Note: The following texts are appropriate for MPI 1st and 2nd graders, differentiation needed based on level of development.
Book #1
Fowler, A., & Jenner, J. V. (2001). From seed to plant. New York: Children's Press.
This text is excellent for young scientists. It provides the appropriate amount of information about plants for young minds to process. This book is full of great pictures along with well thought out explanations and appropriate vocabulary. From Seed to Plant would be a great introductory text to conducting plant based science experiments in the classroom. I would recommend this book for the younger grade levers because it very simple. The book is written in a way that children can understand the processes of a seeds phasing into a plant. The vocabulary used in this text is very effective; spelling words could be drawn from it and used in lessons other than science.
Fowler, A., & Jenner, J. V. (2001). From seed to plant. New York: Children's Press.
This text is excellent for young scientists. It provides the appropriate amount of information about plants for young minds to process. This book is full of great pictures along with well thought out explanations and appropriate vocabulary. From Seed to Plant would be a great introductory text to conducting plant based science experiments in the classroom. I would recommend this book for the younger grade levers because it very simple. The book is written in a way that children can understand the processes of a seeds phasing into a plant. The vocabulary used in this text is very effective; spelling words could be drawn from it and used in lessons other than science.
Book #2
Gibbons, G., & Mallon, E. (2012). From seed to plant. Pine Plains, NY: Live Oak Media.
The first thing that stuck out at me about this text was the beautiful and captivating illustrations. This book can engage students who have an interest in art as well as science. The text is targeted to students in lower grades but can also act as a refresher for students in older grades. This text addresses plant related topics such as seed germination, plant reproduction, seed dispersal, and much more. The colorful pictures engage the students, while the vocabulary is age appropriate and easy to understand. This text could be used across the board in lesson planning; science, writing, and/or art. The clear and concise details in this text make it interesting to the reader.
Gibbons, G., & Mallon, E. (2012). From seed to plant. Pine Plains, NY: Live Oak Media.
The first thing that stuck out at me about this text was the beautiful and captivating illustrations. This book can engage students who have an interest in art as well as science. The text is targeted to students in lower grades but can also act as a refresher for students in older grades. This text addresses plant related topics such as seed germination, plant reproduction, seed dispersal, and much more. The colorful pictures engage the students, while the vocabulary is age appropriate and easy to understand. This text could be used across the board in lesson planning; science, writing, and/or art. The clear and concise details in this text make it interesting to the reader.
Book #3
Jordan, H. J., & Krupinski, L. (1992). How a seed grows (Rev. ed.). New York: HarperCollins Publishers.
This text describes what visually happens as a seed grows. It is written in story format and does not have much depth as to what is actually going on scientifically as a seed turns into a plant. This book would be effective as a precursor to lesson plan/science experiments involving students led observations about seeds turning into plants. I would recommend this text mainly to younger grades (k-2nd) because the concepts addressed are very elementary. This text describes visually what happens visually as a seed grows, but not scientifically.
Jordan, H. J., & Krupinski, L. (1992). How a seed grows (Rev. ed.). New York: HarperCollins Publishers.
This text describes what visually happens as a seed grows. It is written in story format and does not have much depth as to what is actually going on scientifically as a seed turns into a plant. This book would be effective as a precursor to lesson plan/science experiments involving students led observations about seeds turning into plants. I would recommend this text mainly to younger grades (k-2nd) because the concepts addressed are very elementary. This text describes visually what happens visually as a seed grows, but not scientifically.
Book #4
Kindersley, I. (1992). The Visual dictionary of plants. New York: Dorling Kindersley.
This visual dictionary is fantastic for students and teachers alike. As an adult I was extremely intrigued by this text and learned about by flipping through the pages. It is full of juicy information about the different types of plants as well as their processes and structures. Visual dictionaries in general are effective guides to a students learning. This text presents information about plants in a creative way that guides students to ask though provoking questions. This text addresses plant processes; photosynthesis, pollinations, and germination, as wells as touching on phyla of plants. This text is very deep and would be especially effective for third through sixth grade students.
Kindersley, I. (1992). The Visual dictionary of plants. New York: Dorling Kindersley.
This visual dictionary is fantastic for students and teachers alike. As an adult I was extremely intrigued by this text and learned about by flipping through the pages. It is full of juicy information about the different types of plants as well as their processes and structures. Visual dictionaries in general are effective guides to a students learning. This text presents information about plants in a creative way that guides students to ask though provoking questions. This text addresses plant processes; photosynthesis, pollinations, and germination, as wells as touching on phyla of plants. This text is very deep and would be especially effective for third through sixth grade students.
Book #5
Lerner, C. (1989). Plant families. New York: Morrow Junior Books.
This text is about the plant families. The plant families this book addresses are the top twelve flowering plants in North America. This text is good for students to become familiar with the largest plant families in North America. Plant families are a little bland, the illustrator spices it us a bit with lovely drawings and true colors. I would recommend this text to older grades, fourth through sixth, because the ideas this text addresses are not basic enough for young students to fully comprehend. This text would not be so good for students in Hawaii because we have very different flora on this beautiful island.
Lerner, C. (1989). Plant families. New York: Morrow Junior Books.
This text is about the plant families. The plant families this book addresses are the top twelve flowering plants in North America. This text is good for students to become familiar with the largest plant families in North America. Plant families are a little bland, the illustrator spices it us a bit with lovely drawings and true colors. I would recommend this text to older grades, fourth through sixth, because the ideas this text addresses are not basic enough for young students to fully comprehend. This text would not be so good for students in Hawaii because we have very different flora on this beautiful island.
Book #6
Oppenheim, J., Tseng, M., & Tseng, J. (1967). Have you seen trees. New York: Scholastic.
I chose Have You Seen Trees? By Joanne Oppenheim because I love the way she uses the technique of triggering ones senses to paint a picture in the readers imagination. Her word choice is both intriguing and appropriate for young students. I would love to dim the lights, have my students close their eyes and relax while I read this text to them. The poetry in this book quiets the mind and takes the reader on a mini adventure. This text would be great for students in Hawaii because it describes some of the trees we do not have in this state, which will broaden their understanding of trees.
Oppenheim, J., Tseng, M., & Tseng, J. (1967). Have you seen trees. New York: Scholastic.
I chose Have You Seen Trees? By Joanne Oppenheim because I love the way she uses the technique of triggering ones senses to paint a picture in the readers imagination. Her word choice is both intriguing and appropriate for young students. I would love to dim the lights, have my students close their eyes and relax while I read this text to them. The poetry in this book quiets the mind and takes the reader on a mini adventure. This text would be great for students in Hawaii because it describes some of the trees we do not have in this state, which will broaden their understanding of trees.
Book #7
Pattou, E., & Tusa, T. (2001). Mrs. Spitzer's garden. San Diego: Harcourt.
I chose this book because it is about a teacher who plants seeds and tracks them as they grow. There could not be a more perfect introductory text to conducting plant growth experiments in the classroom than this one. This book acts as a precursor to plant lesson plans because it models what might happen. I would use this fictional text because students love stories, especially about teachers. The teacher can make a self-to-text connection while providing an accurate introduction to growing plants. I also like the illustrations in this book; they are very sweet and comforting. This sweet story would be great for any elementary grade level.
Pattou, E., & Tusa, T. (2001). Mrs. Spitzer's garden. San Diego: Harcourt.
I chose this book because it is about a teacher who plants seeds and tracks them as they grow. There could not be a more perfect introductory text to conducting plant growth experiments in the classroom than this one. This book acts as a precursor to plant lesson plans because it models what might happen. I would use this fictional text because students love stories, especially about teachers. The teacher can make a self-to-text connection while providing an accurate introduction to growing plants. I also like the illustrations in this book; they are very sweet and comforting. This sweet story would be great for any elementary grade level.
Book #8
Rockwell, A. F., & Halsey, M. (1998). One bean. New York: Walker and Co.
I chose this text because I like how it addresses one bean. Starting out with only one bean helps students gage exactly what is happening to a single seed. The students may not know that beans are seeds. This text helps make that connection. I also like that the book guides the students through a scientific process of planting a seed. The step of placing a bean on a moist paper towel is included which allows students to see what happens underground when a seed is watered. This text is ideal for kindergarten through second grade; it is too elementary for the older grades.
Rockwell, A. F., & Halsey, M. (1998). One bean. New York: Walker and Co.
I chose this text because I like how it addresses one bean. Starting out with only one bean helps students gage exactly what is happening to a single seed. The students may not know that beans are seeds. This text helps make that connection. I also like that the book guides the students through a scientific process of planting a seed. The step of placing a bean on a moist paper towel is included which allows students to see what happens underground when a seed is watered. This text is ideal for kindergarten through second grade; it is too elementary for the older grades.
Book #9
Wexler, J. (1987). Flowers, fruits, seeds. New York: Prentice Hall Books for Young Readers.
The pictures used in this book are what captured my attention at first. I like the way the photographs are taken in an artistic way to capture the essence of flowers, fruits, and seeds. I also like how this book focuses on fruits and the process in which fruits are grown. The students are able to make a connection to this text because they eat fruits all the time. This book gives them insight into the seeds they find in the fruits they eat. Students are able to make a text-to-self connection. I would recommend this book for all elementary grade levels. The skillful photography makes it appropriate across elementary grades.
Wexler, J. (1987). Flowers, fruits, seeds. New York: Prentice Hall Books for Young Readers.
The pictures used in this book are what captured my attention at first. I like the way the photographs are taken in an artistic way to capture the essence of flowers, fruits, and seeds. I also like how this book focuses on fruits and the process in which fruits are grown. The students are able to make a connection to this text because they eat fruits all the time. This book gives them insight into the seeds they find in the fruits they eat. Students are able to make a text-to-self connection. I would recommend this book for all elementary grade levels. The skillful photography makes it appropriate across elementary grades.
Book #10
Worth, B., & Ruiz, A. (2001). Oh say can you seed?. New York: Random House.
The first thing I like about this text is students feel comfortable with it because it is The Cat in the Hat. Instantly, by seeing The Cat in the Hat on the cover of the book, readers automatically know what to expect. The illustrations and word choice draw the reader in. The Cat in the Hat makes learning about seed fun because it was written with such creativity. This text covers topics such as plant descriptions, pollination, and seed dispersal. It is a great text for students who are familiar with The Cat in the Hat; it eases students into understanding seed basics by luring them with familiarity.
Worth, B., & Ruiz, A. (2001). Oh say can you seed?. New York: Random House.
The first thing I like about this text is students feel comfortable with it because it is The Cat in the Hat. Instantly, by seeing The Cat in the Hat on the cover of the book, readers automatically know what to expect. The illustrations and word choice draw the reader in. The Cat in the Hat makes learning about seed fun because it was written with such creativity. This text covers topics such as plant descriptions, pollination, and seed dispersal. It is a great text for students who are familiar with The Cat in the Hat; it eases students into understanding seed basics by luring them with familiarity.