Zombies

STEM Tuesday– Zombies (Real and Otherwise)– Kim Long interview

By on October 28, 2025   /   STEM Tuesday, Zombies   /   1 Comment

Welcome to STEM Tuesday: Author Interview, a repeating feature for the last Tuesday of every month. Go Science-Tech-Engineering-Math!

Today we’re exploring the intersection of science and spooky with Kim Long, author of Catching Cryptids: The Scientific Search for Mysterious Creatures (May 6, 2025) by Running Press Kids, illustrated by Nicole Miles. Catching Cryptids explores various technological advances in a fun way by pairing them with mythical creatures and discussing how modern technology could be used to locate or “catch” these beasts. Let’s learn more about Kim and her cryptids!

Want to win a copy of Catching Cryptids? Leave a comment or email Andi Diehn (andi@diehn.net) to be entered into a random drawing! U.S. addresses only, please.

 

Andi Diehn: This seems like a really fun topic to research! How and when did your fascination with cryptids begin?

Kim Long: I’ve always been a huge fan of the strange and weird! When I was a kid I devoured books on the Bermuda Triangle, Bigfoot, Atlantis, and other oddities. I’m also a huge animal lover, so stories about scientists discovering new species are always on my radar. Squid are one of my favorites, and it’s only been in the last twenty years that scientists have been able to even view a squid in its natural habitat. It really makes me think about what else is out there that we haven’t found or been able to verify.

What was your research process like?

 

 

Kim: I think I’ve read every book, magazine article, and blog about cryptids! There are some great texts out there by cryptozoologists who have organized expeditions to find the Mongolian Death Worm and other cryptids. Even more fascinating in some respectsis the work wildlife scientists are doing with the latest tech. For the most part, I’d read an article or blurb in an Internet news story and then track down the actual scientific paper that served as the source for the story. Scientific journal articles list all of their sources (i.e. more articles), which sent me down many a rabbit hole as I pieced together what type of tech could partner with which cryptids.

I love how you explored the technology used in identifying new species and searching for cryptids. Do you think we’ll find even more species every year as technology improves?

Kim: Absolutely! It wasn’t until March 2025 (MARCH 2025!!!) that scientists captured the very first image of a colossal squid in its natural habitat! And it was such a baby! I can’t wait for pics of a full-size colossal squid. There is so much more of the ocean to explore. We haven’t scratched the surface. For land animals, drones make it so much easier to explore hard-to-reach places. And as airborne DNA collection advances, we’ll be able to identify species without even seeing them. That’s huge. Right now, so much is based on eyesight and catching a glimpse, but environmental DNA and airborne DNA open the door to discover where super secretive animals may be hiding.

You manage to pull a lot of threads into this book – climate change, technology, species discovery, sociology, psychology – what is it about cryptids that invites such a layered approach to examination?

Kim: I think the mysterious nature of cryptids opens the door to discussing some aspects that might not lend themselves to traditional wildlife research. If someone says they saw a dog running down the street, there’s no reason to question their opinion. But if someone says they saw a 6-foot bird screeching at them, our eyebrows raise. So, if we assume the person saw something, let’s take a look at what factors might be affecting their opinion, and then we can get into the traditional wildlife science of habitat and what technologies can help figure out what that something is.

Love the career connections in the last chapter! Why include this section?

Kim: When I was a kid, I loved animals and science and the only job I heard about was a veterinarian, which didn’t interest me. I want kids to know that there are tons of fields related to wildlife research, and not all jobs require higher education. Perhaps a kid who’s into computers never thought wildlife coding or programming was an option and will be thrilled to discover that these opportunities exist.

What’s your favorite cryptid – and why?

Kim: Ooooh. This is a tough one!! I love the kraken because WHO KNOWS WHAT’S IN THE DEPTHS OF THE OCEAN??? Plus, so many characteristics of the kraken match the giant squid. But, I also love the Mongolian Death Worm because there absolutely could be a worm/snake creature that lives in the sand. Then there’s Mothman, who’s been sighted in five different states and for over 50 years. And the Loch Ness monster is . . .

OK, I guess it’s fair to say I don’t have a favorite!

Want to win a copy of Catching Cryptids? Leave a comment or email Andi Diehn (andi@diehn.net) to be entered into a random drawing! U.S. addresses only, please.

 

Kim Long is a children’s book author and former attorney. She studied environmental management in college and environmental law in law school. Her love of science, nature, and animals is reflected in her books. While she has not yet spotted a cryptid, she keeps her eyes peeled at all times, waiting for Mothman to make a guest appearance as she bikes along Illinois’s trails.

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STEM Tuesday– Zombies (Real and Otherwise)– Writing Tips & Resources

By on October 21, 2025   /   STEM Tuesday, Zombies   /   Leave a comment

Welcome back to STEM Tuesday. I’m Stephanie Jackson, and today’s zombies are in the “otherwise” category—less real, and more “otherwise,” drawing on literary theory and cultural studies. If you’re thinking along the lines of Mary Shelley’s 1818 gothic novel Frankenstein, you’re headed the right direction.

So… monster theory… have you heard of it? In the 1990s, Jeffrey Jerome Cohen wrote about monsters as metaphors and how we can decode (or encode) our stories with them. The TLDR of it is that the monsters of any given cultural text—book, film, etc—represent that society’s fears and desires. Through taboos, boundaries, contamination, and other monster lore, writers and readers explore themes of humanity and inhumanity.

First, as readers: Monster theory makes the English classroom fun again, allowing students to read the text against itself, to tease out the textual society’s ideals. While maybe this seems a little lofty for middle-grade readers, it can apply to age-appropriate texts. For fiction, I think of the middle-grade novels Zombie Baseball Beatdown and Better Off Undead.

Exercise #1: Why Monsters?
Identify a favorite story about monsters. Are its monsters likeable or not, and why? Do the monsters fit or break the monster stereotype? In what ways does the monster complicate the story in a way that a non-monster character wouldn’t? What does the monster disrupt or destroy? How does the text’s main characters and society at large treat the monster(s), and what’s the takeaway? Write down your thoughts and prepare to share them with peers.

Teachers and homeschool parents, feel free to tailor this exercise as appropriate for your students. Essay? Slides presentation? How long? You decide. This type of analysis is less about finding a “right” reading of a text, and more about interpretation and engagement. As long as they’re participating, while using textual evidence as guardrails for the discussion, it’s a great opportunity to engage them in critical thinking skills. (Let them choose a story they love, even if it’s a picture book or movie. Child-led learning sparks joy!)

And now, without further ado, exercise two…

Exercise #2: Perspective

  • Part A) Monstrosity—and not merely beauty—is in the eye of the beholder. Select and write down an everyday object. It could be anything that, taken out of context, might seem scary, weird, or inhuman. Slime and scrambled eggs have odd textures… without sight, encountering them might be unsettling. The object could also be something innocuous, like a dandelion or cereal. Describe the object, and think about how the truth of that description might be purposefully distorted. (Remember the marble in It Fell From the Sky? It’s a perfect example of an everyday object for this purpose.)
  • Part B) Next, invent a character or creature that’s scared of that object. How could this object endanger them, their society? In what circumstances might it be mistaken for something much scarier? What evidence might the character have found to support their belief that they’re endangered by it? How could they misinterpret its purposes? (Think of Strange Planet‘s descriptions.)
  • Part C) Gather into groups and discuss your results with peers. What was the most interesting scenario? What makes something monstrous, vs. what makes something human? As a group, present your findings to the class.

That’s it for this week! If you’re looking for some hi-lo Zombie books for your second-to-seventh graders, you might like this one and similar titles by the same publisher. If you missed it, go back and peruse our book list. As always, I’d love it if you stopped by my website StephanieWritesForKids.com for more book recs, writerly tips, and the latest updates on my publishing journey.

Best,

Stephanie

Stephanie Jackson is a mother of four kiddos ages 4-14. Her kidlit work has been published in Cricket magazine, Dirigible Balloon, and elsewhere. She holds an English creative writing degree and writes from her book-glutted home in northern Utah.

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STEM Tuesday– Zombies (Real and Otherwise)– In the Classroom

By on October 14, 2025   /   STEM Tuesday, Zombies   /   Leave a comment

 

Monsters, zombies, and other scary creatures star in tales throughout the year, but especially near Halloween! These books explore a wide range of creatures, both real and imagined, to get imaginations flowing. They make a great starting point for classroom discussions and activities!

 

Zombie Makers: True Stories of Nature’s Undead

by Rebecca L. Johnson

Zombies are real … but so far, the zombie-makers don’t attack humans. Yet. They do take over the brains and bodies of spiders, ants, flies, snails, and even rats. Not only that, some of these zombies are too small to avoid until it’s too late, like the teeny tiny wasps and fungal spores, and the totally invisible viruses. And then there are the brain worms! A must-read for anyone planning to hunt for zombies in their backyard!

 

Classroom Activity – Nature’s Mind Controllers

How do parasites, fungi, and viruses “take over” animal behavior? Divide students into small groups. Each group should choose a “zombie-maker” to explore. The students should research how their chosen parasite/fungus/virus infects its host and how it changes the host’s behavior. They can create a poster illustrating the life cycle of the zombie-maker, including infection, control, and transmission. They can be creative with labels, arrows, or thought bubbles to show how the host is being controlled. How does this strange behavior help the parasite survive? Each group can present its “zombie story” to the class.

 

Catching Cryptids: The Scientific Search for Mysterious Creatures

by Kim Long

The Loch Ness monster. Kraken. Giant turtles. What some people call monsters, others call cryptids: an animal whose existence is not yet substantiated by science. The emergence of DNA technology, SONAR, bioacoustics, and other advancements has enabled cryptozoologists of every stripe to seek – and sometimes discover – the species behind the monster myth.

 

Classroom Activity – Design Your Own Cryptid

Students can use their imaginations to design a brand-new cryptid, a mysterious creature that people might believe exists but hasn’t been proven by science. Students should describe:

  • What it looks like
  • Where it lives and how it survives
  • Typical diet and behavior
  • How it hides from humans
  • What real animal or adaptation could explain it
  • What scientific tests could be used to prove this creature’s existence

Once students have designed their cryptid, have them draw or create a 3D model of it. Students can also write a short newspaper article or “eyewitness report” about their cryptid discovery.

 

Secrets of the Dead: Mummies and Other Human Remains From Around the World

by Matt Ralphs

In most environments, when someone dies, their flesh decays, leaving only bones. But not mummies. With mummified remains, we can learn about the person and their culture, including the foods they ate and the diseases they suffered from. This book brings nearly 20 mummies to life – so to speak.

 

Classroom Activity – Mummy Lessons

Scientists can learn a lot about the past from mummies, including diet, health, clothing, and burial customs. Have students select one real mummy from the book and create a Mummy Fact Card that summarizes where it was found, how it was preserved, and what scientists learned. Next, it is the students’ turn to become archaeologists. Have them imagine they just discovered a mummy. What clues would they look for to understand its story? Have the students write a diary entry from the archaeologist’s perspective about the discovery.

 

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Carla Mooney loves to explore the world around us and discover the details about how it works. An award-winning author of numerous nonfiction science books for kids and teens, she hopes to spark a healthy curiosity and love of science in today’s young people. She lives in Pennsylvania with her husband, three kids, and dog. Find her at http://www.carlamooney.com, on Facebook @carlamooneyauthor, or on X @carlawrites.

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