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BE YON D THE LOR AX Examining Childrens
BE YON D THE LOR AX Examining Childrens
BE YON D THE LOR AX Examining Childrens
Nurturing dialogue with children about Earth’s climate goes beyond The
Lorax. Exploring books on climate change may be crucial to the future of
the planet.
H
ere’s an imaginary scenario to consider: such as climate change require careful consider-
Mrs. Smith’s second-grade class voted ation of what a text may offer. Works of literature can
to start a countdown to Earth Day, April help young readers integrate everyday and scientific
22. They engaged in classroom com- knowledge into robust concepts. We see children’s lit-
munity discussions about Earth’s climate changes erature about climate change as an important part
and how children’s simple efforts can support envi- of a larger system of assistance (Gallimore & Tharp,
ronmental stewardship. Mrs. Smith wanted to use 1990) that engages teachers, administrators, peers,
quality children’s literature, yet she wondered how to and family in the development of children’s active,
judge whether an environmental text’s information thoughtful participation in the world.
was sensitively presented and not unduly anxiety- Climate change has been a growing concern for
provoking for her students. In addition, she needed decades, and each year more and more voices across
to judge whether the text was culturally appropriate geographical and political boundaries call for mean-
and inclusive of the diverse cultures represented by ingful decisions and actions to limit the destructive
her students. Keeping in mind daily literacy instruc- consequences of anthropogenic, or human-caused,
tion, Mrs. Smith needed to teach figurative language, climate change (see Kolbert, 2015). U.S. participation
visual imagery, and content vocabulary; thus, she in the international adoption of the Paris Agreement
sought books with high-quality writing and illustra- in December 2015 illustrates how policy debates at
tions. Lastly, she wanted to ensure that information home and abroad are moving from whether human-
was accurate and presented in a way that would caused climate change is a concern to how it might be
promote her students’ understanding of scientific addressed. Article 12 of the Paris Agreement focuses
concepts. on education: “Parties shall cooperate in taking mea-
Once she found the right books, Mrs. Smith was sures, as appropriate, to enhance climate change
astonished, delighted, and occasionally distressed by
introspective questions students asked about their George L. Boggs is an assistant professor of English education at Florida
world and how it is changing. Together, they were State University, Tallahassee, USA; e-mail glboggs@fsu.edu.
moving beyond the books themselves to authentic Nance S. Wilson is an associate professor of literacy at the State University
of New York at Cortland, USA; e-mail nance.wilson@cortland.edu.
inquiry and critical, responsible thinking.
Robert T. Ackland is a professor of literacy education at the
This article aims to facilitate the selection of qual- State University of New York at Plattsburgh, USA; e-mail
ity literature that stimulates children’s contextualized robert.ackland@plattsburgh.edu.
understanding of Earth’s changing climate. We Stephen Danna has been an oceanographer with the National Oceanic
and Atmospheric Administration and U.S. Naval Oceanographic Office; he
present criteria for examining books that will support currently serves as dean of the State University of New York at Plattsburgh,
teachers’ and students’ responses to and understand- Queensbury Branch Campus, USA; e-mail dann1253@plattsburgh.edu.
ing of the difficulties humans face today and in the Kathy B. Grant is an associate professor of teacher education at
the State University of New York at Plattsburgh, USA; e-mail
future. Children’s literature can help us think and act kgran001@plattsburgh.edu.
in new ways, but controversial and pressing issues
The Reading Teacher Vol. 69 Issue 6 pp. 665–675 DOI:10.1002/trtr.1462 © 2016 International Literacy Association
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BE YON D T H E L OR A X : E X A M I N I NG C H I LDR E N ’S B O OK S ON C L I M AT E C H A NG E
education, training, public awareness, counteract such change” (Nobel Media The pressures caused by climate change
public participation, and public access to AB, 2007, para. 1). “Warming of the cli- will influence resource competition while
placing additional burdens on economies,
information, recognizing the importance mate system is unequivocal,” wrote the societies, and governance institutions
of these steps with respect to enhancing IPCC (2013) in its recent presentation of around the world. (p. 8)
actions under this Agreement” (United a wide range of peer-reviewed scientific
Nations Framework Convention on research, “and since the 1950s, many In other words, the climate is changing
Climate Change, 2015, p. 27). of the observed changes are unprece- enough to matter to everyone—includ-
The Intergovernmental Panel on dented over decades to millennia” (p. 4). ing children.
Climate Change (IPCC) was set up by The need for climate change Mining, drilling, the consumption
the World Meteorological Organization education—not just legislative or of fossil fuels, and worldwide changes
and the United Nations Environment policy-related action—has become in agriculture have added to the Earth’s
Program to prepare, based on avail- apparent to organizations from the insulating blanket so much that crucial
able scientific information, assessments world’s largest militaries to tiny island balancing acts for life are under threat.
on all aspects of climate change and communities. The broad social project The most obvious are Arctic sea ice, the
its impacts, with a view toward formu- of climate change education includes geographic location of plant and animal
lating realistic response strategies. The numerous areas of importance, from species, extreme weather, desertifica-
2007 Nobel Peace Prize was awarded scientific research to curriculum devel- tion, ocean levels, and acidification,
to the IPCC and to Al Gore, former opment. Our present purpose is to prompting some people to use the term
vice president of the United States, “for help classroom teachers make pro- “climate disruption” (Dumanoski, 2009,
their efforts to build up and disseminate active, responsible decisions about pp. 71–72).
greater knowledge about man-made cli- literature designed to help children Science never completely answers its
mate change, and to lay the foundations understand anthropogenic climate own questions, much less the questions
for the measures that are needed to change. people may want to ask about climate
change. It is not the role of scientists,
Background Information politicians, or classroom teachers to tell
on Climate Change human beings how to live, but all of us
Pause and Ponder are making important choices every day
Many of the pressing issues facing the
■ What local factors should teachers keep in world today—education, water quality, about the Earth’s climate. These choices
mind as they consider approaches to immigration, and economic stability— depend on how people learn about their
climate education? threaten children especially (Xu et al., physical environment. Well-written texts
2012). Changes in the Earth’s climate encourage students to develop under-
■ What scientific knowledge about climate standing by proposing ideas, negotiating
are also affecting animal and plant life.
and the natural world can children explore meaning, and debating issues (Pappas,
To a great extent, they are happening
and produce that will help them make Várelas, Barry, & Rife, 2004).
because resources on Earth are being
decisions about the environment? converted into gases that amplify the
■ What role should children’s books play in insulating effect of Earth’s atmosphere. Children’s Books
shaping children’s thinking about their The U.S. Department of Defense (2014) on Climate Change
is investing millions of dollars to under- Questions facing the world today
world, their choices, and their reactions to
stand what ’s happening and to prepare. regarding climate and human activ-
climate change?
In a major report, the department ity reach from our neighborhoods to
■ What children’s literature is available for announced that all parts of the world, and children will
stimulating children’s thinking about climate change poses another signifi- inevitably play an important role in the
Earth’s climate? cant challenge for the United States and next generations’ biggest decisions.
the world at large. As greenhouse gas Children’s books on climate change
■ How can your text selection and your emissions increase, sea levels are rising, invite students to expand their under-
facilitation of class discussions support average global temperatures are increas-
ing, and severe weather patterns are
standing of difficult scientific concepts
students’ emotional responses as they accelerating. These changes…will dev- that affect their day-to-day lives. As
think about climate change? astate homes, land, and infrastructure…. students engage with these texts, they
BE YON D T H E L OR A X : E X A M I N I NG C H I LDR E N ’S B O OK S ON C L I M AT E C H A NG E
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Who Turned up the Heat? Eco-Pig Our House Is Round: A Kid’s Book About
Explains Global Warminga Why Protecting Our Earth Mattersb
I. Writing Style
What is the genre: storybook, narrative informational text, nonnarrative Dual-purpose book Nonnarrative informational text
informational text, or dual-purpose book?c
How is the purpose achieved? Story of Eco-Pig, who gives facts Question/answer format to give readers
about climate change information about climate change
Is the purpose consistent? Yes Yes
Note: If the book is dual-purpose, answer the questions in sections A and B.
A. If it is a storybook or narrative informational text, does the story follow
the key elements of a good story with well-developed characters and a good
setting?
1. Story
Is this a good story?d Timeline is sped up
Is the plot believable?d No
How are the conflicts presented? Are they resolved in a natural and Resolved by asking readers to make
interesting manner? changes to their lives
Does the author use literary tools, such as rhythm, refrains, Personification, imagery, rhythm
personification, and imagery, in a variety of ways to engage the reader?e
Does the language sound natural? f No
2. Charactersd
Did the characters seem real? Did I understand the characters’ personalities No
and the reasons for their actions?
Did the characters have both strengths and weaknesses? No
Did the characters represent diverse cultural groups? Not applicable
Are the characters portrayed as individuals instead of as representatives Not applicable
of a group?
3. Settingd
Did the characters fit into the setting? Not applicable
Did I feel that I was really in that time and place? No
B. If it is a nonnarrative informational text, consider the following
questionsg:
Is the technical vocabulary explained? Yes Yes
Is the information clear and up to date? Yes Yes
Are the facts presented clearly and not oversimplified? Oversimplified (e.g., “If Earth’s Yes; although in child-friendly language,
temperature rises by just one small the text is clear (e.g., “Cars, trucks, and
degree, that means really big changes factories make pollution, a kind of dirty
for the land and the sea!”; p. 17) gas or liquid that goes out into the air and
into our rivers, lakes, and oceans”; p. 10)
Are generalizations supported by facts? No references presented in the text No references presented in the text
II. Illustrations
Did the design of the illustrations convey a sense of unity with the text? Both are oversimplified Yes
Do the illustrations reinforce, elaborate, or embellish the text?h Embellish Reinforce
Did the artistic style match the author’s literary style? Yes Yes
Are the illustrations accurate in historical, cultural, and geographical detail? Not applicable Not applicable
Are the illustrations authentic and not stereotypical? Not applicable Not applicable
If there are captions, do they help focus the reader’s attention and extend Not applicable Not applicable
understanding of the topic?i
BE YON D T H E L OR A X : E X A M I N I NG C H I LDR E N ’S B O OK S ON C L I M AT E C H A NG E
Who Turned up the Heat? Eco-Pig Our House Is Round: A Kid’s Book About
Explains Global Warminga Why Protecting Our Earth Mattersb
III. Scientific Accuracy
Does the author have specific scientific expertise? Not evident Leads a foundation but was not formally
educated in the topic
Are there references for teachers to review for additional reading? No No
Can the information in the text be confirmed by outside sources? Yes Yes
IV. Science- and Justice-Based Considerations
Are the feelings suggested to children realistic and inviting, or are they Due to the style of the text and Realistic; the question/answer format is
“sugarcoated” by a writer who thinks that “real feelings are too difficult”?j illustrations, older readers may feel straightforward and clearly articulates a
that this is sugarcoated child’s voice
Are story elements clumsily or unskillfully made up? Do situations related in the Does not challenge children to make Helps children to make sense of a
text challenge children to make sense of complex realities? sense of complex realities complex situation
Are there sugarcoated heroes and events? Are learning and action depicted as Closed process Open process
open or as closed processes?
a
French, L.S., & Gott, B. (2010). Who turned up the heat? Eco-Pig explains global warming. Edina, MN: ABDO. bKondonassis, Y., & Brush, J. (2012). Our house is round: A kid’s book about why protecting our
Earth matters. New York, NY: Skyhorse. cDonovan, C.A., & Smolkin, L.B. (2002). Considering genre, content, and visual features in the selection of trade books for science instruction. The Reading Teacher,
55(6), 502–520. dNorton, D.E., & Norton, S.E. (2011). Through the eyes of a child: An introduction to children’s literature (8th ed.). Upper Saddle River, NJ: Pearson. eReadWriteThink.org. (2006). Children’s
book review guide. Retrieved from www.readwritethink.org/files/resources/lesson_images/. fNorton, D.E. (1993). Genres in children’s literature: Identifying, analyzing, and appreciating. In M.K. Rudman (Ed.),
Children’s literature: Resource for the classroom (2nd ed., pp. 75–94). Norwood, MA: Christopher-Gordon. gAtkinson, T.S., Matusevich, M.N., & Huber, L. (2009). Making science trade book choices for
elementary classrooms. The Reading Teacher, 62(6), 484–497. hHunter, B., Crismore, A., & Pearson, P.D. (1987). Visual displays in basal readers and social studies textbooks. In H.A. Houghton & D.M.
Willows (Eds.), The psychology of illustration (Vol. 2, pp. 116–135). New York, NY: Springer-Verlag. iPeeck, J. (1987). The role of illustrations in processing and remembering illustrated text. In D.M. Willows &
H.A. Houghton (Eds.), The psychology of illustration (Vol. 1, pp. 136–151). New York, NY: Springer-Verlag. jVygotsky, L.S. (1992). Educational psychology (Ch. 13, para. 6; R. Silverman, Trans.). Boca Raton,
FL: St. Lucie. (Original work published 1926)
Figure 1 Cover of Seeds of Change: literacy skills while learning science Figure 2 Cover of How We Know What
Planting a Path to Peace content” (2015, p. 1). Scientific accu- We Know About Our Changing Climate:
racy (see Table 1) supported through Scientists and Kids Explore Global
peer review is an important element of Warming
children’s and teachers’ processing of
important topics. It is key to remem-
ber, for instance, that climate pertains
to the global nature of the issue,
whereas weather refers to our day-to-
day temperature and precipitation.
Additionally, it is important to assure
that the texts do more than present the
problems—they need to suggest solu-
tions that can be understood by young
readers.
The science of climate change con- Note. From How We Know What We Know About Our Changing
Climate: Scientists and Kids Explore Global Warming, by
Note. From Seeds of Change: Planting a Path to Peace, by J.C. fronts adult and child readers with L. Cherry and G. Braasch, 2008. Nevada City, CA: Dawn.
Johnson and S.L. Sadler, 2013. New York, NY: Lee & Low. anxiety-inducing problems. Readers Copyright 2008 by Lynne Cherry and Gary Braasch. Reprinted
Copyright 2013 by Jen Cullerton Johnson and Sonia Lynn with permission.
Sadler. Reprinted with permission.
wonder about their personal effect
on the climate and how one individ-
Teachers Association (NSTA) stated ual can make a difference when the settings in which to consider fright-
that “reading science trade books is problem is so large. Literature can ening possibilities. Literature can also
the perfect way for students to build mediate anxiety by providing safe describe real-life actions—planting
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BE YON D T H E L OR A X : E X A M I N I NG C H I LDR E N ’S B O OK S ON C L I M AT E C H A NG E
awful story of adults’ colossal failure of settings. We hope that the books listed a library and began reading about
stewardship. They solve enormous yet in the next section stimulate chil- how simple machines are con-
seemingly simple problems through a dren to develop sophisticated affective structed. He collected parts from
process of scapegoating an oversimpli- and intellectual stances toward climate junk piles, melted a plastic pipe
fied villain. change. for propellers, erected a tower, and
We do not underestimate the created a windmill. This picture
polemic value of such texts. However, Climate Change Books book portrays the persistence and
as educators, we want students to for Children: Information dreams that brought electricity,
engage with texts that develop com- and Inspiration water, and hope to a dry land. A
plex thinking about the issue of climate Books in the following list are placed 290-page book by the same name
change. Thus, we want to demonstrate alphabetically into categories sug- gives full details.
how one might chose a text likely to gested by Donovan and Smolkin (2002) ■ Energy Island: How One Community
mediate prosocial development around for science-oriented trade books: story- Harnessed the Wind and Changed
the climate change issue. Table 1 uses books, informational books (narrative Their World by Allan Drummond
a series of questions to show how and nonnarrative), and dual-purpose (2011): Based on a true story,
an oversimplified text such as Who books. this delightfully illustrated book
Turned Up the Heat? looks when ana-
explains how the residents of
lyzed carefully in comparison with Our
Storybook Samsø, an island in Denmark, were
House Is Round: A Kid’s Book About Why
able to become energy indepen-
Protecting Our Earth Matters by Yolanda ■ The Promise by Nicola Davies and
dent in 2008 through the use of
Kondonassis and Joan Brush (2012; see Laura Carlin (2013): Illustrations
windmills, solar panels, and straw.
Figure 3). in this thought-provoking book
It all started when a schoolteacher
We encourage educators to make move from tans and grays to a
encouraged children and adults to
their own decisions about how to full spectrum of color as a girl
take action (some small and some
use particular texts in instructional moves from despair to joy when
big). Sections on global warming,
she starts to plant seeds. “Green
wind power, and renewable energy
spread through the city like a
Figure 3 Cover of Our House Is Round: provide information that is acces-
song, breathing to the sky, draw-
A Kid’s Book About Why Protecting Our sible to young readers. Contact
ing down the rain like a blessing”
Earth Matters Samsø Energy Academy for more
(p. 33). In one urban area after
details.
another, people take up the chal-
lenge to bring nature back to their ■ Mon Île Blessée [My Wounded
surroundings. Island] by Jacques Pasquet and
Marion Arbona (2009): One of the
Informational Books first picture books to address the
topic of climate refugees, this text
Narrative Informational Books. is based on the challenges faced
■ The Boy Who Harnessed the Wind by the Inupiat people who live on
by William Kamkwamba and small islands north of the Bering
Bryan Mealer (2012): This biog- Strait near the Arctic Circle. The
raphy tells the true story of book, available in digital formats,
Kamkwamba, who was 14 years can be found in French, Spanish,
old when a drought came to his and Italian. The story is told by a
small village in sub-Saharan girl from Sarichef Island who has
Africa in 2001. His family had very come to view the sea as a crea-
Note. From Our House Is Round: A Kid’s Book About Why little to eat and, without money ture devouring her homeland and
Protecting Our Earth Matters, by Y. Kondonassis and J. Brush,
for tuition, he was compelled to forcing her community to relocate
2012, New York, NY: Skyhorse. Copyright 2012 by Yolanda
Kondonassis. Reprinted with permission. leave school. Kamkwamba visited to the mainland (see Figure 4).
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Figure 4 Cover of Mon Île Blessée [My “Detailed explanations of both the dire situations
Wounded Island]
that we may encounter and the innovative
solutions that we can institute are presented.”
BE YON D T H E L OR A X : E X A M I N I NG C H I LDR E N ’S B O OK S ON C L I M AT E C H A NG E
BE YON D T H E L OR A X : E X A M I N I NG C H I LDR E N ’S B O OK S ON C L I M AT E C H A NG E
about climate change offers visual and science instruction. The Reading Teacher,
TA K E AC T I O N ! graphic support for these dialogues.
55(6), 502–520.
Dumanoski, D. (2009). The end of the long
1. Survey articles appearing in popular Books and other media can help orga- summer: Why we must remake our civilization
to survive on a volatile earth. New York, NY:
media to consider their messages about nize conversations about Earth’s climate Three Rivers.
without committing people to a par- Galda, L., Cullinan, B., & Sipe, L.R. (2010).
climate science. Literature and the child (7th ed.). Belmont,
ticular viewpoint or course of action.
2. Get to know local resources (e.g., media We celebrate teachers’ roles as facili-
CA: Wadsworth Cengage Learning.
Gallimore, R., & Tharp, R.G. (1990). Teaching
specialist, science educators, and parents) tators of students’ learning about the mind in society: A theory of education and
schooling. In L. Moll (Ed.), Vygotsky and edu-
for discovering relevant literature for significance of human choices—past, cation: Instructional implications and appli-
learning, and investigate local human present, and future. Teachers are the cations of sociohistorical psychology (pp.
175–205). Cambridge, UK: Cambridge
and climate challenges (e.g., agricul- brokers of “beyond” in its many forms. University Press.
tural problems, pollution sources). We sympathize with those who face the Hunter, B., Crismore, A., & Pearson, P.D.
(1987). Visual displays in basal readers and
challenges presented by science-related
3. Check out children’s books online social studies textbooks. In H.A. Houghton &
texts and texts about controversial D.M. Willows (Eds.), The psychology of illus-
and from local sources that address tration (Vol. 2, pp. 116–135). New York, NY:
topics, yet we have great confidence in
climate and related questions. Springer-Verlag.
teachers to help students move beyond Intergovernmental Panel on Climate Change.
4. Include online resources (e.g., games, knee-jerk responses to consideration of (2013). Summary for policymakers. In T.F.
Stocker, D. Qin, G.-K. Plattner, M. Tignor, S.K.
quizzes, and other informational texts) in justice, care, and understanding. Allen, J. Boschung, … P.M. Midgley (Eds.),
a growing compendium of climate science Literature is a powerful tool in the Climate change 2013: The physical science
basis (pp. 1–33). Cambridge, UK: Cambridge
texts. hands of a teacher or child. Tools for University Press.
choosing good literature, therefore, Kellogg, D. (2010). The end of crocodile tears, or
5. Model how to learn about complex child literature as emotional self-regulation.
are very important. The criteria pro-
problems that can be controversial: Journal of Language and Literacy Education,
vided here can help teachers select 6(1), 75–92.
a. Show interest in alternative perspectives quality reading materials even though Kolbert, E. (2015, August 24). The weight of the
world: Can Christiana Figueres persuade
and demonstrate a willingness to listen. pupils’ responses can be unpredict- humanity to save itself? The New Yorker, 91,
b. Present examples of healthy skepticism able. Developing scientific reasoning 24–30.
National Science Teachers Association. (2015).
with a variety of claims. and decision making requires addi- Outstanding science trade books for stu-
c. Affirm collaborative responses. tional considerations, adding to the dents K–12. Retrieved from www.nsta.org/
publications/ostb/
complexity. We encourage teachers to
6. Choose resources that inspire hope, select and use more than one resource
Nobel Media AB. (2007). The Nobel Peace Prize
2007. Retrieved from www.nobelprize.org/
creative thinking, and ownership and to place those resources, together nobel_prizes/peace/laureates/2007/
Norton, D.E. (1993). Genres in children’s litera-
of complex climate challenges. with students’ interpretations and ture: Identifying, analyzing, and appreciating.
7. Investigate children’s knowledge ideas, into a kind of living dialogue. In M.K. Rudman (Ed.), Children’s literature:
Resource for the classroom (2nd ed., pp. 75–
and interest in climate issues. The controversial politics of climate 94). Norwood, MA: Christopher-Gordon.
change can prompt an open-ended Norton, D.E., & Norton, S.E. (2011). Through the
8. Make it as fun and appealing as it is eyes of a child: An introduction to children’s liter-
approach focused on scientific inquiry ature (8th ed.). Upper Saddle River, NJ: Pearson.
necessary.
and reason. Pappas, C.C., Várelas, M., Barry, A., & Rife, A.
9. Integrate opportunities to respond actively (2004). Promoting dialogic inquiry in infor-
mation book read-alouds: Young urban chil-
as children develop increasing aware- R E F E R E NC E S dren’s ways of making sense in science. In
Atkinson, T.S., Matusevich, M.N., & Huber, L. E.W. Saul (Ed.), Crossing borders in liter-
ness of their role in their environment. (2009). Making science trade book choices acy and science instruction: Perspectives on
10. Recognize challenges and focus for elementary classrooms. The Reading
Teacher, 62(6), 484–497.
theory and practice (pp. l61–l89). Newark, DE:
International Reading Association; Arlington,
on building positive relationships, even Danna, S., Grant, K.B., & Ackland, R.T. (2014, VA: National Science Teachers Association.
December). Climate reality and literacy. Peeck, J. (1987). The role of illustrations in pro-
with people who may be unsure about Problems Court Presentation at the annual cessing and remembering illustrated text. In
how to talk about or respond to a changing conference of the American Reading Forum, D.M. Willows & H.A. Houghton (Eds.), The
Sanibel, FL. psychology of illustration (Vol. 1, pp. 136–151).
climate. Donovan, C.A., & Smolkin, L.B. (2002). New York, NY: Springer-Verlag.
Considering genre, content, and visual fea- ReadWriteThink.org. (2006). Children’s book
tures in the selection of trade books for review guide. Retrieved from www.read
BE YON D T H E L OR A X : E X A M I N I NG C H I LDR E N ’S B O OK S ON C L I M AT E C H A NG E
writethink.org/files/resources/lesson_images/
lesson1022/ChildrensBookReviewGuide.pdf
United Nations Framework Convention on MORE TO EX PLORE
Climate Change. (2015). Adoption of the Paris R E A D W R I T E T H I N K .O R G L E S S O N P L A N S
Agreement. Retrieved from unfccc.int/resource/
docs/2015/cop21/eng/l09.pdf
■ Adventures in Nonfiction: A Guided Inquiry Journey (grades K–2) by Renee Goularte: (http://www.
U.S. Department of Defense. (2014). Quadrennial readwritethink.org/classroom-resources/lesson-plans/adventures-nonfiction-guided-inquiry-183.
defense review 2014. Washington, DC: Author. html)
Retrieved from http://archive.defense.gov/
■ Students are guided through an informal exploration of nonfiction texts and child-oriented
pubs/2014_Quadrennial_Defense_Review.pdf
Vygotsky, L.S. (1992). Educational psychology (R. websites, learning browsing and skimming techniques for the purpose of gathering interesting
Silverman, Trans.). Boca Raton, FL: St. Lucie. information.
(Original work published 1926)
■ Digital Reflections: Expressing Understanding of Content Through Photography (grades 6–8) by
Xu, Z., Sheffield, P.E., Hu, W., Su, H., Yu, W., Qi,
X., & Tong, S. (2012). Climate change and Janet Beyersdorfer (http://www.readwritethink.org/classroom-resources/lesson-plans/digital-
children’s health: A call for research on reflections-expressing-understanding-985.html?tab=4)
what works to protect children. International
■ : Striking images can leave lasting impressions on viewers. In this lesson, students make self-text-
Journal of Environmental Research and
Public Health, 9(9), 3298–3316. doi:10.3390/ world connections to a nature- or science-related topic as they collaboratively design a multimedia
ijerph9093298 presentation.
Yokota, J., & Teale, W.H. (2014). Picture books
and the digital world: Educators making BOOKS AND WEBSITES
informed choices. The Reading Teacher, 67(8), ■ Munroe, R. (2015). Thing explainer: Complicated stuff in simple words. Chicago, IL: Houghton
577–585. doi:10.1002/trtr.1262
Mifflin Harcourt. Check out detailed schematics of “picture takers” (cameras), “hand computers”
L I T E R AT U R E C I T E D (smartphones), and more with descriptive annotations that explain how they work.
Bergen, L., & Nguyen, V. (2008). The polar bears’ ■ Fletcher, R. (2015). Making nonfiction from scratch. Portland, ME: Stenhouse. As the publisher
home: A story about global warming. New says on its website, “Ralph emphasizes the power of choice, mentor texts, and nonfiction
York, NY: Little Simon.
Burgan, M. (2008). Not a drop to drink: Water for read-alouds in making nonfiction an everyday part of classrooms.”
a thirsty world. Washington, DC: National ■ Lynne Cherry’s website (www.lynnecherry
Geographic. .com) highlights movies showing young people taking action to improve the natural environment
Cherry, L., & Braasch, G. (2008). How we know
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Dr. Seuss (Geisel, T.S.). (1971). The Lorax. New ■ Intergovernmental Panel on Climate Change: www.ipcc.ch
York, NY: Random House.
Drummond, A. (2011). Energy Island: How one ■ Global Climate Change: Vital Signs of the Planet: climate.nasa.gov
community harnessed the wind and changed
their world. New York, NY: Frances Foster. ■ National Science Teachers Association: Climate Science Resources:
Farrington, K., & Woollatt, S. (2009). A cool kid’s
field guide to global warming. Mount Morris, www.nsta.org/climate/
MI: Hammond.
French, L.S. & Gott, B. (2010). Who turned up the ■ Scientists in the Field series: www.sciencemeetsadventure.com/series-overview/
heat? Eco-Pig explains global warming. Edina,
MN: ABDO.
Gore, A. (2009). Our choice: How we can solve Kamkwamba, W., & Mealer, B. (2012). The boy Simon, S. (2010). Global warming. New York, NY:
the climate crisis (young reader’s ed.). New who harnessed the wind. New York, NY: Dial. HarperCollins.
York, NY: Viking. Kondonassis, Y. , & Brush, J. (2012). Our house is Walsh, M. (2008). 10 things I can do to help my
Jakab, C. (2010). Global warming. Mankato, MN: round: A kid’s book about why protecting our world: Fun and easy eco-tips. Cambridge, MA:
Smart Apple Media. Earth matters. New York, NY: Skyhorse. Candlewick.
Johnson, J.C., & Sadler, S.L. (2013). Seeds of Pasquet, J., & Arbona, M. (2009). Mon île bles- Wilson, J. (2010). Our Earth: How kids are saving
change: Planting a path to peace. New York, sée [My wounded island]. Montreal, QC, the planet. Toronto, ON, Canada: Second
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