Preschool-Grade 4

CARRAWAY, Rose. Chickens on the Farm. ISBN 978-1-4339-7344-4; ISBN 978-1-4339-7347-5. LC 2012003022.
–––– . Cows on the Farm. ISBN 978-1-4339-7348-2; ISBN 978-1-4339-7351-2. LC 2011051822.
–––– . Goats on the Farm. ISBN 978-1-4339-7352-9; ISBN 978-1-4339-7355-0. LC 2012003050.
–––– . Horses on the Farm. ISBN 978-1-4339-7356-7; ISBN 978-1-4339-7359-8. LC 2012003021.
–––– . Pigs on the Farm. ISBN 978-1-4339-7360-4; ISBN 978-1-4339-7363-5. LC 2011051821.
–––– . Sheep on the Farm. ISBN 978-1-4339-7364-2; ISBN 978-1-4339-7367-3. LC 2011051820.
ea vol: 24p. (Farm Animals Series). photos. glossary. index. CIP. Gareth Stevens. 2012. PLB $22.60; ebook $22.60.
PreS-Gr 1–While these are serviceable introductions to popular animals, there is nothing about the volumes that stands out. Each spread includes a photograph and one or two sentences. The scope of coverage is inconsistent: while most of the titles address the animal’s diet, physical description, and a bit about daily life, Horses focuses largely on physical attributes and horseback riding, and does not mention diet at all. The picture glossaries in all the books show close-ups of two or three images. The included words are not necessarily the most important; they are the ones that photograph most easily. Rourke’s “Farm Animals” (2011) offers a more engaging and even introduction to farm animals and life.

CLEARY, Brian P. Butterfly, Flea, Beetle, and Bee: What Is an Insect? ISBN 978-0-7613-6208-1; ISBN 978-1-4677-0336-9; ISBN 978-1-4677-0116-7. LC 2011044871.
–––– . Catfish, Cod, Salmon, and Scrod: What Is a Fish? ISBN 978-0-7613-6211-1; ISBN 978-1-4677-0337-6; ISBN 978-1-4677-0115-0. LC 2011050200.
–––– . Dolphin, Fox, Hippo, and Ox: What Is a Mammal? ISBN 978-0-7613-6206-7; ISBN 978-1-4677-0338-3; ISBN 978-1-4677-0117-4. LC 2011044870.
–––– . Salamander, Frog, and Polliwog: What Is an Amphibian? ISBN 978-0-7613-6209-8; ISBN 978-1-4677-0339-0; ISBN 978-1-4677-0113-6. LC 2011050202.
–––– . Sparrow, Eagle, Penguin, and Seagull: What Is a Bird? ISBN 978-0-7613-6207-4; ISBN 978-1-4677-0340-6; ISBN 978-1-4677-0114-3. LC 2011050203.
–––– . Tortoise, Tress Snake, Gator, and Sea Snake: What Is a Reptile? ISBN 978-0-7613-6210-4; ISBN 978-1-4677-0341-3; ISBN 978-1-4677-0118-1. LC 2011044869.
ea vol: illus. by Martin Goneau. 32p. (Animal Groups Are CATegorical Series). CIP. Millbrook. 2012. PLB $26.60; pap. $7.95; ebook $19.95.
Gr 1-3–Those CATegorical felines are back. This time they turn their attention to the characteristics of mammals, reptiles, amphibians, birds, insects, and fish. The energetic rhyming text and zany cartoon illustrations will captivate students and make it fun to learn about what makes each group distinctive. Goneau’s cartoon creatures nicely complement the facts that Cleary imparts in his rhythmic narrative, and in several cases, labels are included in the illustrations to reinforce a point. Each volume concludes with two pages summarizing the key characteristics of the animal class under discussion. Solid additions to the series.

HEAD, Honor. Cats. ISBN 978-1-59920-698-1. LC 2011035939.
MORGAN, Sally. Birds. ISBN 978-1-59920-697-4. LC 2012000147.
–––– . Dogs. ISBN 978-1-59920-699-8. LC 2011024871.
–––– . Gerbils and Hamsters. ISBN 978-1-59920-701-8. LC 2012000148.
–––– . Horses. ISBN 978-1-59920-702-5. LC 2011040183.
–––– . Lizards and Snakes. ISBN 978-1-59920-704-9. LC 2011025317.
–––– . Rabbits. ISBN 978-1-59920-700-1. LC 2011041239.
–––– . Rats and Mice. ISBN 978-1-59920-703-2. LC 2011038275.
ea vol: 32p. (Pets Plus Series). photos. glossary. index. websites. CIP. Smart Apple Media. 2012. PLB $28.50.
Gr 2-5–Be they interested in ever-popular dogs and cats or more exotic creatures, these guides will help readers make thoughtful decisions about whether or not they are ready for pet ownership. Starting with a comparison of the domesticated animal to its wild relatives, each volume discusses the variety of breeds, sizes, and temperaments. Detailed instructions explain how to best prepare to adopt and care for an animal, including information on diet, exercise, and symptoms that require medical attention. Abundant color photographs with captions show ethnically diverse children and numerous creatures. Subheadings and text boxes break up the narratives into manageable chunks. The volumes conclude with quizzes and checklists, reinforcing owners’ responsibilities. Broader in scope than the “A Pet’s Life” series (Heinemann), this offering is a solid choice for libraries looking for updates.

HOWARD, Fran. Parrots. ISBN 978-1-4296-8685-3. LC 2012008041.
MCCARTHY, Cecilia Pinto. Hawks. ISBN 978-1-4296-8607-5. LC 2012002140.
–––– . Vultures. ISBN 978-1-4296-8608-2. LC 2012002142.
NORRIS, Ashley P. Watson. Falcons. ISBN 978-1-4296-8606-8. LC 2012002160.
RICHARDSON, Adele D. Eagles. ISBN 978-1-4296-8683-9. LC 2012007511.
–––– . Owls. ISBN 978-1-4296-8684-6. LC 2012007512.
ea vol: 24p. (First Facts: Birds Series). map. photos. further reading. glossary. index. websites. CIP. Capstone. 2012. PLB $24.65.
Gr 1-3-Report writers and casual browsers will enjoy this series. Each volume begins with an introduction and a labeled photograph of the featured bird. It then covers the subject’s physical appearance, habitat, diet, and life cycle. Content vocabulary appears in bold, with words defined both on the pages on which they appear and in the glossary. Plentiful, crisp color photographs show different species within the order, and the lively narratives are suitable for primary grades. One minor quibble: fact boxes that give interesting tidbits about the various animals do not always match the creatures that are pictured on accompanying pages. Otherwise, these are well-organized and useful guides.

KASPAR, Anna. What’s a Bird?. ISBN 978-1-4488-6136-1; ISBN 978-1-4488-6480-5. LC 2011016909.
–––– . What’s a Fish? ISBN 978-1-4488-6135-4; ISBN 978-1-4488-6479-9. LC 2011017101.
–––– . What’s a Mammal? ISBN 978-1-4488-6137-8; ISBN 978-1-4488-6481-2. LC 2011017107.
–––– . What’s a Reptile? ISBN 978-1-4488-6134-7; ISBN 978-1-4488-6478-2. LC 2011016910.
–––– . What’s an Amphibian? ISBN 978-1-4488-6138-5; ISBN 978-1-4488-6482-9. LC 2011002459.
–––– . What’s an Insect? ISBN 978-1-4488-6139-2; ISBN 978-1-4488-6483-6. LC 2011023952.
ea vol: 24p. (All About Animals Series). photos. glossary. index. websites. CIP. Rosen/PowerKids Pr. 2012. PLB $22.60; ebook $22.60.
K-Gr 1-Each spread in this set includes a close-up color photograph and one or two sentences of accompanying text. The first several pages explain the key characteristics of the featured group. For example, Amphibian states, “Most amphibians have wet skin” and Fish says, “All fish live in water. Fish are covered in scales.” The remaining pages give examples of different creatures in the subject category. All the books end abruptly with no conclusions. The “Words to Know” sections may confuse children; rather than defining words, they simply include zoomed-in shots of the pictures that correspond with the pages where the words can be found. Stick with Lerner’s “Lightning Bolt Books: Meet the Animal Groups” series (2009) for a better beginning-reader set.

KUSKOWSKI, Alex. A Flock of Sheep: Animal Groups on the Farm. ISBN 978-1-61783-538-4; ISBN 978-1-61480-089-7. LC 2012009029.
–––– . A Gaggle of Geese: Animal Groups on Lakes & Rivers. ISBN 978-1-61783-540-7; ISBN 978-1-61480-091-0. LC 2012009031.
–––– . A Herd of Deer: Animal Groups in the Forest. ISBN 978-1-61783-539-1; ISBN 978-1-61480-090-3. LC 2012009030.
–––– . A School of Fish: Animal Groups in the Ocean. ISBN 978-1-61783-541-4; ISBN 978-1-61480-092-7. LC 2012009032.
–––– . A Streak of Tigers: Animal Groups in the Jungle. ISBN 978-1-61783-542-1; ISBN 978-1-61480-093-4. LC 2012009607 .
–––– . A Zeal of Zebras: Animal Groups on an African Safari. ISBN 978-1-61783-543-8; ISBN 978-1-61480-094-1. LC 2012009608.
ea vol: 24p. (Animal Groups Series). photos. glossary. CIP. ABDO/SandCastle. 2012. PLB $22.78; ebook $22.78.
K-Gr 2–Each volume highlights interesting animal groups and devotes itself to a particular type of habitat–jungle, forest, farm, etc.–showing young readers several animals that call that place home. After a general introduction about the benefits of living together, each spread shares what a particular animal group is called. For example, children will learn that owls gather in a “parliament,” bears form a “sleuth,” and frogs get together in a “colony.” The accompanying sentences offer an interesting tidbit or two against the backdrop of a dramatic clear color photo of the animal being discussed. While these titles are not detailed enough for research projects, they have high appeal for browsers, and they lend themselves well to classroom discussions of collective nouns.

MARKOVICS, Joyce. Jaguarundi: Otter Cat. ISBN 978-1-61772-579-1; ISBN 978-1-61772-611-8. LC 2012009600.
–––– . Ringtail: Miner’s Cat. ISBN 978-1-61772-580-7; ISBN 978-1-61772-612-5. LC 2012007085.
–––– . White-Nosed Coati: Raccoon’s Cousin. ISBN 978-1-61772-581-4; ISBN 978-1-61772-614-9. LC 2012016961.
PERSON, Stephen. Collared Peccary: Cactus Eater. ISBN 978-1-61772-571-5; ISBN 978-1-61772-609-5. LC 2012009601.
–––– . Cougar: A Cat with Many Names. ISBN 978-1-61772-569-2; ISBN 978-1-61772-610-1. LC 2012003342.
–––– . Roseate Spoonbill: Pretty in Pink. ISBN 978-1-61772-570-8; ISBN 978-1-61772-613-2. LC 2012014338.
ea vol: 32p. (America’s Hidden Animal Treasures Series). chart. maps. photos. bibliog. further reading. glossary. index. websites. CIP. Bearport. 2012. PLB $26.60; ebook $33.27.
Gr 3-5–This set highlights some of the lesser-known animals with whom we share our country. While students may have some familiarity with cougars, they are less likely to have heard of the other creatures. Each volume starts with a high-interest story and goes on to describe its subject’s habitat, physical traits, diet, and family. Engaging narratives are interspersed with numerous captioned color photos and text boxes. The vocabulary is rich. For example, Jaguarundi introduces the concept of extirpation and Cougar discusses expansion. The habitat loss that threatens each of these species is a common topic, and the tone encourages a thoughtful approach toward the environment.

METZ, Lorijo. Arabian Horses. ISBN 978-1-4488-7426-2; ISBN 978-1-4488-7653-2. LC 2011045704.
–––– . Clydesdales. ISBN 978-1-4488 -
7427- 9; ISBN 978-1-4488-7654-9. LC 2011049579.
–––– . Friesians. ISBN 978-1-4488-7431-6; ISBN 978-1-4488-7658-7. LC 2011052883.
–––– . Lipizzans. ISBN 978-1-4488-7428-6; ISBN 978-1-4488-7655-6. LC 2011051490.
–––– . Lusitanos. ISBN 978-1-4488-7430-9; ISBN 978-1-4488-7657-0. LC 20110
51872.
–––– . Thoroughbreds. ISBN 978-1-4488-7429-3; ISBN 978-1-4488-7656-3. LC 2011051488.
ea vol: 24p. (The World of Horses Series). photos. glossary. index. websites. CIP. Rosen/PowerKids Pr. 2012. PLB $22.60; ebook $22.60.
Gr 2-5–Each volume covers the breed’s physical characteristics, history, and what it is known for today. While young horse enthusiasts will enjoy the abundant photographs, this series is not without problems. Photographs and captions do not always relate to the accompanying text, and the narrative flow can be choppy. The glossaries are incomplete, e.g., Lusitanos discusses but does not fully explain the concepts of “the airs above the ground” jumps and “working equitation.” Friesians incorrectly states that a studbook for the Friesian horse was started in the Netherlands in 1897 rather than in 1879. Overall, the “Horse Breed Roundup” series (Children’s Press) is a better choice.

OLDFIELD, Dawn Bluemel. Water Frog Polliwogs. ISBN 978-1-61772-606-4; ISBN 978-1-61772-637-8. LC 2012012473.
OWEN, Ruth. Manatee Calves. ISBN 978-1-61772-599-9; ISBN 978-1-61772-630-9. LC 2012020366.
–––– . Orca Calves. ISBN 978-1-61772-600-2; ISBN 978-1-61772-631-6. LC 2012012880.
–––– . Penguin Chicks. ISBN 978-1-61772-602-6; ISBN 978-1-61772-633-0. LC 2012009605.
–––– . Sea Otter Pups. ISBN 978-1-61772-601-9; ISBN 978-1-61772-632-3. LC 2012007274.
–––– . Sea Turtle Hatchlings. ISBN 978-1-61772-603-3; ISBN 978-1-61772-634-7. LC 2012012881.
–––– . Seahorse Fry. ISBN 978-1-61772-604-0; ISBN 978-1-61772-635-4. LC 2012021238.
–––– . Seal Pups. ISBN 978-1-61772-605-7; ISBN 978-1-61772-636-1. LC 2012017875.
ea vol: 24p. (Water Babies Series). diag. map. photos. further reading. glossary. index. websites. CIP. Bearport. 2012. PLB $21.32; ebook $27.99.
K-Gr 2–The primary-grade crowd will love this early fluent reader series that discusses the infancy and development from birth to adulthood of various water animals. Physicality at each stage, diet, and social structure are addressed; predators are not mentioned in all of the volumes. Clearly labeled photographs complement the texts; words that are defined in the glossaries appear in bold in the narratives; and the glossaries include both definitions and photographs. The vocabulary is more complex than that found in many beginning-reader series, but each volume is chock full of fascinating facts. A map highlights where each animal lives. This series is a standout.

RIGGS, Kate. Dolphins. ISBN 978-1-60818-274-9. LC 2011044739.
–––– . Elephants. ISBN 978-1-60818-275-6. LC 2011044740.
–––– . Giraffes. ISBN 978-1-60818-276-3. LC 2011044741.
–––– . Lions. ISBN 978-1-60818-277-0. LC 2011044742.
–––– . Monkeys. ISBN 978-1-60818-278-7. LC 2011044743.
–––– . Penguins. ISBN 978-1-60818-279-4. LC 2011044744.
ea vol: 24p. (Seedlings Series). diag. photos. further reading. glossary. index. websites. CIP. Creative Education. 2012. PLB $22.80.
PreS-Gr 1–Introductions to animals of the wild. In each volume, spreads pair eye-catching color photographs with a few simple sentences in large font. Potentially unfamiliar words are shown in different colors and are defined in the back matter’s “Words to Know.” While the set does not go into extensive detail, it does a good job of covering the basics of each animal’s habitat, diet, physical description, and social interactions. The titles conclude with close-up photographs of the subjects with labeled body parts. The rhythmic text lends itself nicely to being read aloud, and the crisp layout offers a solid opportunity to start introducing nonfiction features.

SCHUETZ, Kari. Amphibians. ISBN 978-1-60014-771-5. LC 2012000936.
–––– . Insects. ISBN 978-1-60014-774-6. LC 2012000964.
–––– . Mammals. ISBN 978-1-60014-775-3. LC 2011053040.
–––– . Reptiles. ISBN 978-1-60014-776-0. LC 2011053036.
ea vol: 24p. (Blastoff! Readers: Animal Classes Series). diags. photos. further reading. glossary. index. websites. CIP. Bellwether Media. 2012. PLB $22.95.
Gr 1-3–These volumes begin by explaining that “all animals belong to the animal kingdom.” A diagram then gives examples of the classes of animals that are vertebrates and those that are invertebrates. Common shared characteristics are covered, and the bright color photos pop off the pages. Although phyla, order, family, genus, and species are not mentioned specifically, Reptiles and Mammals both discuss how their classes are broken down into smaller groups. Record-breakers (largest, smallest, fastest, etc.) are listed at the end of each volume. Thorough glossaries are included, and the lists of further reading are adequate. The generic Factsurfer website suggested in each title offers a mixed bag for children wanting to find out more on the Internet. Serviceable introductions.

Grades 5 & Up

CLAYBOURNE, Anna. A Colony of Ants and Other Insect Groups. ISBN 978-1-4329-6480-1; ISBN 978-1-4329-6487-0. LC 2011038136.
–––– . A Pack of Wolves and Other Canine Groups. chart. ISBN 978-1-4329-6482-5; ISBN 978-1-4329-6489-4. LC 2011038138.
HUNT, Jilly. A Rookery of Penguins and Other Bird Groups. ISBN 978-1-4329-6484-9; ISBN 978-1-4329-6491-7. LC 2011038178.
SPILSBURY, Louise. A Mob of Meerkats and Other Mammal Groups. ISBN 978-1-4329-6481-8; ISBN 978-1-4329-6488-7. LC 2011038137.
SPILSBURY, Richard. A Pod of Dolphins and Other Sea Mammal Groups. ISBN 978-1-4329-6483-2; ISBN 978-1-4329-6490-0. LC 2011038140.
–––– . A Troop of Chimpanzees and Other Primate Groups. ISBN 978-1-4329-6485-6; ISBN 978-1-4329-6492-4. LC 2011038180.
ea vol: 48p. (Animals in Groups Series). diags. map. photos. further reading. glossary. index. websites. CIP. Heinemann. 2012. PLB $32.65; pap. $8.99.
Gr 3-6–This series is chock-full of information, presented in an engaging format. The focus is on how and why certain animals form groups. Within that context, readers will come away with plenty of facts about the creatures’ physical characteristics, diet, habitat, social behavior, and predators. While each title promises information on other groups, the titular animal gets the limelight: a couple of others are briefly mentioned in each volume, mainly for comparison. The text is nicely sized and interspersed with captioned, eye-catching photographs. Text boxes offer additional tidbits, including information about human interaction and endangered habitats. Each volume contains a helpful food-web diagram along with abundant back matter. Solid choices for libraries looking for report-writing or browsing materials for middle grade students.

Deserts and Scrublands. ISBN 978-0-7166-0445-7. LC 2012005834.
Grasslands. ISBN 978-0-7166-0446-4. LC 2012005836.
Mountains and Polar Regions. ISBN 978-0-7166-0448-8. LC 2012005837.
Oceans. ISBN 978-0-7166-0447-1. LC 2012005838.
Rivers, Lakes, and Wetlands. ISBN 978-0-7166-0442-6. LC 2012005840.
Savannas. ISBN 978-0-7166-0443-3. LC 2012005841.
Seasonal Forests. ISBN 978-0-7166-0444-0. LC 2012005842.
Tropical Regions and Rain Forests. ISBN 978-0-7166-0449-5. LC 2012005839.
ea vol: 48p. (Animals and Their Habitats Series). diags. illus. maps. photos. further reading. glossary. index. websites. CIP. World Book. 2012. PLB Price for series $179.
Gr 3-7–While the idea of organizing animals by habitat is commendable, this series falls short. A rather lackluster introduction defines the habitat and shows a world map with the specific areas highlighted, followed by the rest of the volume with a page devoted for each of 40 animals. Each creature is presented with a crisp color photo, a labeled illustration, vital statistics, and a size comparison, as well as an individualized habitat map–which is not particularly helpful as it doesn’t highlight the specific areas mentioned in the caption. Italicized words are defined within the texts. The series as a whole does not mention biomes or the biosphere, and there are some editorial missteps. For instance, the aardwolf’s inclusion in Deserts seems out of place given that the narrative states, “the animal lives only in grassland and savanna areas,” and steppe is misspelled as “steepe” on three different occasions in the Grasslands glossary.

HARRIS, Tim, ed. Chimpanzees. map. ISBN 978-1-78121-001-7.
–––– . Dolphins. diag. ISBN 978-1-78121-002-4.
–––– . Elephants. illus. map. ISBN 978-1-78121-003-1.
–––– . Lions. diag. map. ISBN 978-1-78121-004-8.
–––– . Penguins. diag. map. ISBN 978-1-78121-005-5.
–––– . Wolves. map. ISBN 978-1-78121-006-2.
ea vol: 32p. (Animal Families Series). photos. further reading. glossary. index. websites. Brown Bear Bks. 2012. PLB $28.50.
Gr 4-7–This series focuses on animal interactions within family units or social groups, but it also covers physical descriptions, diets, habitats, and life cycles. The content is detailed enough to appeal to report writers, but the flow can be disjointed, and spelling and grammatical errors are distracting. There are several disconcerting examples of anthropomorphism. For example, in Chimpanzees the text says, “From the age of about 10, a female chimp knows she can win useful friends among the males in a group by mating with them. When she comes into breeding condition every month, she starts getting friendly with high-ranking males.” Photos are plentiful, and back matter is thorough, although the texts do not bold words that are defined in the glossaries.

There are five standouts in this season’s series. Creative Education’s “Seedlings” and Bearport’s “Water Babies” will fascinate younger readers. Smart Apple’s “Pets Plus” is full of useful information for middle elementary students who are considering pet ownership and Bearport’s “America’s Hidden Animal Treasures” offers a thoughtful approach to how we can protect animals that are rapidly disappearing from our backyard. Older elementary students will find solid research material with appealing presentations in Heinemann’s “Animals in Groups.” The various series that introduce the concept of animal classification are all informative, but are otherwise not notable. Capstone’s “First Facts: Birds” and ABDO’s “Animal Groups” are solid additions if these areas need to be updated.

Watch Steve Jenkins in his studio »»»

The idea came to me last fall as I sat in a high school auditorium in Brooklyn, New York listening to award-winning author Marc Aronson address a group of school librarians on the Common Core and its emphasis on nonfiction—not the “safely bland” texts that so many teachers seem to favor for their brevity or simplicity, but well-crafted “literary” nonfiction that engages and offers a point of view. He explained that as information specialists it was our job to provide teachers with the resources they would need to support this new curriculum.

I started thinking about my nonfiction collection and all of the authors that embody the qualities Aronson had described. How could I sell these more complex, nonfiction picture books to the teachers and students I served? Traditionally, elementary author studies invoked names such as Eric Carle, Leo Lionni, or Patricia Polacco. Why not broaden the practice to include nonfiction writers with a significant body of work? Since most teachers at my school tend to assign animal research reports to introduce nonfiction, I chose Steve Jenkins for my first nonfiction author study—a writer whose books can be found in most classrooms and libraries.

Not unlike Leo Lionni, Jenkins grew up with a menagerie at home—lizards, mice, insects—“My father was a scientist and encouraged my interest in the natural world.” Jenkins also loved to draw and paint; his signature cut-and-torn paper collages make his books easily identifiable to young readers. The author collects handmade papers from around the world, and even makes his own. He has written and/or illustrated dozens of award-winning books, many with his wife, Robin Page.

While the average Lexile level of his books falls in the mid-800s—around a 4th grade level—the copious illustrations and clear, straightforward text make them accessible to students in the 2nd and 3rd grades as well. In addition, many titles offer “…two levels of text, one that can be managed by a beginning reader and a second that can be read by a more proficient reader, or aloud, by an adult if a younger child is interested in finding out more.” Teaching vocabulary and assigning and modeling clearly defined tasks render the texts even more accessible. Visit Jenkins’s website for biographical information, a gallery of his work, and an excellent slideshow titled “Making Books.”

Prehistoric Actual Size (Houghton Mifflin, 2005) presents young readers with striking images of 18 creatures. Single- and double-page spreads, including two dramatic gatefolds, portray all or part of the animal, depending on its true size. Images include one or two sentences about the creature along with information about when it lived and its length in standard and metric measure. One or two paragraphs with a small picture of the complete animal appear at the back.

Introduce the book by passing around a variety of small plastic dinosaurs for students to examine and identify. Explain that these toys do not represent the relative or actual size of these prehistoric creatures. Ask students how we know the size of animals that no longer exist (vocabulary: archaeologist, fossil, skeleton). Read the book, ask “What did you notice? Turn and talk to your neighbor about something that surprised you…Why do you think the illustrator sometimes shows only part of the animal?”

As a follow-up activity, groups of students can choose one animal from the book to research. With a roll of brown kraft paper, they might like to sketch and color the entire animal or an impressive part …actual size. They can label their drawings with the creature’s name and measure and add a short description of when and where it lived, what it ate, and any other facts they would like to include.

Though dinosaurs are gone forever, Almost Gone: The World’s Rarest Animals (HarperCollins, 2006) introduces the concept of endangered species. Single- or double-page spreads offer a textured collage of the animal accompanied by its name, where it lives, and the number left—from as few as one (the Abington Island tortoise) to nearly 500 (Bactrian camel). A large-print paragraph describes the species and what threatens its survival. An introduction explains the consequences of extinction: “Every living thing is connected to many other living things, often in ways we don’t understand or even suspect. And once an animal or plant is gone, it can never come back. All the living things that interact with it will never be the same….”

Before reading the book, have students name one animal that is extinct. Introduce vocabulary such as  “endangered” and “rare.” Ask the class why they think a species becomes endangered. Present a short slideshow of photographs of some of the animals mentioned in the book such as the California condor, Yangtze River dolphin, or Miami blue butterfly. Explain that these species are headed toward extinction like the dinosaurs. As you read, ask students to record at least one cause of endangerment in their notebooks or on a post-it; create a list of these causes including items such as overhunting, loss of habitat, pollution, etc. Query  students about how we can protect animals and why it is important to do so.

Living Color (Houghton Mifflin, 2007) explores the vibrant hues of the animal kingdom. The introduction explains that, “If an animal is very colorful, it is likely that its brilliant skin, scales, or feathers somehow help it stay alive.” Each color is allotted one or two full spreads with five to seven monochromatic images of creatures with a paragraph about each. As there are two levels of text here, teachers can read the simpler, more provocative text to prompt discussion. “Blue says …Don’t touch! Look at me! Don’t eat me…I’m here to help. I’m a mystery. Now you see me, now you don’t.”

Children can guess what each message means. Back matter thumbnail illustrations of each animal accompany information about size, habitat, diet, and more. Introduce the book by asking students their favorite color. Challenge them to think of an animal that is that color. After sharing the simple text, divide the class into seven groups: red, blue, green, yellow, orange, purple, and pink). Each group is responsible for reading and reporting on the different ways their color helps animals survive. Watch the video “Steve Jenkins on creating Living Color” on TeachingBooks.net. In their color groups, have each student choose an animal and create a collage illustration in the way that Jenkins does. Include a caption with the creature’s name and what purpose its color serves. Your bulletin board will be a rainbow of the natural world.

In I See a Kookaburra!: Discovering Animal Habitats Around the World (Houghton Mifflin, 2005) Jenkins and co-author Robin Page introduce children to six habitats. They explain that living things “…thrive in all these habitats because, over many generations, animals adapt. They change their size, shape, and habits to fit different conditions.”

Each environment considered opens with an “I Spy” spread featuring eight partially hidden animals. “In the desert I see…” Students can first locate the living things on the page and describe what they see using adjectives and prepositions: “I see an orange-and black-striped creature hiding behind some rocks and cactus on the right.” Have children guess what the animal might be. Then turn the page to view each one featured with its name and a descriptive phrase such as “…a stinging anemone hitching a ride.”

More details about each creature are available at the back of the book. Divide students into six groups and assign each a different habitat. Have them create a group mural with each student responsible for drawing or creating a paper collage representation of one animal from the designated locale. They can write a brief riddle to help viewers identify each species: “Though I am only two or three inches long, my big red eyes scare off predators. I like to hop from tree to tree. Can you find me?”

Another husband-wife collaboration, sisters & brothers (Houghton Mifflin, 2008), examines animal siblings. Once again there are two levels of text: a header or footer offers a word or phrase that characterizes the relationship such as “quadruplets,” “sibling rivalry,” or “stepsisters and stepbrothers.”

Bold images of the young animals pop against the white background of the pages. The short cryptic captions in large print such as “Exactly alike,” “Girls rule!,” “I’m having my family for dinner…,” or “Friends for life” are great conversation starters. Before reading the book aloud ask youngsters, “How many brothers or sisters or cousins do you live with? How do you get along? Turn and talk to your neighbor about something you enjoy doing together and something you fight about.” Introduce the word “sibling” and explain that animals have brothers and sisters too—sometimes just one and sometimes thousands! After reading the book, have students work with a partner or in a group to either write or improvise a skit about animal siblings that captures and reveals their special relationship. Beforehand, distribute the longer explanation that also appears on each spread. They can make masks or puppets to enhance their skits.

Jenkins says, “I believe we should teach science as a process…not just a collection of facts. It’s a tool that allows children to test their own theories and to trust their own conclusions.” This is just what the Common Core dictates; children need to learn to think for themselves and process new ideas, not simply to summarize them. The books and activities mentioned above do just that.

Many of the ELA reading, writing, speaking and listening standards for K-5 informational texts are incorporated into the lessons described. The titles and activities suggested above reference the following Common Core State Standards:

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
W. 2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W. 2.7  Participate in shared research and writing projects.
SL. 2.2 Recount or describe key ideas or details from a text read aloud.
RI. 3.5 Use text features and search tools (e.g., keywords, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI. 3.7 Use information gained from illustrations…and the words in a text to demonstrate understanding of the text.
W. 3.1 Write opinion pieces on topics or texts, supporting appoint of view with reasons.

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This article is the second in a two-part series covering recent books on scientists. For a look at additional titles that explore the topic, see A Lifetime of Study | On Site with Scientists.

Biographies and introductions to scientists can introduce young readers and listeners to the excitement that inspires a lifetime of study. They can also encourage students to consider such pursuits themselves—now and in the future. From Galileo to Barnum Brown, the titles recommended here range from gorgeously illustrated picture books to exciting stories of phenomenal discoveries supported by clear color photos, generous lists of additional resources, detailed author notes, and website updates.

Uncovering the Past

While some natural scientists explore the world around them, others dig beneath their feet to discover remains of animals from long ago. Tracy Fern introduces readers to Barnum Brown, whose fascination with fossils led him to search for dinosaurs. Barnum’s Bones (Farrar, 2012; Gr 1-4) included the world’s first skeleton of Tyrannosaurus rex.

In a suit and tie, and polished boots and bowler hat, Brown looked like a gent setting out for afternoon tea, rather than a man venturing into the desert to unearth prehistoric bones. His knowledge of geology and cartography, plus his keen observational skills and instinct, helped him uncover thousands of specimens, which he shipped back to Henry Fairfield Osborn at the American Museum of Natural History. The book’s endpapers include correspondence between “My Dear Professor Osborn” and Brown.

Boris Kulikov’s whimsical illustrations incorporate dinosaur bones in the portrayals of Brown’s journeys. Dinosaur ribs help him steer a raft along a Canadian river; skeletons burst through a map of Wyoming and float underwater as he prepares to dive off Cuba. A photo of Brown and the T. rex he discovered accompanies an author’s note.

Some students will want to linger over Kulikov’s humorous illustrations, while others may want to create a map designating locations of Brown’s birthplace, expedition sites, and the museums mentioned in the text. For readers eager to learn more about the paleontologist’s expeditions, Fern supplies a link to the museum archive where digitized versions of his field letters, notebooks, and photograph can be viewed.

Accounts of the lives and work of scientists from the past may give readers the impression that all the important discoveries have already occurred. That’s how it seemed to Lee Berger until his nine-year-old son, Matthew, spotted a fossil from a previously unknown species. The boy’s find—a part of one of the hominin skeletons recently unearthed in South Africa—has generated new ways of thinking about human evolution. In The Skull in the Rock (National Geographic, November 2012; Gr 3-7), Marc Aronson captures the combination of derring-do, knowledge, and luck that has propelled driven Berger since childhood. Successful explorations in 1991 were followed by years of fruitless searching, until 2007, when he used a new tool to view areas that he had explored many times: Google Earth. Among potential sites Berger identified was the one where his son discovered the sediba fossil.

Striking photos and clear captions explain how field scientists look for fossils and how specimens progress from site to lab. A timeline of major finds on the African continent follows a chapter describing the methods used to date these finds. The sophisticated labs and advanced technologies of today contrast dramatically with Brown’s fossil hunting a century ago.

Aronson shares both his writing process and his view on Berger and his discoveries. Reading these notes with students will help them understand the choices nonfiction writers make about the selection and the presentation of information. Readers are invited to join the those studying sediba by logging onto a website where updates to the book will be posted.

Tracking Animals

Threats posed to one species of amphibian and the efforts of scientists to save them are documented in Sandra Markle’s The Case of the Vanishing Golden Frogs (Millbrook, 2012; Gr 4-6). At the heart of the effort is Karen Lips, who has been working to discover why Panamanian golden frogs are dying in record numbers.

As word of her search for causes of the golden frogs’ death spread, scientists from around the world contacted Lips with similar stories. Lips considered and rejected various hypotheses that might have offered an explanation. The investigation intensified when a research team identified the microscopic fungi, Bd, in the amphibians’ skin. New questions quickly followed. How was Bd spread? Why was it killing frogs so quickly? Could the destruction be halted?

An international team of volunteers and scientists gathered in Panama to study and treat the animals, removing them from the wild when necessary. Numerous photos document their work. At the time of the book’s publication, the only healthy Panamanian golden frogs found now live in zoos and aquariums. Until scientists can determine how Bd can be removed from the environment, other amphibians remain at risk.

Have your students identify the various hypotheses Lips considered and why each one was rejected. Outline the difficulties faced by researchers in the field as they tried to stop the spread of Bd. Note that despite massive efforts, scientists can’t always protect species.

Kathryn Lasky documents another search for an elusive Latin American creature in Silk & Venom (Candlewick, 2011; Gr 4-7). Arachnologist Greta Binford grew up on an Indiana farm, but her passion for studying the brown recluse developed during an expedition to Peru.

Lasky integrates general information about spiders into the story of Binford’s specialized research on how variations in spider venom may have evolved over millions of years. Diagrams of alignments of ancient continents and shifting tectonic plates plus a “family tree” of arachnids help explain the basis of her hypothesis about spider migration. Photos by Christopher Knight track Binford’s work in field and in the laboratory, and offer intriguing, close-up views of these creatures.

Have readers select a spider in the book’s visual glossary and locate it on one of the referenced pages. Depending on the season and availability of identification resources, students can head outdoors for some first-hand observations or connect to the suggested websites to learn more about these arachnids and Binford’s research.

Exploring the Universe

Scientific research can lead to controversy. Bonnie Christensen allows one of history’s most influential stargazers to present his own story in I, Galileo (Knopf, 2012; Gr 3-5). Imprisoned for his claims that the Earth moves around the sun, an aged Galileo directly addresses readers as he recalls his life. His own inventions, such as a complex compass, were overshadowed by improvements he made to a Dutch device for viewing distant objects: the telescope. But once Galileo could view the moon and planets, he found evidence to support Copernicus’s theory that the sun, not the Earth, was the center of the universe. Daring to propose this heretical idea kept him in conflict with the Catholic Church for his entire life. The volume’s illustrations, particularly the representations of the solar system, recall images from the manuscripts and books of the period.

Christensen’s brief preface and afterword explain ideas about the universe prevalent in 1564, the year Galileo was born, and how the man’s work continued to shape scientific thought for centuries. A chronology places significant dates from his life in a broader context by noting events such as the Pilgrims’ landing at Plymouth and William Shakespeare’s birth. The text and documentation also reference other scientists and inventors. Students can list these individuals and add notes about each person’s work and relationship to Galileo’s. The project will help them recognize that scientists build on the advances of others, sometimes by challenging existing ideas, and at other times by extending previous advances.

The last entry in Christensen’s chronology is the 1995 landing of NASA’s spacecraft Galileo on Jupiter. Despite the many hours he spent studying the solar system, it is unlikely Galileo ever dreamed of the discoveries that would be made by The Mighty Mars Rovers (Houghton, Gr 5-9). Although Elizabeth Rusch concentrates on the vision and drive of astronomy professor Steve Squyres, who spearheaded the mission, the story—like the project—expands to encompass hundreds of individuals. Rusch deftly presents the challenges of designing and building the two small robots, Spirit and Opportunity. Which instruments should be included, and how much could they weigh? What solar panel design would optimize energy production to keep the rovers functioning?

The problem solving and testing culminate in the scientists’ anxious wait for the rovers’ descent to Mars and transmission of images. As the robots explore the Martian surface, readers will share the excitement of their success, and the dismay of the scientists when the machines encounter unexpected obstacles.

Numerous images from Mars offer intriguing views of the planet, but the photos of the scientists and engineers are equally affecting. Their emotional and intellectual investment in the enterprise is apparent as they continue to experiment to explore ways in which Spirit and Opportunity can venture farther and function longer. With the landing of a new rover, Curiosity, this past August, Mars exploration is once again in the news. Rusch ends with a note about this newest robot along with a link to the NASA website so readers can follow the recent developments. The author’s lively presentation of science in action and meticulous documentation make this title an outstanding entry in the consistently fine “Scientists in the Field” series.

Activities suggested above reference the following Common Core State Standards:

RI. 1.9 Identify basic similarities in and differences between two texts on the same topic.

SL. 1.2 Ask and answer questions about key details in a text read aloud.

RI. 4.7  Interpret information presented visually, orally, or quantitatively . .  . and explain how the information contributes to an understanding of the text in which it appears.

W. 4.3  Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W. 4.8  Draw evidence from literary or informational texts to support analysis, reflection, and research.

RI. 4.8  Explain how an author uses reasons and evidence to support particular points in a text.

RI. 4.1  Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text.

L. 5.5a  Interpret figurative language, including similes and metaphors, in context.

RI. 3.6  Distinguish their own point of view from that of the author of a text.

RI. 4.3  Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI. 4.5  Describe the overall structure . . . of events, ideas, concepts, or information in a text or part of a text.

RI. 5.8  Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

RI 3.5  Use text features and search tools to locate information relevant to a given topic efficiently.

RI. 5.3  Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

W. 5.7  Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

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