46 Science and Children

Summertime,

If your plans forpreparing for theupcoming school year

include relaxing with agood read, join the club!

NSTA’s Reading Club, that is!

By Juliana Texley

46 Science and Children

and the Reading Is Easy

Summer 2004 47

our textbooks are stacked and your bul-letin boards are bare. It’s vacation—time for rest and relaxation so that youcan recharge your energy and refill youridea bank of teaching resources. During

Eye on Outer SpaceFrom past to future catch a rideon the Hubble to get the bestview. You’ve seen the spectacu-lar snapshots, heard the highlycharged political debate. But, doyou know the background andtechnology that makes our newview of the universe possible?

Highlights from the Hubble

Telescope: Postcards from

Space (Chrismer 2003) provides a basic backgroundinto the mechanics of the project. Robin Kerrod’sHubble: Window on the Universe (2003) includesmore than 300 gorgeous Hubble images with an under-standable text that explains difficult concepts, such asthe birth and death of stars, the formation of galaxiesand solar systems, and the expansion of the universe.With this background you’ll be able to participate in thenational debate about Hubble’s future that is coming inthe next few months.

And don’t miss Killer Rocks

from Outer Space (Koppes 2003)—this award-winning book takesan in-depth look at the mystery ofmeteors, comets, and asteroids andtheir impact on Earth’s history—and provides just enough back-ground on the mysterious Oortcloud to prepare teachers for theinevitable questions about Sedna (the coldest, mostdistant place known in the solar system) that studentswill bring to school in September.

A Touch of ClassSome books for young people are so unique and inspir-ing that they truly merit the designation “For All Ages.”Whether planning to share or just for pleasure, teacherswill enjoy the innovative text and graphics of theseaward-winning books for students.

Into the Woods (Burleigh 2003) reflects both theartistry and spirit of John James Audubon. Accompa-

nying stunning Audubon-inspired art are a simulatedletter from Audubon to hisfamily explaining why he iscompelled to study natureand real excerpts from thenaturalist’s own journals.Lyrical poetry allows thereader to glimpse the natu-ra l wor ld throughAudubon’s eyes.

Ysummertime, professional development (in thesense of the National Standards) is easy. Throughreading, a teacher can spend valuable hours updat-ing content background, methods, or simply re-freshing the spirit.

NSTA Recommends, the association’s premier re-view system for science education, keeps in touch withthe books that have the potential to enrich and inspire.So, if your summer plans include some stimulatingreading, join the Club. Put your feet up, place a colddrink close at hand, and join us for this summer’sNSTA Reading Club. When you’ve made yourchoices, log on to the NSTA website (www.nsta.org)for casual conversation. We’ll share our best reads anddeepest thoughts as we stock up on R&R.

Back to Basics No matter how recently (or long ago) you left formaleducation, new discoveries are bound to havechanged your field. Everything you always needed toknow about science—but perhaps were afraid toask—is at hand in these latest books for both studentsand teachers.

NSTA’s Stop Faking It: Finally Understanding

Science So You Can Teach It are guilty pleasures forthousands of science teachers.

Author William C. Robertson has a knack forexplaining physical science concepts—Energy,Force and Motion, Sound, and Light—more clearlythan your undergrad professors could ever havehoped, in a light, readable way that leaves you feel-ing far more confident.

In the past few years,b i o l o g i s t s h a v e b e e nforced to reexamine al-most everything theirtextbooks taught themabout cells and genetics.Richard Walker’s Genes

and DNA (2003) was se-lected as an Outstand-ing Science Trade Bookfor 2004 by the NSTA/Children’s Book Coun-ci l Review Panel thisyear for its clear and cur-

rent explanations for secondary students. Teachers,too, can gain from this easy review.

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48 Science and Children

The Case of the Monkeys

That Fell from the Trees

(Quinlan 2003) is a fascinat-ing collection of stories aboutscientific forensics—eco-logical mysteries fromdeadly frogs to, yes, fallingmonkeys. The author con-veys the scientists’ thoughtprocesses as they solve prob-lems. For teachers whose“Walter Mitty” dreams in-

clude exciting research in exotic places, this will providemore than a few hours of vicarious exploration and severalvignettes to read aloud.

You’ll feel decidedlyolder—but smarter—af-ter you thumb throughEureka: Great Inven-

t ions and How They

Happened (Platt 2003).Could there really be ahistory lesson in the in-vention of the microwaveoven or the cell phone?The stories may send youtinkering in your own ga-rage or just give you a newa p p r e c i a t i o n o f t h e“Walkman” or video game that you have taken forgranted for a decade.

You can even do your own physics research in thepool with Bathtub Science (Levine and Johnstone2001). You might even generate your own “Eureka”reaction, as you discover an easy science concept thatwill be perfect for your class in the fall. Or, orderKeltie Thomas’s How Baseball Works (2004) foryour classroom or for a young friend, but read itbefore you give it away. You’ll find out the physics ofa split-fingered fastball, the mechanics of a swing,and the logic behind slotting a left-handed hitter inyour lineup. I guarantee you’ll grab it again whenyour class gets World Series fever.

Outdoor AdventuresIf gas prices are too high or the pets too rowdy totake that summer trip you’d love, consider a virtualtrek to a special place. Many of this summer’s bestreads are also treks to exotic places.

Mike Tidwell’s Bayou Farewell: The Rich Life

and Tragic Death of Louisiana’s Cajun Coast

(2003) is more than just a memoir of a vanishingenvironment and habitat. The Louisiana delta isdisappearing, not in small part due to the physical

and cultural effects of oil drilling. Thousands ofteachers who will take their class on a JASON expe-dition next year will find this required reading. Butall teachers should appreciate the political, social,and scientific implications of what is happening atthe mouth of the Mississippi.

It’s been 100 years since Lewis and Clark crossed thegreat West, but their long shadows still fall across bothhistory and science. In Susan Munger’s Common to

This Country: Botanical

Discoveries of Lewis and

Clark (2003), you can travelwith the Voyage of Discov-ery and appreciate their in-credibly detailed notes onthe plants they encounteredon the trail. Beautiful bo-tanical illustrations andhorticultural notes accom-pany descr ipt ions of adozen plants. This is notonly a history but also agreat model for personal collecting and journaling. Youmay even be tempted to grow your own historical gar-den or pioneer an integrated lesson for the fall. (Thereare also two award-winning books by DorothyHinshaw-Patent, Animals on the Trail with Lewis and

Clark (2002) and Plants on the Trail with Lewis and

Clark (2003), which provide the same sense of adven-ture for both young and adult readers.)

Teacher TalkAlmost ready to get back to business? Summer is agood time to rethink what worked (and what didn’t)in the previous year and chart a path for change.

You owe it to yourself and your students to spend afew hours with NSTA’s new science safety book formiddle level teachers, Inquiring Safely (Kwan andTexley 2003). In it, you’ll find a positive approach anda good dose of common sense, with updates on the labs,equipment, and consumables that are no longer consid-ered appropriate in today’s classrooms. (Books for theelementary and secondary levels, Exploring Safely

Summer 2004 49

ReferencesBurleigh, R. 2003. Into the Woods. New York:

Atheneum.Chrismer, M. 2003. Highlights from the Hubble Tele-

scope: Postcards from Space. Berkeley Heights,N.J.: Enslow.

Hinshaw-Patent, D. 2002. Animals on the Trail withLewis and Clark. New York: Clarion.

Hinshaw-Patent, D. 2003. Plants on the Trail withLewis and Clark. New York: Clarion.

Kerrod, R. 2003. Hubble: Window on the Universe.Toronto: Firefly.

Koppes, S.M. 2003. Killer Rocks from Outer Space.Minneapolis: Lerner.

Kwan, T., and J. Texley. 2002. Exploring Safely.Arlington, Va.: NSTA Press.

Kwan, T., and J. Texley. 2003. Inquiring Safely.Arlington, Va.: NSTA Press.

Levine, S., and L. Johnstone. 2001. Bathtub Science.New York: Sterling.

Munger, S. 2003. Common to This Country: Botani-cal Discoveries of Lewis and Clark. New York:Workman.

Platt, R. 2003. Eureka: Great Inventions and HowThey Happened. New York: Kingfisher.

Quinlan, S.E. 2003. The Case of the Monkeys ThatFell from the Trees. Honesdale, Penn.: Boyds Mill.

Robertson, W.C. 2002. Stop Faking It: Finally Un-derstanding Science So You Can Teach It: Energy.Arlington, Va.: NSTA Press.

Robertson, W.C. 2002. Stop Faking It: Finally Un-derstanding Science So You Can Teach It: Forceand Motion. Arlington, Va.: NSTA Press.

Robertson, W.C. 2003. Stop Faking It: Finally Un-derstanding Science So You Can Teach It: Light.Arlington, Va.: NSTA Press.

Robertson, W.C. 2003. Stop Faking It: Finally Un-derstanding Science So You Can Teach It: Sound.Arlington, Va.: NSTA Press.

Saul, E.W. 2004. Crossing Borders in Literacy andScience Instruction. Arlington, Va.: NSTA Press.

Sprenger, M.B. 2002. Becoming a Wiz at Brain-Based Teaching. Thousand Oaks, Calif.: Corwin.

Texley, J., T. Kwan, and J. Summers. 2004. Investi-gating Safely. Arlington, Va.: NSTA Press.

Thomas, K. 2004. How Baseball Works. Honesdale,Penn.: Maple Tree Press.

Tidwell, M. 2003. Bayou Farewell: The Rich Life andTragic Death of Louisiana’s Cajun Coast. NewYork: Pantheon.

Walker, R. 2003. Genes and DNA. New York:Kingfisher.

(2002) and Investigating Safely (2004), respectively,are also available from NSTA Press.)

Has the push toward testing of reading made youfeel that science is “left behind”? It may be time fordeep reading about bestpractice in Crossing Bor-

ders in Literacy and Sci-

ence In s t ruc t i on ( S a u l2004.) While the contribu-tors’ extensive researchbase may make this collec-tion seem a bit heavy foryour beach chair, you’llcome away better preparedt o i n t e g r a t e r e a d i n g ;c h o o s e t r a d e a n d t e x tbooks; encourage betterscience writing; and de-fend the value of inquiry-based instruction in a daywhen the tests rule.

Author Marilee Spren-ger has more magic ideas inBecoming a Wiz at Brain-

Based Teaching (2002).Dorothy, the Tin Man, theScarecrow, and the Lionare convenient analogiesfor explorations of topics,such as “If I Only Had theN e r v e : D e a l i n g w i t hStress,” “If I Only Had aHeart: Emotional Growth,”and “If I Only Had a Brain:Complex Cognitive Skills.”Click your heels three times

and you’ll be home free in your classroom next fall.

Double Your Pleasure by SharingOnce you’ve enjoyed these or other summer booksfor educators, catch a wave—from the nearest wire-l e s s l i n k — a n d s e n d u s y o u r c o m m e n t s a twww.nsta.org. We’ll be looking forward to sharingyour ideas in our Summer Reading Club forum. (Goto www.nsta.org/forum and look for the SummerReading forum) See you there! ■

Juliana Texley (j.texley@att.net) is lead reviewer for

NSTA Recommends.

NSTA ConnectionDiscover some of your fellow teachers’ favorite sum-mer science ideas and books by clicking on this articleat www.nsta.org/elementaryschool.