 53–58Rock Solid Science, 229–233Rocking Around the Rock Cycle,

235–239Taking Note of Natural Resources,

37–41



Index

The Wonder of Water, 115–126Words to the Wild, 43–51

ExerciseMoving My Body, 207–211Science From the Heart, 213–221

Exploring Your Environment, 197–201alignment with A Framework for K–12


xxicurricular connections for, 198for grades K–3: rainbow hunt,

198–199for grades 4–6: finding your own

special place, 199–200student page for: My Nature

Notebook, 201trade books for, 197

FFascinating Fossil Finds, 247–251


content standards addressed by, xvii, xxii

curricular connections for, 248for grades K–3: creating a cast and

mold, 248–249for grades 4–6: excavating evidence,

249–250student page for: Fascinating

Fossil Finds, 251trade books for, 247

Field notebooks, 43, 45–46, 49–515E Instructional Model, 7–8. See also

specific lessonsFlick a Switch, 107–114



curricular connections for, 108for grades K–2: saving energy,

108–109student page for: Electricity at

Home, 111for grades 3–6: using electricity,

109–110student page for: Electricity at

Home, 112–113student page for: Let’s Learn

About Electricity Anticipation Guide, 114

trade books for, 107Flick a Switch: How Electricity Gets to Your

Home (Seuling), 107, 109Flight, 99–105

Floating in Space (Branley), 89, 92Flower Power, 143–146



curricular connections for, 144for grades K–3: observing flowers,

144–145for grades 4–6: seed to flower,


Fluffy, Flat, and Wet: A Book About Clouds (Rau), 279, 280

Food and nutritionWhoo Eats What?, 185–188You Are What You Eat!, 203–206

Force and motionGravity, 89–94Roller Coasters!, 95–98Secrets of Flight, 99–105

FossilsFascinating Fossil Finds, 247–251Mysteries of the Past, 253–260

Fossils Tell of Long Ago (Aliki), 247, 248French Academy of Sciences, 22Froschauer, Linda, 3

GGeology

Earthquakes!, 261–267Fascinating Fossil Finds, 247–251Mysteries of the Past, 253–260Rock Solid Science, 229–233Rocking Around the Rock Cycle,

235–239Germs, 223–227Germs Are Not for Sharing (Verdick), 223,

224Giants of Science (Krull), 60Giraffe Graphs (Stewart), 27, 28Going Home: The Mystery of Animal

Migration (Berkes), 179, 180–181Going Wild With Graphs, 27–31



curricular connections for, 28for grades K–2: favorite zoo animal

graphs, 28–29student page for: Favorite Zoo

Animals, 31for grades 3–6: types of graphs,


Goldilocks and the Three Bears (Brett), 11, 12

Goodall, Jane, 46Graphs

Going Wild With Graphs, 27–31Wild About Data, 33–36

Gravity, 89–94alignment with A Framework for K–12

Science Education, xxivcontent standards addressed by, xvi,

xxcurricular connections for, 90for grades K–2: gravity pulls, 90–91for grades 3–6: toys in space, 91–92

student page for: Toys in Space, 93–94

trade books for, 89Great Migration: Whales, Wildebeests,

Butterflies, Elephants, and Other Amazing Animals on the Move (Carney), 179, 180, 181

Gregory, the Terrible Eater (Sharmat), 203, 204, 205

Ground truth measurements, 282–283

HHabitats

Exploring Your Environment, 197–201

A Habitat Is a Home, 191–195Into the Woods, 53–58Words to the Wild, 43–51

Hand lens, 16–17, 19Hear Your Heart (Showers), 213, 214,

215Heart, 213–221Hidden Worlds: Looking Through a Scientist’s

Microscope (Kramer), 15, 17–18Hide and Seek: Nature’s Best Vanishing Acts

(Helman), 163, 165Historical use of children’s literature in

classroom, 1–2How a House Is Built (Gibbons), 73, 74How Do You Know What Time It Is? (Wells),

67, 68How Is a Pencil Made? (Royston), 63, 64How It’s Made, 63–66



curricular connections for, 64for grades K–2: from tree to pencil,

64–65for grades 3–6: everyday things,


How Many Seeds in a Pumpkin? (McNamara), 137, 139–140



Index

How People Learned to Fly (Hodgkins), 6, 99

How Tall, How Short, How Faraway (Adler), 21

Howard, Luke, 279, 280Human body

Disease Detectives, 223–227Moving My Body, 207–211Science From the Heart, 213–221You Are What You Eat!, 203–206

Hurricanes, 271–272, 274–277Hurricanes! (Gibbons), 269

iI Face the Wind (Cobb), 81, 83I Fall Down (Cobb), 89, 90, 91I Get Wet (Cobb), 115, 116I See a Kookaburra! Discovering Animal

Habitats Around the World (Jenkins and Page), 191, 192

I Took a Walk (Cole), 197, 198If You Build It..., 73–76



curricular connections for, 74for grades 4–6: build a bridge,

75–76for grades K–3: let’s build a house,


If You Find a Rock (Christian), 229, 230Imaginative Inventions, 77–80



curricular connections for, 78for grades K–3: what was it used

for?, 78–79for grades 4–6: the egg drop, 79–80trade books for, 77

Imaginative Inventions (Harper), 77, 78In the Woods: Who’s Been Here? (George),

53, 54Infection transmission, 223–227Inquiry-based science, 7–8International Space Station (ISS), 89,

90, 91Into the Woods, 53–58



curricular connections for, 54for grades K–3: who’s been here?,

54–55student page for: My Mystery

Object, 57student page for: Wildlife

Questions, 58for grades 4–6: the woods scientist,


It’s About Time, 67–71alignment with A Framework for K–12

Science Education, xxivcontent standards addressed by, xv,

xixcurricular connections for, 68for grades K–3: my time, 68–69for grades 4–6: build a clock, 69–70

student page for: Building a Clock, 71

trade books for, 67

JJune 29, 1999 (Wiesner), 11, 13Just a Dream (Van Allsburg), 37, 39

KKitchen Chemistry, 127–130



curricular connections for, 128for grades K–3: choosing a change,

128–129for grades 4–6: determining pH,


lLearning cycle, 7–8Leopold, Aldo, 46Lessons

alignment with A Framework for K–12 Science Education, xxiii–xxvi

content standards addressed by, xv–xxii

structure of, 1student pages for, 1

Let’s Go Rock Collecting (Gans), 235, 236, 237

Let’s Try It Out in the Air, 81–84alignment with A Framework for K–12


xxcurricular connections for, 82for grades K–2: air—something or

nothing?, 82–83

for grades 3–6: I face the wind, 83–84

trade books for, 81Let’s Try It Out in the Air: Hands-On Early-

Learning Science Activities (Simon and Fauteux), 81, 82

Life scienceAntarctic Adaptations, 175–178Can You See Me Now?, 163–168Crazy for Loco Beans, 147–152Disease Detectives, 223–227Flower Power, 143–146A Habitat Is a Home, 191–195Into the Woods, 53–58Moving My Body, 207–211The Mystery of Migration, 179–183Pumpkins!, 137–141Science From the Heart, 213–221Secrets of Seeds, 131–135Seeing and Sorting Seashells, 153–156Survival Skills, 169–173Unusual Creatures, 157–162Whoo Eats What?, 185–189Words to the Wild, 43–51You Are What You Eat!, 203–206

Literacy, 6Lucas and His Loco Beans: A Bilingual

Tale of the Mexican Jumping Bean (Winner), 147, 148, 150

mMeasurement

It’s About Time, 67–71Science Measures Up, 21–25

Measuring Penny (Leedy), 21Meteorology

Cloud Watchers, 279–287Weather Watchers, 289–296

Metric system of measurement, 22Mexican jumping beans, 147–152Microscope, 17–18Migration, 179–183Mirette on the High Wire (McCully), 85, 86Misconceptions in trade books, 8Monarch butterfly, 148–149Moon Phases and Models, 305–311



curricular connections for, 306for grades K–3: moon monitors,

306–307student page for: My Moon

Journal, 309for grades 4–6: moon modeling,

307–308



Index

student page for: Moon Survey, 310

student page for: The Changing Moon, 311

trade books for, 305Morgan, Emily, xiii, 1, 3Morse, Susan, 50Moth coloration and camouflage,

165–168Mouton, Gabriel, 22Movers and Shapers (Macnair), 207, 208,

209, 210Moving My Body, 207–211



curricular connections for, 208for grades K–3: trying tasks, 208–209for grades 4–6: pump up your body,

209–210student page for: Data Collection

Chart, 211trade books for, 207

Muir, John, 45My Brothers’ Flying Machine: Wilbur, Orville

and Me (Yolen), 60Mysteries of the Past, 253–260



curricular connections for, 254for grades K–2: imagining actual

size, 254–255student page for: The Fossilized

Remains of a Prehistoric Animal, 257

student page for: What Can Fossils Tells Us? T-chart, 258

for grades 3–6: we were wrong about dinosaurs!, 255–256student page for: Boy, Were We

Wrong About Dinosaurs!, 260

student page for: Dinosaur Fossil Puzzle, 259

trade books for, 253

nNASA’s S’COOL project, 279, 281–

282, 287National Center for Educational

Statistics, 30National Hurricane Center, 271National Science Education Standards,

1, 2, 3, 5. See also specific lessons

content standards for grades K–4, xv–xviii

content standards for grades 5–8, xix–xxii

National Science Teachers Association (NSTA), 2, 8

Natural disasters, 269–277Natural resources, 37–41Nature notebook, 198–201Nature walk, 44–45, 47–48

oOdd Boy Out: Young Albert Einstein

(Brown), 59, 60Ohana, Chris, 3On Time: From Seasons to Split Seconds

(Skurzynski), 67, 69Onward: A Photobiography of African

American Polar Explorer Matthew Henson (Johnson), 60

Out and About at the Planetarium (Alberti), 313, 314

Outstanding Science Trade Books list, 2–3

O–W–L charts or notebooksfor Cloud Watchers, 280for Crazy for Loco Beans, 148–149,

151for Earthquakes!, 263, 264, 267for Into the Woods, 54–55, 57for Moon Phases and Models, 306for Pumpkins!, 138–139for Unusual Creatures, 158, 159,

161–162for Whoo Eats What?, 187–189

Owl pellets, 185–189

pPaleontology

Fascinating Fossil Finds, 247–251Mysteries of the Past, 253–260

Pancakes for Breakfast (dePaola), 127, 128Paper airplanes, 100–105Pendulums, 69–70Penguins, 175–178Penguins! (Gibbons), 175, 177Pet rocks, 230–231pH, 129–130Phases of the Moon (Olson), 305, 306,

307Physical science

A Balancing Act, 85–88Flick a Switch, 107–114Gravity, 89–94Kitchen Chemistry, 127–130Roller Coasters!, 95–98Secrets of Flight, 99–105

Picture books, 5Planting a Rainbow (Ehlert), 143, 144Plants

Crazy for Loco Beans, 147–152Flower Power, 143–146Pumpkins!, 137–141Secrets of Seeds, 131–135Words to the Wild, 43–51

Poetry writing, 44–45Pollution, 37–41Pond Walk (Wallace), 43, 44Prehistoric Actual Size (Jenkins), 253,

254–255Pumpkin Circle: The Story of a Garden

(Levenson), 137, 139Pumpkins!, 137–141


content standards addressed by, xvi, xxcurricular connections for, 138for grades K–2: pumpkin O–W–L,

138–139for grades 3–6: pumpkin

investigators, 139–140student page for: How Many

Seeds in a Pumpkin?, 141trade books for, 137

rRainfall, 270–271, 273Rare Treasure: Mary Anning and Her

Remarkable Discoveries (Brown), 60Reaching for the Moon (Aldrin), 59, 60,

62Reading aloud, 2, 6–7Reading skills, 6

Discover Reading, 59–62Red Eyes or Blue Feathers: A Book About

Animal Colors (Stockland), 163, 164Rock Solid Science, 229–233



curricular connections for, 230for grades K–3: pet rocks, 230–231for grades 4–6: rock stories, 231–

232student page for: Rock

Properties, 233trade books for, 229

Rocking Around the Rock Cycle, 235–239alignment with A Framework for K–12


xxi



Index

curricular connections for, 236for grades K–3: examining rocks,

236–237student page for: Rock

Observation Chart, 239for grades 4–6: completing the

cycle, 237–238trade books for, 235

Rocks: Hard, Soft, Smooth, and Rough (Rosinsky), 229, 232

Roller Coaster (Frazee), 5, 95, 96Roller Coaster! Motion and Acceleration

(Mason), 95, 97Roller Coasters!, 95–98



curricular connections for, 96for grades K–2: fast, faster, fastest,

96–97for grades 3–6: designers’ challenge,


Royce, Christine Anne, xiii, 1, 3

sSalamander Rain: A Lake and Pond Journal

(Pratt-Serafini), 43, 45Science and Children: “Teaching Through

Trade Books” column, 1, 3Science Books and Films: Your Review Guide

to Science Resources for All Ages, 2Science From the Heart, 213–221



curricular connections for, 214for grades K–3: hearing hearts,

214–215student page for: Busy Body

Cutout, 217student page for: Your Heart, 218

for grades 4–6: what gets the heart pumping?, 215–216student page for: Healthy Heart

Investigation Poster, 221student page for: Your Heart

Anticipation Guide, 219–220trade books for, 213

Science Measures Up, 21–25alignment with A Framework for K–12


xixcurricular connections for, 22

for grades 3–5: measuring pets, 22–23student page for: Measuring Pets,

25for grades 4–6: history of

measurement, 23–24trade books for, 21

Science News for Kids: Food and Nutrition (Koellhoffer), 203, 205

Science-process skillsA Closer Look, 15–19Exploring Your Environment,

197–201Going Wild With Graphs, 27–31Science Measures Up, 21–25Thought-Provoking Questions,

11–14Wild About Data, 33–36

Scientific inquiry, 7–8Scientists’ biographies, 59–62Seashells, 153–156Seashells, Crabs, and Sea Stars (Tibbitts),

153, 155Seashells by the Seashore (Berkes), 153,

154Secret Place (Bunting), 197, 199Secrets of Flight, 99–105



curricular connections for, 100for grades K–3: animals in flight,

100–101for grades 4–6: forces of flight,

101–102student page for: Flight Data

Sheet, 103–104student page for: Forces of

Flight, 105trade books for, 99

Secrets of Seeds, 131–135alignment with A Framework for K–12


xxcurricular connections for, 132for grades K–2: needs of seeds,

132–133for grades 3–6: seed investigations,

133–134student page for: Seeds Chart

Key, 135trade books for, 131

SeedsFlower Power, 143–146Pumpkins!, 137–141

Secrets of Seeds, 131–135Seeds (Bodach), 131, 132Seeds (Robbins), 131, 133Seeing and Sorting Seashells, 153–156



curricular connections for, 153for grades K–3: seeing seashells,

154–155for grades 4–6: sorting shells,


Seeing Stars, 313–317alignment with A Framework for K–12

Science Education, xxvcontent standards addressed by,

xviii, xxiicurricular connections for, 314for grades K–3: creating

constellations, 314–315for grades 4–6: stargazing at home,

315–316student page for: Seeing Stars, 317

trade books for, 313Semantic maps, 101She’s Wearing a Dead Bird on Her Head!

(Lasky), 60Snowfall, 270–271, 273Snowflake Bentley (Martin), 60So You Want to Be an Inventor? (St.

George), 77, 78, 79Soils, 241–245Somewhere in the World Right Now

(Schuett), 6, 297, 298, 299Space science

Moon Phases and Models, 305–311Seeing Stars, 313–317Sunrise, Sunset, 297–303

Space shuttle, 89, 90Starry Messenger (Sis), 60Stars, 313–317Summerville, Keith, 51Sunrise, Sunset, 297–303



curricular connections for, 298for grades K–2: where is the sun?,

298–299student page for: Let’s Learn

About Day and Night, 301for grades 3–6: time zones, 299–300

student page for: Make a Picture Book, 303



Index

student page for: Somewhere in the World Right Now, 302

trade books for, 297Sunshine Makes the Seasons (Branley), 2–3Survival Skills, 169–173



curricular connections for, 170for grades K–3: hide and seek,

170–171for grades 4–6: beaks are for the

birds, 171–172student page for: Beaks Are for

the Birds Data Sheet, 173trade books for, 169

Sutphin, Linette and Andy, 49Syntu writing, 44–45

TTadpole shrimp, 157–162Taking Note of Natural Resources,

37–41alignment with A Framework for K–12


xixcurricular connections for, 38for grades K–3: what are objects

made of?, 38–39for grades 4–6: pasta mining, 39–40

student page for: Mining Natural Resources, 41

trade books for, 37Talkin’ About Bessie: The Story of Aviator

Elizabeth Coleman (Grimes), 60The Blizzard (Wright), 269, 270The Cloud Book (dePaola), 289, 290The Constellations: Stars and Stories

(Sasaki), 313The Dirt on Soil, 241–245


content standards addressed by, xvii, xxii

curricular connections for, 242for grades K–3: seeing soils, 242–

243soil safety, 243student page for: The Dirt on Soil

K–W–L Chart, 245for grades 4–6: creating compost,


The Emperor’s Egg (Jenkins), 175, 176–177

The Great Graph Contest (Leedy), 33, 34The Heart (Simon), 213, 214, 215–216The Man Who Named the Clouds (Hannah

and Holub), 279, 281The Man Who Walked Between the Towers

(Gerstein), 85, 87The Moon Book (Gibbons), 300, 305, 308The Mystery of Migration, 179–183



curricular connections for, 180for grades K–4: going home,

180–181for grades 5–6: great migrations,

181–182student page for: Animal

Migration Poster Grading Rubric, 183

trade books for, 179The Read Aloud Handbook (Trelease), 7The Reason for a Flower (Heller), 143,

144, 145The Rock Factory: A Story About the Rock

Cycle (Bailey), 235, 236, 237, 238The Salamander Room (Mazer), 1, 191,

192, 193The Sun Is My Favorite Star (Asch), 300The Wonder of Water, 115–126



curricular connections for, 116for grades K–3: sticky water,

116–117student page for: Water Can..., 126

for grades 4–6: water exploration stations, 117–118student page for: Station 1: Water

on a penny, 119student page for: Station 2:

Molecules in Motion, 120student page for: Station 3: Water

on Waxed Paper, 121student page for: Station 4: Soap

and Water, 122student page for: Station 5: Wet

Paintbrush, 123student page for: Station 6:

Bubbles, 124student page for: Station 7: When

Water Flows Up, 125trade books for, 115

The Woods Scientist (Swinburne), 53, 55Thought-Provoking Questions, 11–14



curricular connections for, 12for grades K–3, 12–13for grades 4–6, 13–14trade books for, 11

Tiger Math: Learning to Graph From a Baby Tiger (Nagda and Bickel), 5, 27, 29

Time, 67–71Time zones, 299–300Toys in Space project, 91–94Transformed: How Everyday Things Are Made

(Slavin), 63, 65, 66Triops: A Very Unusual Creature (Pashley

and Adams), 157, 158, 159

uUnited States Geological Survey

(USGS), 262, 263, 264Unusual Creatures, 157–162



curricular connections for, 158for grades K–2: mystery eggs,

158–159student page for: My Animal

Observation Notebook, 161–162

for grades 3–6: triops and their relatives, 159–160

trade books for, 157

wWeather and natural disasters

Cloud Watchers, 279–287Delving Into Disasters, 269–277Earthquakes!, 261–267Weather Watchers, 289–296

Weather Forecasting (Gibbons), 289Weather Watchers, 289–296



curricular connections for, 290for grades K–3: crazy about clouds!,

290–291student page for: Cloud

Observation Form, 295for grades 4–6: weather forecasting,

291–292student page for: Weather

Reporting Form, 296



Index

making a wind vane, 294making and using a barometer,


Weightlessness in space, 90, 91–92Weslandia (Fleischman), 37, 38What Are Germs? (Silverstein et al.), 223,

225What’s Inside Me? My Bones and Muscles

(Rau), 207, 208White Owl, Barn Owl (Davies), 185Whoo Eats What?, 185–189



curricular connections for, 186for grades K–2: whoo goes there?,

186–187for grades 4–6: pass the energy,

187–188student page for: My Mystery

Object, 189trade books for, 185

Whoo Goes There? (Ericsson), 185, 186Why Should I Save Energy? (Greene), 107,

108Wild About Data, 33–36



curricular connections for, 34for grades K–3: the great graph

contest, 34–35for grades 4–6: displaying animal

data, 35–36trade books for, 33

WildlifeInto the Woods, 53–58Words to the Wild, 43–51

Wind, 83–84Wind vane, 294Words to the Wild, 43–51



curricular connections for, 44for grades K–3: a nature walk,

44–45student pages for: My Nature

Notebook, 47–48for grades 4–6: words to the wild,

45–46student page for: Journals 1 and

2: Linette and Andy Sutphin, 49

student page for: Journal 3: Susan Morse, 50

student page for: Journals 4 and 5: Mike Wright and Keith Summerville, 51

trade books for, 43Wright, Mike, 51Wright, Orville and Wilbur, 99–101

YYou Are What You Eat!, 203–206



curricular connections for, 203for grades K–3: food pyramid,

204–205for grades 4–6: testing foods,


You Can Use a Magnifying Glass (Blevins), 15–17

ZZoo animal graphs, 28–29, 31


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