Posts Tagged kidlit

STEM Tuesday: Snow and Ice– Interview with Author Cindy Blobaum

    We are delighted to interview author Cindy Blobaum for our Ice and Snow theme this month!

Cindy is the author of:

 

Ice Age by Cindy Blobaum

Explore the Ice Age! With 25 Great Projects

Illustrated by Bryan Stone
Brrr–does it feel cold? Get out your gloves and get ready to experience the Ice Age! In Explore the Ice Age! With 25 Great Projects, readers ages 7 to 10 discover what an ice age consists of, why we have them, and what effect an ice age has on living organisms and ecosystems. The book pays particular attention to the most recent Ice Age, which is the only one humans were around to witness.

Cindy digging up mammoth

Cindy holding a mammoth bone

 

 

 

 

 

 

 

 

 

 

Cindy digging up a mammoth bone, and then holding one! 

 

 

Cindy, thanks for being on our blog. How fun was it to write a book about the Ice Age? 

I’m one of the few people I know who absolutely LOVES winter.  In fact, I drive almost everyone crazy because I sing every time it starts to snow J . The cold weather gives me the opportunity to create snow “somethings” (not usually a snowman), make snow ice cream and go ice skating (outdoors), snow shoeing and skiing.  So writing a book that revolves pretty much around winter-style activities was a blast for me.

 

Your book is packed full of awesome projects– did you come up with them yourself?

Many of the projects tapped into my experiences as a naturalist (field trip lady). I had the good fortune to take part in a mammoth dig (excavating several mammoth skeletons), I constantly use ice cube glacier models in my geology programs to explain local topology, and teaching people how to throw spears using atl atl’s was a constant part of fall programs for many years. Other projects that explained important concepts are ones that I adapted from other programs. When I started working on Explore the Ice Age, I had a notebook full of ideas and connections, which expanded as I got going.

 

Did you research them? If so, where can people find cool activities for kids?

Each activity I include is thoroughly researched and tested – with my children and neighbor kids often helping out. Research is one of my favorite parts of writing! The research can include checking books, online resources, primary source materials and of course, asking real experts.  I learn so much that it can be difficult to select what to include and what I have to leave out. For example, I lived in Iowa when I was writing Explore the Ice Age.  When I was working on the mammoth dig, I met an expert on giant sloths. He had created a website with a wealth of information that could be enough for its own book! https://slothcentral.com/

As for finding cool activities for kids, there are multiple ways to approach the search. Activity books are an obvious choice, and don’t pass up the old ones!  I have “discovered” many awesome projects that are so old that many people have never seen them, but they are still cool, fun and relevant! Online searches are great, especially if you have the time to actually use “the web” – as in follow many of the multiple possibilities that pop up, especially if you scroll past the first page of results. I also let my mind wander, choosing a word, like “lever” or “insulation” and seeing what I can find that way. And don’t be afraid to adapt activities – try doing them using different materials or in new ways.

 

Can you give us a sneak peek of one or two of the activities? 

 

An easy and very effective activity to start RIGHT NOW is Sun Stretch! The purpose of the activity is to measure how much the tilt of the sun changes from season to season.  If you are living in the Northern Hemisphere, use a south facing window. (Use a north facing window if you live in the Southern Hemisphere.)

Write today’s date on a piece of masking tape or similar substance. Right around noon, place the piece of tape on the floor or wall where you see the sunlight end.  At least once a month, do the same thing – putting a new dated piece of tape where you see the sunlight end. The farther you live from the equator, the more change you will see!

Bundled Bottles is an activity that clearly demonstrates the effectiveness of the insulation found on some animal’s bodies. The equipment is zippered baggies, shortening, socks (the thicker, the better), plastic water bottles and a freezer.  After creating a coat that mimics a warm-blooded animal’s body, you measure how long it can keep hot water from freezing.

 

Can you give any tips to writers who want to break into nonfiction children’s books? Should they start with educational publishers like you have done? 

At a writing conference, I remember a publisher commenting that although children’s fiction titles usually steal the spotlight, young readers eagerly seek out nonfiction to feed their desire to know more and understand how things work. That is who I write for and why I write. The fact that many formal and informal educators (staff/volunteers at museums, nature centers, summer camps, home schoolers) use my books gives me a definite thrill.

Just like you have to do your research for your subject matter, it is also imperative to research potential publishers. Due to my writing style and content, it makes the most sense to work with publishers who know/understand/work with that format, which is mostly educational publishers. If your writing is more narrative, look for publishers who feature that style of titles. Two other nonfiction styles (this list is not exhaustive) are short facts/records/lists and curriculum/activity sheets. Each one has a separate but sometimes overlapping audience and publisher. .

 

What are you working on now? 

I recently updated Explore Gravity (Nomad Press), expanding it for older readers (ages 9 – 12). I am also working on updating Geology Rocks to get it back in print with Chicago Review Press. With my new full time position, quite honestly, it would be very difficult to start a project right now – although as always, I have a notebook and file folder full of ideas!

 

Thanks for being on our blog, Cindy, and sharing all of this great info on your book and STEM!

You can discover more about Cindy HERE 

 

******************************

Jennifer Swanson authorJennifer Swanson is the award-winning  author of 45+ books for kids, mostly about STEM, and also the creator and cohost of the Solve It for Kids podcast.  You can hear her recommendations for the best STEM books for kids in 2023 on NPR’s Science Friday, here!

 

STEM Tuesday: Snow and Ice– Writing Tips & Resources

 

Accordions and Information

The five-paragraph essay. Love it or hate it, it’s a thing. One of the reasons it is so hard to teach? Young writers rarely see pure examples in their pleasure reading. Still, this formulaic approach can help young writers learn to organize their thinking and writing.

So, how do we teach them to use this tool?

Step By Step

My favorite is the accordion method. Start by printing each of the sentences below on a separate sheet of colored paper.

Green paper:

  • Bugs have wicked cool mouthparts.
  • These mouthparts allow insects to chow down on their favorite food.

Yellow paper:

  • Some bugs have hypodermic needles for mouths.
  • A few insects use sponges for mouths.
  • And, others have strong grinding jaws.

Post those in random order on the board or wall. Challenge students to physically re-arrange them into a logical paragraph. This can be done together on the board or students can copy onto sticky notes and work individually on their desks.

Now, on the board, lay the sentences out with the yellow ones indented to look like an outline. Introduce the color scheme and provide examples from texts they are familiar with (textbooks, student writing, etc.):

Green = General topic

Yellow = Reason, detail or fact

Red = Example or explanation

Accordion it!

Next, demonstrate how a paragraph, like an accordion, can be lengthened if we add additional information. Show the new sentences below and have students move these examples into place on the outline.

Red paper:

  • The assassin bug stabs its sharp proboscis through the exoskeleton of other insects.
  • The house fly uses its labella to sop up spit-soaked food.
  • The mandibles of a cockroach crush with a force five times stronger than human jaws.

Rewrite on the board in standard paragraph form.

Once students are comfortable with the color scheme, challenge them to use highlighter markers to color-code pre-written paragraphs. You can write your own or use examples from textbooks or STEM Tuesday’s reading list. For example, Page 30 of What was the Ice Age:

“To have enough energy, Megatherium needed to eat a lot! It ate grasses, buts, and fruits. It dug roots out of the ground with its sharp claws. It stood on its hind legs to pull leaves from the highest branches. Some scientists think Megatherium might have even eaten meat.”

Once they are ready, have students use this color-coded sticky notes to create a paragraph about their favorite animal.  For some fun, let students swap yellow and red notes to create silly paragraphs.

Extension

To extend the lesson, demonstrate how a single paragraph can be lengthened like an accordion into a 5 paragraph essay, a section of a longer work, or an entire book. For example, in Ice: Chilling Stories from a Disappearing World students can study the introduction as one accordion and the entire book as another.

Finally, have students examine nonfiction trade books, magazines, and a variety of informational texts. Are super-structured paragraphs common? Discuss why and why not. Are they more common in one type of informational text? Is the formula more common in the over all text than as paragraphs? Do students prefer them or not?

________________________________________________

Prepared by:

Heather L. Montgomery writes books for kids who are wild about animals. She is author of 17 nonfiction books for kids, including What’s In Your Pocket? Collecting Nature’s Treasures and the upcoming Sick! The Twists and Turns Behind Animal Germs.

www.HeatherLMontgomery.com

STEM Tuesday — Spooky and Scary Science– Interview with Gail Jarrow

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

Happy Spooky Season! What better way to celebrate this deliciously horrific month than with a book that’s TERRIFYING?!

American Murderer: The Parasite That Haunted the South is a riveting tale of an unwelcome guest that wreaked havoc in the 19th and early 20th centuries by boring into unsuspecting bodies through the skin and leaving its human hosts with wrecked bodies and brains.

Horrifying! Let’s dig in with Gail Jarrow!

 

American Murderer

Included on NPR’s 2022 “Books We Love” List Finalist, 2023 YALSA Award for Excellence in Nonfiction ALSC Notable Children’s Book

Andi Diehn: My first question feels a tad obvious, but why did you devote a whole book to hookworms?!   

Gail Jarrow: Gross and disgusting appeals to many  in my audience of ages 10+. You can’t beat a vampire creature that clings to the inside of your intestine wall with its suction-cup mouth and sucks your blood until you get sick or  die. And what’s more disgusting than a discussion of leaky outhouses? But beyond that, my account of hookworm disease in the U.S. is a little-known story showing  the  changes in medicine and public health that occurred in the early 1900s. I also was drawn to the subject because it dramatically illustrates how  researchers used the scientific method to make medical discoveries.

AD: Arthur Looss and his accidental discovery of how hookworms entered the body – wow! What does this tell you about the courage of scientists (or at least that particular scientist!)? 

GJ: You have to admire them!  Looss made a dangerous lab error that he recognized as an opportunity. In  research for my books, I’ve encountered several scientists who have intentionally put themselves at risk. Sometimes they’re so sure of themselves that they don’t consider their experiment to be reckless. But in other less certain situations,  they decide that being a human guinea pig is the only way to test a hypothesis. In Bubonic Panic, I tell how Waldemar Haffkine injected himself with the first plague vaccine in 1897, keeping records of his physical reaction. In Red Madness, Joseph Goldberger swallowed a “pill” made of feces, urine, blood, and saliva from pellagra victims to prove that the disease wasn’t contagious. His 1916 experiment put the infectious theory to rest. (Pellagra is a vitamin deficiency disease.) In 1984, Barry Marshall successfully tested his hypothesis that a bacterium caused stomach ulcers by swallowing a beaker full of the microbe. He did get an ulcer, which he cured with antibiotics, but he also received the 2005 Nobel Prize in Physiology or Medicine for the discovery.hookworm

AD: Stiles’s name for his newly discovered hookworm – the American Murderer – is chilling! Why do you think he gave it such a chilling moniker?

GJ: Stiles wasn’t a subtle man. He knew this human hookworm killed people, and he gave it a name to communicate that fact. The name certainly brought attention to the parasite, and it gave me a good book title.

AD: Your descriptions of how people with hookworm were treated – even by medical professionals – is heartbreaking. What’s the lesson here? How can we use that moment in American history to improve current medical practices?hookworm victims

GJ: Having written a few books about the history of medicine, I’ve learned that  “accepted” theories can be wrong. Patients suffer when the mantra is “everyone agrees that. . ..”  As part of my research for American Murderer, I read medical books from the late 19th/early 20th centuries. According to the experts, human hookworm disease didn’t exist in the U.S. except in recent migrants. But Charles Stiles proved that was incorrect and that millions of southerners were infected, probably for generations. He had studied in Europe, where the disease was recognized and easily treated. The American medical establishment, particularly in the South, was slow to go along because Stiles was a parasitologist, not a physician. They also didn’t want to admit that, because of their ignorance, they’d misdiagnosed and failed to treat their patients for years. The sick people were dismissed by  their communities as lazy and stupid. And because victims were usually infected by hookworms at home,  it appeared as if these undesirable character traits simply ran in the family.  The lesson for today is that the medical community must be open to new ideas, knowledge, and approaches and should not dismiss them for the wrong reasons.hookworm education

AD: The cotton mills and Stiles’s narrow focus on hookworms – how might history have been different if Stiles had entertained the idea that other issues affected the mill workers?

GJ: Perhaps that  would have sped up reforms, especially concerning child labor. Still, just a few years later, in 1916, Joseph Goldberger and the U.S. Public Health Service investigated the health of mill workers and identified poor nutrition as a pervasive problem. These studies, as well as Lewis Hine’s photographs of child laborers, helped to bring reforms.

AD: The story of the hookworm is the story of public health – what did we learn from that era that we’ve put to use in more recent times, like with covid?

GJ: The hookworm campaign that started in 1909 demonstrated that in order to reduce or eliminate a disease,  it’s important to educate people about prevention and treatment. The information must be explained clearly and accurately without being condescending. In the early 1900s, newspapers were key to disseminating that information.The articles were written by Stiles, the Public Health Service, and doctors. Today we see similar efforts to transmit facts about COVID, influenza, prenatal care, vaccines, and other health concerns. But times have changed. People no longer have just one reliable source to keep them informed, such as their local newspaper. While additional kinds of media are available to educate the public today,  more unvetted, confusing, and false information is readily available, too.

before and after hookworm victim

A before and after image of a boy cured of hookworms

The hookworm campaign also showed that people are more likely to accept and act on information when they hear it from someone they trust. That meant keeping the  campaign local, at the county or state level and even in the schools and churches. The strategy was to reach people where they were, no matter who they were in terms of socio-economic status or race. The clinics  were staffed by local doctors and community volunteers known by the visitors. Today we see a decline in trust of public health institutions like the CDC and FDA–for many reasons. That’s proving to be a problem.

AD: It’s wonderful to see the before and after photos of victims who were cured, but I also worry about longterm effects on their mental/emotional health – did officials do anything to support individuals once they’d been cured of hookworm? 

GJ: Judging from the personal testimonies I read, I’d say that people who had been cured felt so much better physically that they were  happier and more positive about their lives. With energy to work and learn, they could support and care for their families. Rather than focusing on emotional support (an approach which is more of our time than theirs),  the campaign’s follow-up plan was to stop reinfection by educating hookworm victims about how the parasites spread and helping to install effective waste disposal systems at homes. State education departments added hookworm to the curriculum so that students learned about the disease’s cause, prevention, and treatment. Laws  in southern states required well-maintained outhouses in schools. Eventually, sewers were built in most towns and cities, which stopped the spread of hookworm and other intestinal diseases. But even today, many rural homes like mine are not hooked up to a municipal sewer, and it’s up to the homeowner to have a safe system. newspaper clippings

AD: Why was it important to you to bring readers to the present time to see what the worm situation is like today?

GJ: I always aim to convey hope in my endings.  Hookworm infections were significantly reduced in the United States. Research brought better treatments. The recognized importance of proper waste management spurred  infrastructure improvements.  At the same time, I tried to get young readers to think about what happens when they flush  a toilet and how their health can be affected by tiny parasites. I even included some advice about wearing proper footwear on our southeastern beaches to avoid infection by dog hookworms. 

I also wanted young readers to be aware that at least 1.5 billion people worldwide are still afflicted with soil-transmitted worms, including hookworms. These infections negatively impact a country’s economy and political stability.  It’s essential to know what’s going on in the world beyond. Sooner or later, these things affect all of us.

***

Gail Jarror headshot

Gail Jarrow is the author of nonfiction books and novels for ages 8-18.

Her books for young readers have earned the Winner of the Excellence in Nonfiction Award from YALSA-ALA; the Robert F. Sibert Honor Book Award; Orbis Pictus Honor; Children’s Book Guild Nonfiction Award; the Jefferson Cup; Grateful American Book Prize Honor; Golden Kite Honor for NF for Older Readers; Eureka! Gold Award; ALA Notable Book; Notable Social Studies Trade Book; the National Science Teaching Association Outstanding Science Trade Book and Best STEM Book, Best Books awards from Kirkus Reviews, School Library Journal, Booklist, Bulletin of the Center for Children’s Books, Bank Street College of Education, New York Public Library, Chicago Public Library, and NPR. She has received additional awards and recognition from the American Booksellers Association, American Library Association, Public Library Association, the Society of School Librarians International, and Junior Library Guild.

 

Andi DiehnAndi Diehn grew up near the ocean chatting with horseshoe crabs and now lives in the mountains surrounded by dogs, cats, lizards, chickens, ducks, moose, deer, and bobcats, some of which help themselves to whatever she manages to grow in the garden. You are most likely to find her reading a book, talking about books, writing a book, or discussing politics with her sons. She has 20 children’s books published or forthcoming.