This page is a holding page to list books I have acquired that relate to science. I am annotating a little bit, so I remember why I included them!

  • Physics: Its Marvels and Mysteries. Dr. Daniel G. Posin. Whitman Publishing Company: Racine, WI. 1961. Library of Congress # 61-13019. This book came from my paternal grandmother’s bookshelf and is one of my precious reminders of her life-long interest in education, children and the wonders of the world. Nana, this book reminds me that the questions my students have are indeed “age old” and worthy of deep, engaging exploration.
  • Project Physics. Gerald Holton, F. James Rutherford and Fletcher G. Watson. Holt, Rinehart and Winston: New York. 1975. This is the same edition of the book I had for high school physics, I found it in a used bookstore when I was in college. Unit 1 is all about Motion. Unit 2 connected that concept to astronomy, Unit 3 introduced the sophisticated ideas of Mechanics. Science continues to define and develop more detailed explanations, but the basics of observation, experimentation and “science” are constant.
  • How to Think like Leonardo da Vinci: Seven Steps to Genius Every Day. Michael J. Gelb. Delacourt Press: New York. 1998. I picked this up in hopes of improving my mind. Instead, my teen son used it for an English paper. For me, this symbolizes the spirit of exploration and innovation; playing with ideas, thinking about the way things work, constantly working in self-improvement. It’s really a sort of self-help book, but it’s motivating to me.
  • The Handy Physics Answer Book. P. Erik Gunderson. Visible Ink: Detroit. 1999. Three sections directly address the ideas I am working with Winter Quarter 2011: Movement; Work, Energy and Simple Machines; Objects at Rest. The first section is an introduction and also talks about measurement. I appreciate the time this author took to think about the ways terminologies of similar concepts can be confused. Page three describes science as opposed to technology, page seven explains the differences between accuracy and precision. This book I think should be a “must” for most classrooms, as students who are concrete thinkers will choose it for free reading, and students who are working on science will find it easy to navigate and read. The actual reading level is middle school (will need a dictionary for unfamiliar terminology).
  • Physical Science. Denise Eby, Robert B. Horton. Macmillan: New York. 1986. This textbook is written for Middle and High School use. The explanations are simpler than the college texts and there are more illustrations, but the level of complexity and readability would still be beyond most intermediate students. However, I find it useful to see how the authors pare down the ideas; extending that “line” to the age of students I am thinking of helps me consider what the core ideas are — and to see what might need to be in place when my students reach the next level of exploration in this field.
  • World Book’s Young Scientist Encyclopedia, volume 9 Construction and Machines. World Book, Inc.: Chicago. 1991. I have the full set, thanks to a young friend who donated this wonderful resource many years ago when we were homeschooling. It is written at intermediate level (approximately grades three to five) and would be a good addition to middle school classrooms as well. There are engaging pictures (both art and photographs), suggestions for simple experiments with household objects, and short, progressive explanations.
  • 365 Simple Science Experiments with everyday materials. E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell. Black Dog & Leventhal: New York. 1997. The title says it all! While finding specific topics through the Table of Contents is difficult, the index groups ideas and makes it easier to find specific information and activities. A good place to look for ideas for engaging learning activities that kids can do with minimal set-up and supervision.
  • How Things Work. Steve Parker. Random House: New York. 1990. While the illustrations are colorful and engaging, the text itself is at a middle to high school level. It is, however, useful to me to think about how my specific current science connects to the real world: vehicles, construction and manufacturing in particular would be good connections for young students who are beginning to explore careers.
  • The Biggest, Smallest, Fastest, Tallest Things You’ve Ever Heard Of. Robert Lopshire. Scholastic: New York. 1980. A few of the entries are out of date, but this children’s book (written at 2nd-3rd grade level) is a treasure as it explores how measurement is used to compare one thing with another. As an entry point to thinking about measurement, or as an extension activity, this book from my mother’s years as a teacher helps me see through a child’s eyes what is exciting and interesting. A way to find the “hooks” for potentially reluctant learners.
  • If You Give a Mouse a Cookie. Laura Joffe Numeroff. Harper Festival: New York. 1985. Now-classic children’s book, and well-loved from my children’s early years, a fine way to explore the idea of causation (one event sets off another), sequence of events, and fun. I would use something like this to open up a conversation about what caused what, and how we know that an object is moving (or not) for a reason.
  • The Little Red Caboose. Marian Potter. Golden Book: Racine, WI. 1953. Another classic children’s book, this one illustrates force and inertia in an engaging way. What is needed to start, stop and restart an object? How hard is it for a small (less massive) object to stop a large (more massive) object? It’s an easy-reading text (generally pre-K to first or second grade) that often still appeals to older students for nostalgia’s sake.
  • Elementary and Middle School Mathematics: Teaching Developmentally (Seventh Edition). John A. van de Walle, Karen S. Karp, Jennifer M. Bay-Williams. Boston, MA: Allyn & Bacon. 2010. This text was used for the elementary strand in the Master’s program for mathematics. As measurement is a “big idea” that transfers between many disciplines, it makes sense to me to use the mathematics textbook and to coordinate instruction, or at least know where we have been or will be heading so there can be some reinforcement between content areas. “Chapter 19: Developing Measurement Concepts” has simple activities and explanations that I can use when introducing measurement at the beginning of the unit, and to help when I want to review at the end.
  • How Science Works: 100 Ways parents and kids can share the secrets of science. 1991. Judith Hann. Pleasantville, NY: Reader’s Digest (Dorling Kindersley). This book not only has engaging photographic illustrations with children who are about 4th or 5th grade age (mostly appear to be northern European, although a few Asian and darker skinned children), but begins with a list of materials for a “home laboratory” and includes detailed experiments that accompany the text (again, seems mostly Euro-centric). I would use this book to help me plan activities, and to have in the classroom for students who are interested in learning more than is contained in our inquiry. Two additional books from this series are “How the Earth Works” by John Farndon and “How Nature Works” by David Burnie. I am sure there are newer books, but the basics at this level stay pretty similar over time.
    This set of books reflect the indigenous cultures of the Pacific Northwest and Puget Sound. There are illustrations, stories and descriptions of objects such as canoes, digging sticks and adzes in and among these texts that show the real-life use of principles of force and motion. I could information from these texts to help create illustrations that tie in to history, local culture or indigenous art.

  • Coast Salish: Their Art and Culture. Reg Ashwell and David Hancock. 2006. Blaine, WA: Hancock House Publishers.
  • The Spindle Whorl: A Northwest Coast Indian Art Activity Book: Nan McNutt. 1997. Seattle, WA: Sasquatch Books. This book represents the central Coast Salish (north end of Puget Sound/center of the Salish Sea), and illustrates the culture and daily life as well as the importance of heritage. The use of the spindle whorl requires a knowledge of how speed and tension affect the making of threads and yarn. Art, history, mathematics, physics are all reflected in this text.
  • Ah Mo/More Ah Mo. Judge Arthur Griffin, compiler. Trenholme J. Griffin, editor. 1990/1993. Blaine, WA: Hancock House Publishers. I include these stories out of nostalgia; although it would be a stretch to say they illustrate physics they definitely have stories that relate to other science such as geology, weather and history.
  • Additional Books for this section that I own are Haboo by Vi Hilbert, Indian Legends of the Pacific Northwest by Ella Clark, Plants of the Pacific Northwest Coast by Pojar and Mackinnon, and Pomo Indian Myths by Cora Clark and Texa Bowen Williams, 1954. This last one I have had since I was a child, and dearly love the way that the natural world and real life issues are represented.