Posts Tagged Common Core & NGSS

STEM Tuesday — Pair Up! Comparing Nonfiction Titles — Writing Craft and Resources

Going Deep

Today we are diving deep into two books that intrigue me. Books about a horrific medical epidemic. Books that both use narrative and expository plus characters to carry readers through the story. Books that plunge into history and science plus ethical and moral questions.

Fatal Fever: Tracking Down Typhoid Mary, by Gail Jarrow

Terrible Typhoid Mary: A True Story of the Deadliest Cook in America, by Susan Campbell Bartoletti

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Here’s a quick recap. In the early 1900s Mary Mallon carried typhoid but didn’t display any of the symptoms. She worked as a cook, was definitively linked to the infections of 49 people plus three deaths, was quarantined for decades, and became the brunt of a tabloid scandal. Both books look at the entangled story of her life, medical professionals who tracked her down, legal charges against her, and implications for constitutional rights.

 

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In two books on the same topic, published in the same year, written with similar audiences in mind, there is much to compare and contrast. What I find most intriguing is that both bring the science and history to light while posing enduring questions.

Dive In

Let’s look at how these books each handle one of those enduring questions. Get ready for some close reading!

After years of quarantine, Mary was finally released on parole. The terms of her release specified that she take precautions to not infect others, not work as a cook, and report regularly to the health department. But Mary broke those terms, resulting in another major outbreak and her own exile until death. The question these authors chase: Why did she risk it?

Turn to pages 133-135 of Terrible Typhoid Mary and Page 118-120 of Fatal Fever to read the texts. Here are some things to look for. I’ve included a few things I noticed and am eager to hear what you discover.

Whose story is told first?

  • Fatal Fever:
    • “Mary had no lawyer to help her.”
  • Terrible Typhoid Mary
    • “Mary never said why she broke the conditions . . .”

What words are chosen to set the tone?

  • Fatal Fever:
    • “A Witch!”
  • Terrible Typhoid Mary
    • “. . . she struggled . . .”

In what way are other characters’ reactions used? Do those reactions support or denigrate Mary’s choice?

  • Fatal Fever:
    • “The sympathy that people once felt toward Mallon evaporated.”
  • Terrible Typhoid Mary
    • “Her temerity galled Soper.”

What words or phrases convey doubt or leave interpretation open?

  • Fatal Fever:
    • “Maybe she didn’t see the harm in it, . . .”
  • Terrible Typhoid Mary
    • “Is it possible that Mary simply didn’t understand . . .”

Are you caught up in this conundrum? Of how Mary, who had been presented as a person who stepped in to care for children when needed, could do such a thing? I am.

Where do these passages leave you emotionally? Did the balance between narrative and expository impact your reaction? Does either passage affect you more? Why?

On Your Own

Now, pursue a similar close reading on your own. There are plenty of other parallel topics in these books. Try the discussion of gall bladder removal: Fatal Fever (page 93) and Terrible Typhoid Mary (pages 136-137).

How do these authors use sequencing, language, and other characters? How do their skillful use of nonfiction devices impact you as a reader?

—-

By Heather L. Montgomery

Heather L. Montgomery writes for kids who are WILD about animals. Her latest book, Bugs Don’t Hug: Six-Legged Parents and Their Kids, is a perfect picturebook for a close read.

www.HeatherLMontgomery.com


The O.O.L.F. Files

Resources for Writers

https://www.rhymezone.com/

This site might have been designed with rhyming in mind but it has many other uses. Need a thesaurus? Angling for alliterative words? Looking for lyrics? Rhymezone’s got you covered.

https://www.google.com/alerts

Needing to go deep on a topic? Set up a Google alert on your topic. Day after day it will deliver the freshest posts straight to your inbox.

http://www.bluebulbprojects.com/MeasureOfThings/default.php

When you need a measurement comparison, The Measure of Things is your best friend! How large is 110 cubic inches?

  • 9/10th the size of a human stomach
  • 1/3rd the size of a bowling ball
  • 1 1/10th the size of an ostrich egg!

STEM Tuesday — Pair Up! Comparing Nonfiction Titles — In the Classroom

STEM TUESDAY from the mixed up files

Today is the 11th–a 1-1 pair-up. It’s an especially apt day for continuing with our Nonfiction Pair-up theme. One thing seems sure: You’ll double your impact if you pair nonfiction reading and writing with STEM lessons!

Support Independent Bookstores - Visit IndieBound.org Support Independent Bookstores - Visit IndieBound.orgIdeas Worth Spreading

Fatal Fever and Terrible Typhoid Mary highlight the social, personal, and epidemiological stories around Mary Mallon, AKA Typhoid Mary. Exemplifying how science and society intersect and examining the difficulties of clashing social and individual interests, this pair offers high drama and nearly endless entry points for curriculum learning.

  • Does the government have the right to imprison someone to keep that person from infecting others?
  • Do students think Mary was “terrible?
    • Students can develop charts with reasons for answering yes and no–then take a stand with mock op-ed pieces.
    • Form student committees to answer “What to do about Mary?” Make sure they consider how any decisions impact Mary and the community.
    • Expand into current day concerns: “What to do when one of us gets sick?” Students might research the school’s policy regarding teachers and students with the flu or other infectious diseases. What options are available to keep everyone safe and able to work and learn?

Looking for infectious enthusiasm? Try these science learning ideas.

  • DragonFly TV’s five-minute GloGerm video offers information, an experiment, and visuals including a powder that glows under UV light and spreads throughout a kids’ bowling party.
    • Show the video to accompany their reading.
    • As an alternative, if you have the resources to purchase GloGerm and a UV light, use the video as an inspiration for a lesson plan. Demonstrate the spread of disease. Then challenge students to design their own experiments.
  • In this lesson using water, baking soda and a simple acid/base indicator, one student unwittingly becomes the source of an “infectious disease”, which then spreads to classmates.  The indicator ultimately reveals “infected” students. As an extension, track down the source student–your classroom’s counterpart to Mary Mallon in 1906, someone who unknowingly spreads disease.
    • What does the student feel like?
    • How would the class feel if all of the infected students now had to stay quarantined despite feeling well, or could no longer do whatever job they would like?
  • Students become disease detectives with an engaging interactive from PBS’s NOVA resource, which allows them to “interview” subjects, collect and review data, and explore possible sources of the new Dizzy Disease. Students might also compare and contrast their methods to those used by the typhoid tracker who found Mary Mallon, George Soper.

 

Support Independent Bookstores - Visit IndieBound.orgSupport Independent Bookstores - Visit IndieBound.orgAnd Now, Some Rotten Ideas

Students can become decomposers as they break down Rotten and Death Eaters, into their essential content and structure. For example, Elementary Nest’s lesson provides suggestions on conducting a compare/contrast of the facts in paired nonfiction titles.

 

Of course, this topic screams for a scavenger hunt! Send students searching for nonfiction text features. Check out these scavenger hunts  and, presto! You’ll gather your own list of features in no time. Follow up with a look at how these features help or detract from the reading experience.

  • How do various features help engage and explain information to readers?
  • Are there places in either book where the reader’s experience would have been enhanced by the addition or omission of a given feature?

After students digest the books in these lessons, they can recycle the morsels of information and insight into new, lively texts, composing short pieces based on the facts that they collected and incorporating the nonfiction text features to help readers engage with or grasp content.

Hands-on science experiences can add to the detail of student writing.  Start with this worm bin building activity and related resources from National Agriculture in the Classroom.

 

Support Independent Bookstores - Visit IndieBound.org Support Independent Bookstores - Visit IndieBound.org Support Independent Bookstores - Visit IndieBound.orgThis Trash Talk’s OK

Heighten student awareness of different styles and purposes of informational text with this trio. This Book Stinks is full of small bits of text and splashy graphics. Contrast it with Tracking Trash and Plastic Ahoy!, which combine storytelling, exposition, and characters into a cohesive whole. Challenge students to take passages from each book and turn them into the style and format of the other.

For science experiences, tie these books in with the decomposition books above (pair the pairs!). Or:

 

There’s so much you could do with this month’s theme, maybe you, too, should pair up; find a teaching partner to develop some of these ideas into great experiences for your students, or create your own.

  • What other book pairings can you suggest?
  • Which activities work for you?

Drop a comment to let us know!

 

****** BREAKING NEWS!!****

STEM TUESDAY from the mixed up filesSTEM Tuesday is now a monthly PODCAST! Tune into Jed Dougherty’s Reading With Your Kids Podcast on iTunes to listen to your favorite STEM Tuesday posts! The first airing is right here:  STEM Tuesday Podcast #1 

Be sure to join us the second Tuesday of every month for a podcast update!

 


Carolyn Cinami DeCristofano pairs writing nonfiction STEM books for kids with STEM educational consulting work.  Running on Sunshine: How Does Solar Energy Work? celebrates the innovative spirit and challenges behind engineering solar technologies, and received a starred review from Kirkus.

STEM Tuesday – Shining the Light on Technology, Engineering, and Math — Interview with Author Elizabeth Rusch

STEM TUESDAY from the mixed up files

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

Today we’re interviewing Elizabeth Rusch! She’s the author of this month’s featured technology/engineering book, The Next Wave: The Quest to Harness the Power of the OceanThis fascinating installment in Houghton Mifflin Harcourt’s Scientists in the Field series tackles the engineering challenge of turning ocean waves into useable electricity. As Horn Book‘s glowing review explains, “Rusch fully explores the engineering process, capturing the determined, entrepreneurial spirit of the profiled engineers as well as the need for creative problem-solving and ingenuity, a test-and-retest mentality, a high tolerance for failure, and perseverance through the quest for research funding.” The Next Wave received starred reviews from both Kirkus and School Library Journal.

Mary Kay Carson: Why did you decide to write The Next Wave?

Elizabeth Rusch: I keep a folder of clippings of newspaper and magazine articles that interest me. Once in a while, I read through them to see if there are any topic hiding in there that I might want to cover. About ten years ago I found that I had clipped a bunch of articles on scientists developing these cool devices to harness the movement of ocean waves and turn it into electricity. One Oregon scientist Annette von Jouanne was not only inventing clever devices but also finding ways to support other engineers and inventors in their work. I thought she would be a perfect place to start. I interviewed her and accompanied her as she tested a new device that bobbed up and down in the water and wrote an article about her work for Smithsonian magazine. As I was reporting and writing that piece, a little voice kept saying: Kids would find this fascinating – they love the beach, the ocean, invention, and environment. So I expanded my research to include the stories of other ocean energy inventors, such as “The Mikes” —Mike Morrow and Mike Delos-Reyes—childhood friends who were developing and refining a device that sits on the ocean floor that they first designed in college.

MKC: What was writing about engineering like?

Elizabeth: I loved covering a new, evolving renewable energy field. Engineers have already pretty much figured out great ways to harness solar and wind energy but ocean energy was and is still wide open. We don’t yet know the best way to take the up and down motion of waves and turn it into electricity. That means that all devices being invented and tested are wildly different. So I got to witness history in the making. Mike Morrow invited me to his lab, which was big cluttered shed in his backyard. It was like being in the garage with Steve Jobs as he invented his computer. I also observed tests in these huge wave flumes and basins and out the open ocean. Each test was really suspenseful because no one knew how the devices would perform. So I was crossing my fingers and cheering right along with the engineers.

Download an accompanying Common Core Guide and Discussion and Activity Guide for The Next Wave.

MKC: Are STEM topics especially interesting to you?

Elizabeth: I don’t actively set out to write STEM books. I am drawn to important, compelling stories that have been overlooked – and it just so happens that many of those stories are in STEM fields. I love stories of invention because they are at their core stories of the human spirit and our quest to understand the world and solve problems we face. To me, inventing something is essentially an adventure requiring creativity and heroic effort in the face of daunting obstacles. A fun example is my recent book The Music of Life: Bartolomeo Cristofori and the Invention of the Piano. While it is a picture book biography about music and history, I was delighted to see it was named a Best STEM Trade Book by NSTA-CBC.  So I guess what I’m saying is that to me STEM is just in integral part of the human story – and I love telling human stories.

Win a FREE copy of The Next Wave!

Enter the giveaway by leaving a comment below. The randomly-chosen winner will be contacted via email and asked to provide a mailing address (within the U.S. only) to receive the book.

Good luck!

Your host this week is Mary Kay Carson, fellow science nerd and author of Mission to Pluto and other nonfiction books for kids. @marykaycarson