Chilly Da Vinci
Author and Illustrator: J. Rutland
Published by December 4, 2018 by NorthSouth Books
Goodreads Summary: While others do “penguin” things, Chilly da Vinci—self-declared inventor penguin, builds machines that don’t work…yet! Chilly ties into the popular “maker” movement with humor and imagination.
While others do “penguin” things, Chilly da Vinci—self-declared inventor penguin, builds machines that don’t work…yet!
Ricki’s Review: My son tells everyone that he is an engineer. He spends a lot of time drawing his inventions and then building them with blocks. Needless to say, he was thrilled about this book. Chilly is an inventor who builds machines that don’t work. This offers great opportunities for conversations about the revision process and the time and patience required for inventors to be successful. The book ties well with history and Da Vinci’s inventions. There is wonderful classroom potential with this book. The illustrations border realistic and fantastic, which makes for fun examinations across pages. This book will be a favorite in classrooms and it is quite inspiring. I am most excited about its interdisciplinary potential.
Kellee’s Review: The structure of this book is so interesting! It switches between the reality of Chilly’s situation and a narrative of possibilities and his imagination. This will lead to some amazing conversations and also gives an example of a different type of narrative. I also think that so much can be done with the different creations that Chilly makes looking at real inventions and the sketches and research of Leonardo da Vinci. On top of that, I love the message of Chilly’s journey! It is all about not giving up and never letting anyone tell you something isn’t doable. Oh, and he’s a super cute pengui
Teacher’s Tools For Navigation: Students might begin by investigating Da Vinci’s inventions and how they compare with those in the book. This offers a rich look into history. Then, students might draw out and design their own inventions. Working in small groups, they might try to build their inventions to experience and talk through the emotions that Chilly might be experiencing as he invents new creations!
- How do Chilly’s inventions compare with those of Da Vinci?
- What emotions and characteristics does Chilly display when his inventions don’t work?
- How does the author use personification to enhance the reading of this text?
- How might this book be different if Chilly was a person rather than a penguin? What does Chilly’s penguin character add to the story?
Read This If You Loved: Nonfiction books about Leonardo da Vinci, If Da Vinci Painted a Dinosaur by Amy Newbold, The Most Magnificent Thing by Ashley Spires, Lost and Found by Oliver Jeffers
Sun! One in a Billion
Author: Stacy McAnulty
Illustrator: Stevie Lewis
Published October 23, 2018
Summary: From the author of Earth! My First 4.54 Billion Years comes a new picture book about space—
this time starring our Sun!
Meet Sun: He’s a star! And not just any star—he’s one in a billion. He lights up our solar system and makes life possible. With characteristic humor and charm, Stacy McAnulty channels the voice of Sun in this next celestial “autobiography.” Rich with kid-friendly facts and beautifully illustrated, this is an equally charming and irresistible companion to Earth! My First 4.54 Billion Years.
Ricki’s Review: This is my new favorite book about space. (And I have read a lot of books about space.) The author perfectly balances factual information and appeal. The illustrations pop off of the page, and the planets, sun, etc. are personified. I feel very lucky to have received this book for review. I am quite excited to read it to my son tomorrow night. I think I smiled throughout my entire reading of the book. If you are interested in space, get this book. It includes facts that were new to me, and the back matter offers a wealth of information for readers who want to delve deeper.
Kellee’s Review: The humor that Stacy McAnulty adds to her books about space really add to the engagement factor (for both the reader and listener); the Sun’s attitude in this one actually made me laugh out loud while reading, but I also learned some pretty cool facts while reading. I know that this book is going to be in our rotation because Trent wants to be an astronaut, and this one was an instant hit! I am so glad that there are amazing space books out there that add something new to the conversation and go about the information in a new and funny way! I really hope that this series continues because I’d love to see the personalities of all of the other parts of our solar system (and maybe some cool space objects from other systems!).
Teachers’ Tools for Navigation: Teachers might ask students to pick one fact in the book that makes them want to learn more about the world. They could look, for example, into a planet, or into the history of Earth. This inspires student-centered inquiry about a topic of choice!
- How is the text structured in ways that are engaging and interesting?
- What new facts did you learn?
- Which page was your favorite, and why?
- Did this book inspire you to want to learn more about any topics or information?
Read This If You Love: Earth! My First 4.54 Billion Years by Stacy McAnulty; Science, Space, Picture books with humorous narrators like It’s Not Jack and the Beanstalk by Josh Funk & Nothing Rhymes with Orange by Adam Rex
**Thank you to Kelsey at Macmillan for setting up the blog tour for Sun!**
Eduardo Guadardo, Elite Sheet
Author: Anthony Pearson
Illustrator: Jennifer E. Morris
Published October 1st, 2018 by Two Lions
Summary: Eduardo Guadardo may look fluffy. He may look cute. But he’s no little lamb. He’s about to graduate from the FBI—that’s the Fairytale Bureau of Investigations—as an Elite Sheep. He knows five forms of kung fu, and he can outfox the foxiest of foxes. In fact, he’s so good they put him on his own case: to keep the farmer’s daughter, Mary, safe from Wolf, Troll, and Witch. It’s a job for somebody baaaaaaad—someone like a soon-to-be Elite Sheep. The thing is, protecting Mary isn’t quite as easy as Eduardo expected…
This imaginary backstory for “Mary Had a Little Lamb” is hilarious, action-packed, and filled with subterfuge (that means pulling the wool over your eyes, for you civilians).
About the Author: Anthony Pearson is not a spy. He’s not. We promise. He’s actually a school counselor, a child therapist, and the author of Baby Bear Eats the Night, illustrated by Bonnie Leick. But that didn’t stop him from digging for clues about “Mary Had a Little Lamb.” What he found made him imagine what could have inspired the rhyme: a sheep that is totally, absolutely, 100 percent in control of things … or maybe just 95 percent. And squirrels in sunglasses. Oh, and a witch flying a helicopter. But you didn’t hear about the Fairytale Bureau of Investigations from him. Anthony and his family live in deep cover in Georgia. Get more intel about him at www.AnthonyPearson.info. Twitter: @APearson_Writer
About the Illustrator: Jennifer E. Morris has written and illustrated award-winning picture books and has also illustrated children’s magazines, greeting cards, partyware, and educational materials. She has not illustrated classified documents nor is she a super secret agent. She is, however, the creator of May I Please Have a Cookie? which has infiltrated more than a million homes. If you say “The dove flies at noon,” she may tell you what the ducks recorded on their cameras. Maybe. But most likely not. Jennifer lives with her family in Massachusetts, just a few miles from the little red schoolhouse where “Mary Had a Little Lamb” originated. Read more of her dossier (that’s DAH-see-ay) at www.jenmorris.com. Twitter: @jemorrisbooks
Review: What a fun and quite smart idea! I didn’t know that I ever wondered how Mary got her lamb, but this backstory is one epic way for that nursery rhyme to come about! And Eduardo Guadardo is quite the character, and it really does give another outlook on why Mary’s lamb went to school with her. I also liked the additional layer that the author added to the story to show how arrogance does not lead to success and that even if you are good at something, if you can’t learn and work with others, you will not do well.
Teachers’ Tools for Navigation: Allusions, allusions, allusions! Eduardo Guadardo may be a backstory for Mary Has a Little Lamb, but so many other fairy tale and nursery rhyme characters are scattered throughout the book! Trent and I played a scavenger hunt for characters in the book and with older students who could do more discussions and analysis with these cameos.
- What other fairy tale and nursery rhyme characters did you see in the book?
- Why were the witch, troll, and wolf the bad guys in the story? What other stories are they the antagonists?
- How did the author use your preconceived notions to trick you about these three in the end?
- Why did Mary’s lamb follow her to school one day?
- How did Mary trick Eduardo? What did the trick teach Eduardo?
- Based on the final spread, what fairy tale are Eduardo and Mary going to take on next?
- What do you think is going to happen?
Read This If You Love: Fractured Fairy Tales!
*Thank you to Blue Slip Media and Two Lions for providing copies for review and giveaway!**
Just so we all have the same definition of close reading, I wanted to share how I define it:
The process of close reading is reading a short, worthy text more than once to get deeper into its meaning.
(See “A Secret […]
Just so we all have the same definition of close reading, I wanted to share how I define it:
The process of close reading is reading a short, worthy text more than once to get deeper into its meaning.
(See “A Secret About Close Reading” for more information.)
Here is a fun close reading activity I did with my reading classes a couple of weeks ago.
Standards for this lesson: RL.1 & RI.1 (Inference & text evidence), RL.2 (Theme), RI.2 (Central Idea), RL.3 (Narrative elements interact)
Tacky the Penguin by Helen Lester is a much more complex text than it first seems, so I really wanted to take this fun text and push my students’ thinking to realize that Tacky teaches us more than they first thought.
First read: For the first read of Tacky the Penguin, I just had my students enjoy the story. I love watching kids see this book for the first time because he is such a ridiculous yet awesome penguin.
Second read: When we read the story again, this time I chunked the text and had them take notes about a different characters’ emotions for each section. They then went on our Canvas discussion board and made an inference about how the character was feeling based on their notes and included evidence.
“The other penguins are much more accepting of Tacky at the end. In the text it shows that all the penguins hugged Tacky since his oddness had scared the hunters away and saved them. This action showed that even though they might disagree on how to do things they were still thankful of him.” -EX, 8th grade
“I think that the other penguins, Goodly, Lovely, Angel, Neatly and Perfect are happy that Tacky is around. In the story it is showing all the penguins celebrating that the hunters were gone. Usually when you are celebrating it is because someone has accomplished something and you feel happy for them. So, you can conclude that the other penguins are happy that Tacky is around because he got rid of the hunters and without Tacky they might’ve died.” -JK, 6th grade
For the final section of the text, I asked them to think about the theme of the story, and they answered their inferred theme with evidence on the discussion board.
“I think the theme of Tacky the penguin is that differences can be good. I think that because at first the other penguins didn’t like Tacky because he was very different in the way he acted. They thought he was annoying and didn’t really include him in their group. At the end, they appreciate him because he saved them from the hunters, so his differences were good.” -AN, 8th grade
“The theme is to treat everyone fairly. Because in the beginning the other penguins treated Tacky badly, by excluding him, being annoyed at his greets, singing, and diving. But when Tacky acted like a hero they all appreciated him like they should of in the beginning.” -AK, 8th grade
“I think the theme of TACKY THE PENGUIN is to always be yourself. In the beginning of the story, the other penguins didn’t seem to really like Tacky because he did things so differently from them. However, as the middle towards end of the story, Tacky uses that to his advantage to scare away the hunters. So really, because Tacky was himself, he saved the day!” -DV, 7th grade
As we know, there are many themes that can be taken from a story, and most of the themes I received were spot on and focused primarily on how Tacky may seem odd but that doesn’t mean being different is bad. But there was one theme that I didn’t have any students pick up on, and I felt it was a big one. So, for the third read, I added in another text.
Third read: For the third read, I had my students read an Aesop Fable to connect with Tacky. “The Lion and the Three Bullocks” has the theme “In Unity is Strength” because the bulls survive the predator because they work together. The students did a wonderful job realizing that this theme connected to Tacky because it was only when all the of the penguins worked together that they were able to ward off the hunters.
“The theme “Unity is Strength” works for both books because together they defeated the enemy(ies). In Tacky the Penguin it says, “ Tacky began to sing, and from behind the block of ice came the voices of his companions, all singing as loudly and dreadfully as they could.” This shows that together the penguins can work together to be strong. The next page says “The hunters could not stand the horrible singing” This evidence illustrates that together as a team they can do anything. In Aesop For Children (Three Bullocks and a Lion), it says that a hungry lion is looking for his next meal. He was only sitting and watching because all of them were together so he would lose. In a little bit the bullocks separated and it was the lion’s time to strike (He ate them). This shows that when you are together you can be even stronger then when you were alone.” -EN, 7th grade
At this point, I was so proud of the connections my students were making, but it was still on a level where they were not connecting it to life–they saw it as a penguin and bullocks lesson mostly. This meant that I added in another text that I had them close read:
Scila Elworthy’s TED Talk is titled “Fighting with Nonviolence” and shares how fighting violence with violence is not successful while using nonviolence has been successful. I love TED Talks because you have the video and the transcript! What a great text for the classroom! (And thank you Jennifer Shettel for pointing me in this direction!)
First read: We watched the first 5 minutes and 11 seconds of the TED talk, and I gave each student a Post-It note. I asked them to write down words that stuck out to them. We then shared the words and defined any words they didn’t know.
Second read: For their second read of the text, they went to the transcript and were to focus on the central idea of this section of the text. Each person wrote down their own central idea.
Then I did a variety on one of the discussion ideas that Ricki shared in her Engaging Classroom Discussion Techniques post. Kind of like in Facts of Five, I had students then go into groups of three and come up with a consensus of a central idea together. They then wrote these on sentences strips to display in the room. We also discussed each one and talked about the supporting evidence for each central idea. I called it “Most Important Point.”
“As a group for the “most important point activity” we came up with the point that “solving a problem with violence only ever causes more violence”. Toward the end of the ted talk the speaker gives an example of when her ‘heroine’ was faced with guns during a protest and solved it by walking up to them and getting them to put their guns down. Had she not solved that problem this way it can be assumed that the soldiers would have shot them. By solving a situation with non violence she avoided the problem all together. We concluded from this, and the other points she made in ted talk including Nelson Mandela and her own personal anecdote about non violence, that that was the central point.” -KA, 8th grade
Third read: For the culminating task for all of these texts, I added in one more text to truly make all of this connect to reality. I knew I wanted to pick an image from the Civil Rights Movement because it is a true example of this idea at work. I introduced my students to sit-ins.
I then asked, “Why did we watch this TED Talk and why did I share the Sit-In images after reading Tacky the Penguin and the Aesop Fable? How do they all connect? Write a short paragraph explaining the connection, and remember to Restate, Answer, have Text evidence, and Explain/elaborate.”
“All of these connect because they all show them going against things together. In “Tacky the Penguin” all of the penguins started singing in the end together, driving them away. If it was only Tacky singing, the hunters might not have gone away if the other penguins had not shown up. In “Three Bullocks and a Lion”, the lion would not attack them when they were together because he knew he was no match for all three of them combined. In the Sit- In photo, there are four people sitting at a counter, and in the other photo, it shows them getting drinks poured on them from other people in the restaurant. If there was only one person sitting at the counter, the point would not have been proven as well as it would if there were four. All of them show that when they are together, they are stronger.” -MA, 7th grade
“The Ted Talk, Sit-in images, Tacky the Penguin, and Aesop Fable connect because they show how if we stick together and try to solve conflict in nonviolent ways, we will not have to resolve problems with more fighting. The Ted Talk says that bullies use violence to intimidate, terrorize, and undermine, but “only very rarely in few cases does it work to use more violence.” This just makes people more and more violent. An example is when the “Students who participated in sit-ins refused to become violent” even when people were not treating them fair by not serving them or even pouring a drink on them. Tacky the Penguin helped save all the penguins from being taken away by hunters because he had the attitude that people should be friendly and kind to each other and because he acted like this, it scared the hunters and they ran away. In the Aesop Fable, the bulls were able to keep the lion from eating them by staying close and being strong together. When they began to argue and separated from each other, they were not strong enough alone to keep from being attacked. “It was now an easy matter for the lion to attack them one at a time, and this he proceeded to do with the greatest satisfaction and relish.” This shows that we need each other to be strong and reach our goals and when we begin to fight, we lose our strength against enemies. We can control all of this, like she says, “It’s my response, my attitude, to oppression that I’ve got control over, and that I can do something about.” -DA, 6th grade
I was so impressed with my students’ deep thinking, connections, inferences, and elaboration! And overall they truly loved the activity, and I think that it truly shows that a text to analyze can be more than the canon!
Complexity in Young Adult Literature
In Teaching Reading with YA Literature: Complex Text, Complex Lives by Jennifer Buehler, Chapter 2 looks at Young Adult Literature and Text Complexity and gives 8 different elements to think about to help analyze the complexity of a text:
Examples of complexity in The Impossible Knife of Memory by Laurie Halse Anderson
Published January 7th, 2014
ALAN Walden Award Finalist 2015
National Book Award Longlist 2014
School Library Journal Best Young Adult Book of 2014
Summary: For the past five years, Hayley Kincain and her father, Andy, have been on the road, never staying long in one place as he struggles to escape the demons that have tortured him since his return from Iraq. Now they are back in the town where he grew up so Hayley can attend school. Perhaps, for the first time, Hayley can have a normal life, put aside her own painful memories, even have a relationship with Finn, the hot guy who obviously likes her but is hiding secrets of his own.
Will being back home help Andy’s PTSD, or will his terrible memories drag him to the edge of hell, and drugs push him over? The Impossible Knife of Memory is Laurie Halse Anderson at her finest: compelling, surprising, and impossible to put down.
Other questions that could be asked while reading to find complexity in YAL
(Examples from Teacher Reading with YA Literature, Buehler 36-37)
- Language: Are the sentences artfully constructed? Are the words carefully chosen? Does the author incorporate figurative language or poetic expression? Can we hear voice in the writing?
- Structure: How is it built in terms of form and structure? How do other elements such as titles and subtitles, vignettes and interludes, shifts between past and present, or multiple points of view work together to service the whole?
- Other Stylistic Elements: Are there other distinct elements in the text?
- Character: What is there to explore in terms of the character’s thoughts and feelings; conflicts and contradictions; struggles, growth, and change?
- Setting: How does the author bring us into the world of the story? What details help us to see, hear, and imagine this place?
- Literary Devices: How does the author use literary or cultural allusions, intertextual references, dialogue, internal monologue, metaphor and symbolism, magical realism, or repetition to build meaning?
- Topics and themes: What questions does the book ask? What ideas does it explore? What is at stake for teen readers in this book?
- How the book is put together: How effective is the interplay between plot layers and thematic layers?
Discussion Questions/Writing Prompts for The Impossible Knife of Memory
Complexity can also be increased by the characteristics of the reader (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed). Here are some examples of discussion questions or writing prompts that could be used in classrooms or with independent readers who are reading The Impossible Knife of Memory.
- Hayley classifies all people into two categories: freaks & zombies. What does Hayley’s idea of the world show us about her outlook on life?
- How does Laurie Halse Anderson use the idea of THEN and NOW throughout the novel to build on the theme that memories are a very complex part of life?
- Drowning is a motif throughout the novel.
- How does Laurie Halse Anderson show the reader that Hayley’s father is suffering and found addiction without using those words?
- How did the inclusion of Hayley’s romantic relationship with Finn help move along the story and Hayley’s transformation? Do you feel that Hayley’s story arc would have been the same without Finn in the story?
- How was the setting an integral part of the story? How did Hayley returning to her deceased grandmother’s home propel the story?
- .Trish is one of the most complex characters in the book because there are many different Trishes shared with us throughout the story: Trish then, Trish now in reality, and Trish now in Hayley’s mind. How did Laurie Halse Anderson develop each of these different characters to show the reader a full picture of Trish?
To learn more about complexity in young adult literature, please read Teaching Reading with YA Literature: Complex Text, Complex Lives by Jennifer Buehler!
Little Man, Little Man: A Story of Childhood
Authors: James Baldwin and Yoran Cazac
Published August 27, 2018 by Duke University Press
Summary: Four-year-old TJ spends his days on his lively Harlem block playing with his best friends WT and Blinky and running errands for neighbors. As he comes of age as a “Little Man” with big dreams, TJ faces a world of grown-up adventures and realities. Baldwin’s only children’s book, Little Man, Little Man celebrates and explores the challenges and joys of black childhood.
Now available for the first time in forty years, this new edition of Little Man, Little Man—which retains the charming original illustrations by French artist Yoran Cazac—includes a foreword by Baldwin’s nephew Tejan “TJ” Karefa-Smart and an afterword by his niece Aisha Karefa-Smart, with an introduction by two Baldwin scholars. In it we not only see life in 1970s Harlem from a black child’s perspective, but we also gain a fuller appreciation of the genius of one of America’s greatest writers.
Ricki’s Review: When I was asked to review this book, I jumped at the opportunity. I am a huge fan of James Baldwin’s work, and I was completely unaware that this book existed! It lived up to my high expectations. The illustrations are beautiful, and the message is powerful. It is harshly realistic and difficult to read, and the book cuts deeply. It will serve as both windows and mirrors for children. This book took me to 1970s Harlem, and I am grateful for the experience. It is a must-read for fans of Baldwin, for those with interest in historical perspectives, and for those seeking a compelling story that will endure.
Kellee’s Review: In the 1970s, Harlem was a different place. TJ is 4 and roams with his friends, and we get to see his community from his point of view. Even the plot felt like his point of view as the story is very focused on events and is almost liked different episodes of his life. Although TJ is quite young, the story is anything but immature. TJ is an active participant in his community: the good and the bad. Mixed with Cazac’s slightly abstract, colorful and emotion-filled art, Baldwin’s story is overall a fascinating historical look at Harlem in the 1970s.
Teachers’ Tools for Navigation: This book is certainly written for younger children, but high schoolers would also find value in a close examination of the text. We’d love to pair this book with some of Baldwin’s texts for adults. High schoolers would have rich conversations if they examined Little Man, Little Man through the lens of some of Baldwin’s other works.
- This is a book that has been reprinted from several decades ago. How does the book feel different from other picture books?
- What did you learn about 1970s Harlem?
- What did you notice about the phrasing of the book? How does this support your reading?
- What is the mood of the text?
- What lessons did you learn?
Flagged Passage: “Music all up and down this street, TJ runs it every day” (p. 2-3).
Book Trailer (Tejan [the character “TJ” is modeled after him] narrates it!):
Read This If You Love: Books by James Baldwin, Matt de la Peña, Coe Booth, Nikki Grimes, or Jacqueline Woodson
**Thank you to Barbara at Blue Slip Media for providing copies for review!**
Picture Book Science: Physical Science for Kids
Author: Andi Diehn
Published March 1st, 2018 by Nomad Press
Series Summary: By combining children’s natural curiosity with prompts for keen observations and quick experiments, Physical Science for Kids provides a fun introduction for kids to the physical science that rules our world! Great for beginner readers or as a read aloud for younger children. Children are introduced to physical science through detailed illustrations paired with a nonfiction narrative that uses fun language to convey familiar examples of real-world connections.
- Encourages the development of important skills, including observing, connecting, problem solving, and model testing.
- Explores vocabulary, encouraging readers to make language arts connections and conclusions.
- Visually stimulating, detailed illustrations make this an excellent choice as a read aloud for younger children.
Waves Summary: You can find waves just about everywhere you look! Take a tour of the world of waves in this fun, illustrated introduction to the concept of waves and energy and their presence in our world. This installment in Picture Book Science encourages readers to observe lots of different kinds of waves, including those found in water, wheat, a baseball stadium, and even invisible waves!
Forces Summary: Our world operates the way it does because of forces. Gravity, magnetism, pulling and pushing, and friction are some of the many forces that affect the way we move on Earth. They even affect the Earth itself-without gravity, the world would eventually fly apart! In Forces: Physical Science for Kids, readers observe different types of forces, including gravity, magnetism, pulling, pushing, and friction.
Energy Summary: When you feel like running, leaping, and singing, people might say you have a lot of energy. And you’re not the only one! Energy is the stuff that makes everything live and move. People, animals, plants-we all need energy to live! In Energy: Physical Science for Kids, readers discover different forms of energy, including heat, light, and chemical energy, that keep the world working and moving.
Matter Summary: Everything you can touch and hold is made up of matter-including you, your dog, and this book! Matter is stuff that you can weigh and that takes up space, which means pretty much everything in the world is made of matter! In Matter: Physical Science for Kids, readers discover the basic building block of most of the material they come in contact with every day, including themselves-matter!
About the Creators:
Andi Diehn is a writer, editor, and book critic with a BA in English and an MFA in Creative Writing from Vermont College. She has published dozens of articles, stories, and essays and spent many hours volunteering in her son’s classrooms. She lives in Enfield, New Hampshire, with her family.
Shululu (Hui Li) has always been driven by curiosity. She received a PhD in computational chemistry from the University of Chicago. Her research has been published in the world’s most influential science journals, including Science and Proceedings of the National Academy of Sciences. She is devoted to bringing joy and science to young readers through fun illustrations! She lives with her husband in New York, NY.
Review: Young children have so many questions about the world and how everything works. Curiousity runs wild in their brains, but more than anything they just want to learn and absorb. This series is a must get for parents, classrooms, and libraries because it addresses many of the questions that kids have.
Each book begins with a poem that introduces the topic then is followed by lyrical text going through scientific information about the topic of the book. Mixed in with the text are “TRY THIS” sidebars with fun experiments for kids to take the text into the real world.
Teachers’ Tools for Navigation: Each of the books has a classroom guide!! The guides have Essential Questions for Before, During, and After Reading; Key Vocabulary; and Common Core Connections:
Discussion Questions: Example questions from the classroom guides:
- How do we know something exists if we cannot see it?
- What would the world be like if there was no energy?
- How are forces created?
- How are magnets and gravity related to each other?
- How is energy related to waves?
- How do science activities help you learn about energy?
- The word “matter” can mean lots of different things. Can you think of other words that are the same but have different meanings?
- How might we weigh things that are too large to hold in our hands or put on a scale?
Read This If You Love: Sharing science with children
**Thank you to Nomad Press for providing copies for review!**
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