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Children’s Authors Travel to Israel and Inspiration Blooms

By on March 18, 2019   /   Articles, Author Interviews, For Librarians, For Writers, Writing  

Leslie Kimmelman in Israel

 

 

 

 

 

 

                                         Author Leslie Kimmelman has just returned from a tour of Israel, as one of eighteen  picture book and middle grade authors sponsored by the  PJ Library Organization. I wondered what a trip with so many creative and zany minds would be like. How would Israel look through their eyes? What details did they see that might go into a book? Did they come up with story ideas? Leslie is one of the most creative people I know and I couldn’t wait to ask when she returned.

Annabelle: Was there a single experience that you would like to share with young readers?

Leslie:Every single experience was a revelation–I think one of the most important things in life is to let go of preconceived notions as much as possible and be open to new adventures. The trip was everything I expected, only in the sense that it was an incredible trip. But it opened my eyes and enriched me in ways I never could have anticipated. You can see how meaningful the trip was to me by counting my (over)use of adjectives in answering your questions!         

Annabelle: What surprised you the most? How would you explain or dramatize it in a book?

Leslie: I’m not up to that yet–still processing everything that happened, and waiting to see what rises to the top. I will say that two things stood out to me. The first was how moving it was to be in a place with thousands and thousands of years of history. I am a huge history enthusiast, but I don’t think I’ve ever felt so strongly that feeling of walking in the steps of civilization after civilization–civilizations that thrived, then were gone, then replaced by another, and so on. Particularly in Jerusalem. We had an underground tour that gave me goose bumps. Being connected to the generations that came before us is one of the most compelling traditions of Judaism, I believe, but in Israel I felt that in a visceral way. I’m trying to get over the feeling that I may not have the words adequate to describe what I experienced. (Not something a writer wants to feel!) 

The second thing that struck me quite strongly and unexpectedly is how many disparate communities make up the country. Standing in Jerusalem and seeing and hearing so many different cultures, all at the same time–a bar mitzvah at the Kotel, the call to prayer from the minaret, the holy places of Christianity. I am not diminishing the very considerable problems of these groups living together in close proximity, but it was amazing to see. We also toured an extremely impressive school where Jewish and Arab children learn together in both languages. The person who showed us around and does outreach for the school is from, improbably, New Jersey. Either of these two themes would be a good underpinning for a children’s book.

Annabelle: Wow, agreed! So was traveling as a group of writers like being in an idea laboratory? Did you and your colleagues bounce ideas off each other?

Leslie: It wasn’t so much that we bounced ideas of each other, though there was some of that. It was more that we were experiencing all of these new and fantastic adventures in the company of a group of incredibly talented and thoughtful people, who just happened to also be children’s book authors and artists. (And did I mention funny? There were definitely a lot of really funny people on the trip.) It was exciting to be able to see each new experience through the eyes of so many interesting colleagues. Everyone had a different take, something to add.  As far as specific ideas go, I think we were all too busy taking it in to formulate specific ideas. At least, I was…. I can’t wait to see what kind of books this trip inspires from everyone.

Annabelle:Neither can I! Now tell me –did anything unexpected happen?

Leslie:  Everything was unexpected, especially for me, as I’d never been to Israel before. The trip was planned so beautifully. It approached Israel from every possible perspective: historical, archaeological, political, cultural, aesthetic. Each experience added to the mosaic. We got to do things that even Israelis don’t get to do–like a behind-the-scenes, close-up look at the Dead Sea Scrolls. That was very emotional. Kayaking on the Dead Sea was magical: The Israelis I spoke with didn’t even know that was a possibility! Celebrating Shabbat in an Israeli home (we divided into groups of three authors per home) was inspiring. From a purely practical standpoint, nothing unexpected happened, which was kind of unexpected! No one got lost or sick–oh, except that one person’s luggage didn’t arrive with the rest. (He was a really good sport about it.) Mostly everything went like clockwork. Everyone got along as if we’d known each other for years. Pretty awesome.

Annabelle: What stood out about the culture? In writing about it, would you focus on history, food, music, art, or something else?

Leslie: Again, I think the history and the multicultural aspect resonated most with me. I definitely want to find out more about some of the people who loom large in Israel’s history. We saw the kibbutz home of David Ben Gurion, the first president of Israel, and it was remarkably modest. But check back in a few months. And I have to add: The food was excellent, too!

Annabelle: Thanks, Leslie. I can’t wait to see how this experience blossoms into one of your books!

Leslie Kimmelman’s latest books are BELLY BREATHE, A VALENTINE FOR FRANKENSTEIN, and WRITE ON, IRVING BERLIN, a Sydney Taylor Notable Book.

 

 

 

 

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Interview and Giveaway with Author Joshua Levy

By on March 13, 2019   /   Articles  

Get ready for some out-of-this-world fun as we welcome author Joshua Levy 

 

to the blog to talk about his new book Seventh Grade vs. The Galaxy

out this month from Carolrhoda Books

 

What it’s about:  PSS 118 is just your typical school except that it’s a rickety old spaceship orbiting Jupiter. When the school is mysteriously attacked, thirteen-year-old Jack receives a cryptic message from his father (the school’s recently-fired-for-tinkering-with-the-ship science teacher). Amidst the chaos, Jack discovers that his dad has built humanity’s first light-speed engine and given Jack control of it. To save the ship, Jack catapults it hundreds of light-years away and right into the clutches of the first aliens humans have ever seen. School hasn’t just gotten out: it’s gone clear across the galaxy. And now it’s up to Jack and his friends to get everyone home.

 

Thanks for joining us today, Josh. Your book looks SO cool! Can you tell us how you came up with this idea? 

Thanks! And of course! I’m a lawyer now—but I was a middle school teacher for a little while before law school. And the genesis of the idea for SEVENTH GRADE VS. THE GALAXY (kids who attend “public school spaceships”) was simply me wanting to create something that I think my students would have enjoyed—and that I know I would have enjoyed—when I was middle school.

Have you always loved space/space exploration?

Oh my gosh, yes.

On the fictional side, as a kid, I devoured every Star Wars novel there was. (I don’t think this is an exaggeration. Every. Single. One.) I know that Star Wars isn’t “science fiction.” It’s fantasy. But still: There’s something so compelling about the way space is portrayed in the series. There’s so much wonder there.

On the non-fictional side, I grew up in Florida and got to watch a few space shuttle launches from afar, when the program was still up and running. And I’ve never tired of watching clips of NASA control centers cheering when a launch (or a landing) goes well. We’re still so excited about the prospect of exploring what’s out there. And we’ve barely scratched the surface of our solar system, let alone what’s beyond it.

I know your book is fiction, but did you do any research for this book? 

So, a lot of the “science” in the book is more of the Hitchhiker’s Guide to the Galaxy variety. Meaning, SEVENTH GRADE VS. THE GALAXY is meant to be fun and funny and exciting—not necessarily the most accurate portrayal of space exploration. How does the ship ultimately move about the galaxy? I’ll channel Doctor Who here and just answer: “Timey wimey.”

But that isn’t to say I didn’t do any research. Thinking about which planets/moons in our solar system are likely to be inhabited one day. Plotting out real distances and time needed to travel (even if I consciously discarded the reality of it, sometimes). Mapping out just how much square-footage would be required to house about 100 kids and their teachers on a rundown spaceship.

Lemme put it this way: I wouldn’t call the science grounded. Nor would I call it all groundless. (And I’m forever grateful for the Hayden Planetarium’s…astronomy hotline? I’ve called them a handful of times over the last few years. They. Are. Awesome.)

Tell us a little about the story and how your characters evolved. They seem so funny and real.

The story centers around Jacksonville “Jack” Graham, Beckenham “Becka” Pierce, and Arizona “Ari” Bowman, three seventh graders onboard the Public School Spaceship (“PSS”) 118. When the PSS 118 is attacked by aliens and the school finds itself light-years away from home, Jack, Becka, and Ari play a crucial role in the fight to get home.

I’m so grateful for your comment that they seem “so funny and real.” It means a lot to me that these three middle schoolers (and the other kids onboard the 118) come across as genuine. Seventh graders are so funny and real. And I hope that readers will follow these characters’ journey and think: Yeah, that’s exactly how a 12- or 13-year-old kid would react.

What’s next for the kids of the PSS 118?

Oooh. No spoilers! But let’s just say that their mission’s not over. Not yet.

Thank you so much!

 

We are happy you stopped by and even more so since Joshua is offering a FREE copy of his new book as a giveaway to one lucky person. Just comment below and you will be entered. Let’s make this interesting, to enter for the giveaway, leave a comment describing one thing that you would love about going to school in space? For me it would be (of course) the science angle. I would LOVE to float around and feel weightless.

 

 

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STEM Tuesday– Celebrating Women’s History Month– In the Classroom

By on March 12, 2019   /   Cross-Curricular, STEM Tuesday, Women's History Month  

 

This STEM Tuesday, Jodi and Carolyn are teaming up and tackling it all–well, almost! Literacy, science practices and a cross-cutting concept, technology tie-ins, and gender and general equity in STEM. It goes to show you what a couple of great books can do to stimulate learning–our own and, we hope, your students! So let’s get going…

 

Literacy Connection: Writing Prompts!

It’s March, which means that it is Women’s History Month. In schools, March is also the time when teachers of all subjects are especially pressured to give writing assignments that will help prepare students for upcoming writing assessments. You can “celebrate”  both with Women in Science: 50 fearless pioneers who changed the world, by Rachel Ignotofsky.

 

This book contains an excellent collection of 1-page descriptions of female scientists’ lives and careers. Let’s look at how you can use them to quickly pull together writing prompts.

 

Rachel Ignotofsky’s opening pages (p. 6-7) provide an excellent introduction for the prompt:
Next, pivot to the actual prompt:

Finally, add in your question. Here are some suggestions you might consider, based on your area of science:

That’s all there is to it! Strong texts on an important subject, and writing practice for all.

 

STEM Connections: Patterns and Practices

The Girl Who Drew ButteSupport Independent Bookstores - Visit IndieBound.orgrflies offers wonder-full opportunities to connect kids to NGSS disciplinary core ideas (e.g., heredity). But its value goes beyond DCIs. Together with carefully paired experiences, this inspirational book promises to stimulate learning in the areas of science practices and the cross-cutting concept of patterns.  It also suggests strong connections to technology and engineering, art, and fostering gender (and general) equity in STEM. Doesn’t that paint a powerful picture? (Just like Maria Merian!)

Bring Up “Baby” (Eggs, Instars, etc.) for Pattern Recognition

Of course, the focal points of Merian’s scientific studies–body forms and regular, predictable repetition of life cycles of insects, and these animals’ relationships to specific plants– offer key examples of patterns.

An obvious—and engaging–learning link: Nurture butterflies from eggs (or instars, AKA caterpillars)! Choose painted lady butterflies or monarchs.

Better yet…

Make a Menagerie of Metamorphosis!

Raise multiple species! For example, rear painted ladies, monarchs, and add in “brassica butterfly” eggs , various moths, and the  mealworms (which are neither butterflies nor moths).

 

Add Power and Punch with Plants

Echo Merian’s emphasis on ecological relationships by providing plants that your particular classroom specimens rely on.  For example, raise the “brassica butterfly” on the quick-growing Wisconsin FastPlants® variety of brassica, which allows students to examine a complete plant life cycle. Free lesson and activity guides  are available.  (The plants won high marks with teachers in one of my recent curriculum-based professional development programs.)

 

Outward Bound

For more info on tagging butterflies, visit Monarch Watch.

Are you fiscally and philosophically motivated to follow Maria Merian’s lead and head outdoors for your specimen? Missouri Botanical Garden offers user-friendly suggestions.

Exploring Patterns with Your Classroom Zoo (and a Garden, Too)

Observing the live specimens can foster awareness and understanding of patterns. Explicitly use the term while prompting students to reflect on their daily observations and data.

Exploring Patterns: Questions to Ask

 
  • For each individual species, what is the body pattern (the way the parts look and relate to each other, the basic template or form)? What differences, or variations, do we notice across individuals of the same species?
  • Investigate each species’ development, or life cycle, pattern: How many days do individuals spend in each phase of development? Is there a wide variation or a narrow range of time from one phase to another? (Can we tell without banding or marking individuals)?
  • Over each species’ life stages, what predictable relationships between the animal’s behavior and its stage do you see? Do these patterns make sense? What questions do they raise?
  • Across species: Compare and contrast the life cycle stages in different species. Are there any general patterns of development across species? What variations across different species do we see?
  • How do the animals’ and plants’ life cycles resemble and differ from each other?
  • What are the relationships between the species and the plants they rely on? Are their cycles synced in any way you can see?

Science Practices Make Perfect Connections!

You can foster development and understanding of science practices while interweaving The Girl Who Drew Butterflies and classroom studies of animals (and their plant hosts).

Practice 1: Asking Questions (for science)

While reading about Merian’s habit of hoarding insects for study, ask students to list the questions they think she had in mind; post them. (Although understanding the curiosity that drove her may be straightforward, articulating questions might be challenging.) Ask students which they think are most interesting.

Take students on a walkabout in a suitable outdoor space. Look for butterflies, moths, and other insects at various stages. (Remember to check out water insects if you can!) Begin preparations by encourage students to look with the eyes and questioning mind of Maria:

 

  • What questions do students have that relate to her curiosity? Which of these do students think they can investigate simply by going outside and carefully observing?
  • Plan to bring notebooks/sketch pads, trowels, rakes, nets, magnifying lenses, and small containers (such as salad dressing cups or baby food jars) to help unearth, collect for observation, and examine what students find.

Over time, as students get into a rhythm of recording data (including their observations), discuss their observations, questions, and any “wonderings” that are coming up for them. Keep a running list of questions on cards that you post.  Eventually, classify questions according to those that someone could/could not investigate by  running an experiment or planned observation. Consider trying some student-suggested investigations in your classroom, possibly guiding students to adapt and simplify questions as needed.

 

 

Practice 8: Obtaining, Evaluating, and Communicating Information

This practice stems from and leads to the practice of asking questions. To deepen this connection, explicitly  involve students in identifying ways to collect and record data.

  • What will help us compare and contrast what they see across individual animals within a species, and across species?
  • As we try different approaches, what are the benefits and disadvantages of each?
  • What type of numerical data might be interesting and important to track? (Suggestions: numbers of individuals within a species population that survive to adult form, growth of individuals at, weight of food offered and consumed, numbers of certain features (spots, sensory organs, etc.).

 

  • Sketch the specimens but also keep notes of daily observations of change and constancy. Compare and contrast classroom records with information from other sources about other species.

  • Students might try making watercolor sketches the way Merian did!

 

  • Encourage students to think about the relationships of art, science, and technology in relation to this practice:

 

  • How does making sketches help you as a scientist?
  • How does being a scientist help you as an artist?
  • Maria made prints and books for sale. How did printing technology contribute to scientific knowledge and Maria’s ability to continue studying insects?

 

Add photography and videography to expand this opportunity for students to reflect on how technology helps us in scientific inquiry.

  • Compare and contrast the benefits and drawbacks of using pencil, watercolor, still photography, and video to document, enhance, and communicate observations.
    • What differences do we see among the drawings created by different individuals? How might such differences impact a scientific community?

 

Technology Tie-Ins: Use Insect Info to Solve Agricultural Problems

Two free lessons from the Cape Cod Cranberry Growers Association engage students in practical applications of understanding insects life cycles and ecological relationships. Bugs on the Bog is an Integrated Pest Management problem-solving activity. Students rely on knowledge of pest insect stages to manage a model cranberry bog. How Do You Bee? focuses on ecological relationships between pollinators and plants at different plant stages.

(Disclosure: My educational consulting firm developed the CCCGA lessons.)

 

 

Mind the (Gender, SES, Racial, etc.) Gap: All Students as Scientists

Maybe these ideas and resources will bring about a full-scale metamorphosis in any beliefs that threaten your students’ pursuit of STEM:

 

  • Prominently post pictures of students that provide evidence that they are already scientists. Have students take and/or caption the pictures.

 

  • Discuss the book’s claims and evidence that Merian’s culture constrained, but didn’t stop, her.
    • Today, what beliefs might hinder or help you and others thrive as scientists?

These materials might support student exploration of this question.

 

We–Jodi and Carolyn–have had our say about this week’s featured books and connections to the classroom. But we’re most interested in hearing from you.

  • Have you read the books?
  • …Used them to foster science learning and engagement on the part of learners?
  • Do you want to recommend any additional resources or share a great lesson idea?
  • Share your thoughts; leave a comment!

(And Happy Pi Day!)

Jodi Wheeler-Toppen is a former science teacher and the author of the Once Upon A Science Book series (NSTA Press) on integrating science, reading, and writing instruction.  She also writes for children, with her most recent book being Dog Science Unleashed: Fun Activities to do with Your Canine Companion. Visit https://OnceUponAScienceBook.com for more information on her books and staff development offerings.

 

Carolyn Cinami DeCristofano is a STEM education consultant and provides curriculum development and professional development to schools and nonprofits as Blue Heron STEM Education, Inc., which she co-founded. Her books for kids include the popular A Black Hole is NOT a Hole (published in English, Korean, Chinese, and as an audiobook), and her recent Running on Sunshine: How Solar Energy Works. Find her in classrooms providing author visits, on Facebook –and in April 2019 at the National Science Teachers Association conference in St. Louis, where she will co-present on using authentic data in the classroom and participate–along with Jodi and several other STEM Tuesday contributors–in the Linking Literacy Event, which features conversations with authors.

 

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