What's Eating You? - Food Chains and Food Webs

A food chain shows the ways in which the organisms in an ecosystem interact with one another according to what they eat. When a series of food chains weave together in an ecosystem they are collectively known as a food web. While there are many good nonfiction books about food chains (just ask your school  librarian for some suggestions), I am partial to picture books and poetry on the subject. Here are some books and web resources that can support instruction in this area.

Books

Horseshoe Crabs and Shorebirds: The Story of a Food Web. By Victoria Crenson. Illus. by Annie Cannon. 2009. 34p. Marshall Cavendish, (9780761455523). Gr. 2-5.
While mainly about a shoreline food web on the Delaware Bay, this book also does a fine job describing the life cycle of the horseshoe crab.  Horseshoe crab eggs serve as an important component of a web in which migrating shorebirds, fish, and other animals feed on the eggs. While these animals feed on the eggs, they are in turn eaten by predatory birds (herons and a falcon).

Pond Circle. By Besty Franco. Illus. by Stefano Vitale. 2009. 32p. Margaret K. McElderry, (9781416940210). Gr. 1-3.
Using a form that follows "The House that Jack Built," this rhyming text explores a food chain around the pond near a young girl's house. Here is an excerpt. "This is the frog / the loud bullfrog / that gobbled the beetle / that ate the nymph / that nibbled the algae / that grew in the water / that filled the pond / by Anna's house."

Secrets of the Garden: Food Chains and the Food Web in Our Backyard. By Kathleen Weidner Zoehfeld. Illus. by Priscilla Lamont. 2012. Knopf Books for Young Readers, 40p. (9780517709900). Gr. 2-5.

This book opens in the spring with a family of four (mom, dad, son, daughter) preparing to plant a garden. The soil is prepared, seeds are planted, and then watered. Narrated by Alice, the young girl in the story, readers are lead through the many stages of growth of in the garden. The two chickens, Maisy and Daisy, appear throughout the book and provide information on everything from composting, to the plant parts we eat, to food chains and food webs, and more.

The Story Goes On. By Aileen Fisher. Illus. by Mique Moriuchi. 2005. 32p. Roaring Brook Press, (9781596430372). Gr. preK-3.
This book begins with a seed, which sprouts and is then is eaten by a bug, which is grabbed by a frog, which is swallowed by a snake, and so on, and so on up the food chain. In the end, it's the decomposers that get to work on what remains.

Trout Are Made of Trees. By April Pulley Sayre. Illus. by Kate Endle. 2008. 32p. Charlesbridge Publishing, (9781580891370). Gr. 1-4.
What happens when leaves fall from a tree and land in a stream? "They ride in a rush above rocks and over rapids. They snag and settle soggily down." From here they become food for bacteria and a home for algae. They are further broken down by little critters, like crane flies, caddisflies, shrimp and stoneflies. These critters are eaten by predators. Guess where those leaves are now? When the predators are eaten by trout, the trout are made of trees.

Vulture View. By April Pulley Sayre. Illus. by Steve Jenkins. 2007. 32p. Henry Holt and Co., (9780805075571). Gr. K-3.
Scavengers and decomposers play a very important role in maintaining the balance of the ecosystem. In helping to break down dead organisms, they are responsible for returning basic nutrients to the soil so that they may reenter the chain. In this book, we get a glimpse of the scavenging role that vultures play, along with some poetry and interesting facts about these oft maligned birds.

What's For Dinner?: Quirky, Squirmy Poems From the Animal World. By Katherine Hauth. Illus. by David Clark. 2011. 48p. Charlesbridge, (9781570914720). Gr. 2-5.
This collection of 29 poems examines what animals eat and are eaten by.  Not for the faint of heart, or squeamish, the poems provide a realistic, albeit humorous look at  the natural order of things. Included in the back matter is an explanation of some of the more difficult concepts and vocabulary (symbiosis, mutualism, commensalism, etc.). Readers will also find includes information on the subjects of the poems.

Wolf Island. By Celia Godkin. Illus. by the author.  2006. 32p. Fitzhenry and Whiteside, (9781554550081). Gr. 3-6.
What happens when a top predator in well-balanced ecosystem disappears? This story highlights the changes that occur on an island after a family of wolves accidentally leave the island for the mainland. Without predators, there is nothing to keep the deer population in check. When it swells, the deer eat so much grass that rabbits and mice have fewer young. This results in less food for foxes and owls. This is a terrific resource for demonstrating how the balance of an ecosystem can easily be upset. It also does a fine job of explaining why the top predators in a food chain are so important.

Videos

Antarctic Ocean Food Web

This site contains a series of short videos that describe different organisms in an ocean food web. 

Energy Pyramid
This page includes a video that describes the energy pyramid in an ecosystem. It defines producers, herbivores, and carnivores. Once students review this information, they can learn more about energy pyramids of the forest, prairie, and ocean.

Scholastic StudyJams - Food Chains

Here's a video from Scholastic on food chains. Also includes links to key vocabulary and a "Test Yourself" feature.

Scholastic Study Jams - Food Webs

Here's a video from Scholastic on food webs. Also includes links to key vocabulary and a "Test Yourself" feature.

Wild Kratts: Up the Ocean Food Chain!

This short, entertaining video from PBS describes the organisms in a simple ocean food chain.

Web Sites
BBC Bitesize Science - Food Chains Activity

In this activity, kids try to discover the organism at the top of the food chain in a land and sea ecosystem. As the parts of the chain are filled in, information about the animals appears on the screen.

BrainPOP Jr. - Food Chain Lesson Ideas
This page includes background information on food chains and food webs, as well as ideas for teacher activities and family activities. Links to BrainPOP videos are included, but keep in mind that even though one video a day is free, these are generally available only to subscribers.

Chain Reaction - Build a Food Chain
After reading a bit about the organisms that make up the food chain, kids get to try building a chain that might be found in a forest or a northern ecosystem (think Arctic).

The Food Chain Game
Kids drag parts of the food chain into the correct position. Once the chain is complete (and correct), kids can watch it come to life and see the chain in action.

Food Chains
In this activity kids learn about various living things, sort them into different categories and discover where they fit into the food chain. Habitats explored include ocean, forest and desert.

My Science Box - Food Chains
In this food chain lesson, students review the concepts of food chains and the roles of organisms in a food chain through a sorting activity. Cards representing different organisms in a California ecosystem are first sorted by what they eat (herbivore, carnivore, etc.) and then are reordered to create several food chains.

Science NetLinks: Cycle of Life - Food Chain
This lesson focuses on the food chain by helping students understand that almost all kinds of animals’ food can be traced back to plants and that the sun is the ultimate source of energy needed for all organisms to stay alive and grow.

For Teachers

Background Information from the VA SOL Curriculum Framework

Grade 3

• A food chain shows a food relationship among plants and animals in a specific area or environment.
• Terrestrial organisms are found on land habitats such as deserts, grasslands, and forests. Aquatic organisms are found in water habitats such as ponds, marshes, swamps, rivers, and oceans.
• A green plant makes its own food using sunlight, air, and water. Green plants are producers.
• A consumer is an animal that eats living organisms (plant or animal).
• Certain organisms break down decayed plants and animals into smaller pieces that can be used again by other living organisms. These organisms are decomposers.
• A food chain, which shows part of a food web, can have an animal that eats only plants (herbivore). It can have an animal that eats only other animals (carnivore). It can also have an animal that eats both plants and animals (omnivore).
• An animal can hunt other animals to get its food (predator). 
• An animal can be hunted by another animal for food (prey).

Grade 4

• Populations of species that live in the same place at the same time together make up a community.
• The organization of communities is based on the utilization of the energy from the sun within a given ecosystem. The greatest amount of energy in a community is in the producers.
• Within a community, organisms are dependent on the survival of other organisms. Energy is passed from one organism to another.
• All the populations and the nonliving components in an environment that interact with each other form an ecosystem.
• The sun’s energy cycles through ecosystems from producers through consumers and back into the nutrient pool through decomposers.

Grade 5

• Plankton are tiny free-floating organisms that live in water. Plankton may be animal-like or plant-like. Animal-like plankton are called zooplankton. Plant-like plankton (phytoplankton) carry out most of the photosynthesis on Earth. Therefore, they provide much of Earth’s oxygen. Phytoplankton form the base of the ocean food web. Plankton flourish in areas where nutrient-rich water upwells from the deep.
  

Annotated Bib - Standard and Non-Standard Measurement

Throughout history, man has used ingenuity to make measurements.  Even with the creation of standard units, non-standard units of measurement are still effective so long as they are used to measure all objects in a given set for comparison.

Books
Cook-a-Doodle Doo!.  Auth. by Janet Stevens & Susan Stevens Crummel. 48 pages. Sandpiper. 2005. (978-0152056582). Gr. K-2.
A boisterous romp as four animal friends set out to bake a strawberry shortcake. Rooster, tired of pecking for chicken feed, remembers that his famous great-grandmother (the Little Red Hen) wrote a cookbook, and in it he finds the recipe. Turtle, Iguana and Pig volunteer to help. If left solely to the text, the rest of the comedy-cum-cookery lesson would be fairly predictable: Turtle, reading the recipe, announces they need flour and Iguana rushes outside to pick a petunia; asked to beat an egg, Iguana hoists a baseball bat. (Handsomely illustrated sidebars explain most of the directions in depth.) Rooster sets Iguana straight while Pig keeps wanting to taste everything in sight.

How Big is a Foot?. Auth. by Rolf Myller. 48 pages. Yearling. 2001. (978-0440404958). Gr. K-2.
This story is an excellent source to use with children who are beginning to learn about measurement. It enables them to see that there is a need for a standard unit of measure in the world. It is an amusing tale that will start children thinking without them knowing it!

How Tall, How Short, How Far Away?. By David Adler. Illus. by Nancy Tobin. 28 pages. Holiday House. 2000. (978-0823416325). Gr. K-2.
This graphically dynamic volume introduces the concept of measurement. Adler explains how systems of measuring developed in ancient Egypt and Rome; how measurements became standardized; the origin of the metric system; and methods of measuring length, height, and distance. Bold color and creative design (especially the backgrounds of subtly designed rulers) give the pages visual zip. At the same time, the text's simplicity makes the ideas clear and easy to follow. A good basic book for children who are learning measurement using either the customary or metric system or (more likely) both.

Measuring Penny. Auth. by Loreen Leedy. 32 pages. Henry Holt and Company. 2000. (978-0805065725). Gr. K-4.
Lisa has a homework assignment to measure something in as many ways as she can, using standard and nonstandard units. "Use your imagination!" is the last instruction the teacher gives the students. Lisa chooses her Boston terrier and the fun begins. She measures Penny and a variety of other dogs. In the process, readers learn that Penny's nose is one inch long. Her tail is one biscuit long. She is bigger than a pug, smaller than a cocker spaniel, and weighs about the same as a Shetland Sheepdog. Lisa measures how much her pet eats, how high she jumps, how much time it takes to care for her, how much money is invested in her, how fast Penny runs, and a variety of other doggie traits.

Millions to Measure. Auth. by David Schwartz. Illus. by Steven Kellogg. 40 pages. HarperCollins. 2006. (978-0060848064). Gr. 1-5.
The book traces the development of standard units of measure for distance, weight, and volume, then describes the development of the metric system in the late 1700s. A three-page appendix offers more in-depth information about the metric system. Kellogg's trademark whimsical illustrations clarify the concepts presented. As in the previous books, Schwartz presents them in a logical, step-by-step progression, with plenty of examples to provide practical context. The text is clear and brief enough for classroom presentation.

Websites
Dinosaur Train - Non-Standard Measuring
How many great white sharks long is a Brachiosaurus?

How Tall?
With the help of Curious George, students can test their skills with non-standard measurements.

Puppy Clifford - Measuring
Students use visual estimations to identify the largest or smallest object in a set of objects.

Sal's Sub Shop
Fast paced race against time to satisfy your very "particular" customers.  Standard measurements for accuracy.  Get it right and make a profit, mistakes could cost you customers.  Good Luck!

Weigh it Up
This interactive game gives students the challenge of trying to balance objects on a scale (each shape with a different weight)

For the Teacher
Virginia SOL
1.9 The student will use nonstandard units to measure length, weight/mass, and volume.

Background Information From the Curriculum Framework

• The process of measurement involves selecting a unit of measure, comparing the unit to the object to be measured, counting the number of times the unit is used to measure the object, and arriving at an approximate total number of units.
• Premature use of instruments or formulas leaves children without the understanding necessary for solving measurement problems.
• When children’s initial explorations of length, weight/mass, and volume involve the use of nonstandard units, they develop some understanding about the need for standard measurement units for length, weight/mass, and volume especially when they communicate about these measures.

Annotated Bib - The Solar System

The solar system is made up of all the planets that orbit our sun. We now know that our sun is the center of our solar system around eight planets, a handful of dwarf planets, 170 named moons, dust, gas, and thousands of asteroids and comets. Our solar system is made up of eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.


Books

13 Planets: The Latest View of the Solar System. By David A. Aguilar. 2011. National Geographic Children's Books, (9781426307706). Gr. 3-6.

This book is great for several reasons. For one, it provides great factual information about our solar system. Secondly, it gives students a background about how we discovered our solar system. Written in 2011 this book provides up to date information about our solar system. For example, it explains to students how as of today, there are considered to be eight classical planets and five dwarf planets.

Our Solar System. By Seymour Simon. 1992. 64p. Harper Collins, (9780688099923). Gr. 3-6.

Using real pictures, this book gives students a great look into our solar system. Furthermore, this book offers great information about the planets, moons, asteroids, meteoroids, comets and the sun. With fifty amazing photographs and an easy-to-read text, this book great for introducing students to the solar system.

Planets: A Solar System Stickerbook. By Ellen Hasbrouck. Ilus. by Scott McDougall. 2001. 32p. Little Simon, (9780689844140). Gr. 2-4.

Although this is titled as "stickerbook", this book still provides wonderful facts about the different characteristics of our solar system. What makes this book really fun for students though, is that in the back there are numerous stickers of planets, comets, asteroids, etc. that students can use to recreate our solar system for themselves. This book offers a great way for students to manipulate the different planets in order.

Postcards from Pluto: A Tour of the Solar System. By Loreen Leedy. Illus. by the author. 1996. 28p. Holiday House, (9780823412372). Gr. 2-4.

This fun book gives students a tour of the solar system led by robot tour guide Dr. Quasar. The students on the tour however, are able to send postcards back home to earth to tell about their trip around the solar system. Each postcard is detailed with wonderful facts about the solar system. This book would be a great way to start off a lesson.

What's Out There?: A Book About Space. By Lynn Wilson. Illus. by Paige Billin Frye. 1993. 32p. Grosset & Dunlap, (9780448405179). Gr. 1-4.

This book answers simple questions students might have about our solar system. With colorful illustrations, this book highlights different aspects of our solar system in a fun way. This book is written in very simple text. However, this book would then be a great tool to use when differentiating instruction for weaker students.


Websites

Kid's Astronomy
This interactive site shows kids an accurate view of our solar system. Students are then able to click each of the planets to learn more information about that specific planet. Each subpage gives students background information about the names of the planets, the weight of each planet, the moons of each planet, as well as specific information unique to each planet.

Make A Solar System
This interactive sites allows students to make their own solar system using the planets, asteroids, and comets. Students are able to add each planet to the solar system one at a time. This site is a great way for students to see how the solar system works.

Planet Song
This page on National Geographic Kids has a great song about the planets written by a student! The song was then recorded and sung by recording artist Lisa Loeb! This fun song is a great way for students to learn the different planets.

Solar System
This page shows students real images of the planets, as well as the sun. Students are then able to click on each image to learn more about the planet or sun. This site is fun in that it gives students unique facts about each planet, rather than just the basic facts.

Space School Musical
This site provides nine different videos of a space school "hip-hopera" musical. The videos introduce students to the solar system through song and dance. The musical specifically follows a teenager named Hannah on a trip through the solar system. The great thing about this site, is that the musical is broken up into nine different videos so that students and teachers can chose which ones to watch.

For Teachers

SOL 4.7 The student will investigate and understand the organization of the solar system. Key concepts include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.


Background Information:

• Our solar system is ancient. Early astronomers believed that the Earth was the center of the universe and all other heavenly bodies orbited around Earth. We now know that our sun is the center of our solar system and eight planets, a handful of dwarf planets, 170 named moons, dusts, gas, and thousands of asteroids and comets orbit around the sun.
  
• Our solar system is made up of eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
  
• The eight planets sorted by size from largest to smallest are: Jupiter, Saturn, Uranus, Neptune, Earth, Venus, Mars, and Mercury.
• Pluto is no longer included in the list of planets in our solar system due to its small size and irregular orbit. Many astronomers questioned whether Pluto should be grouped with worlds like Earth and Jupiter. In 2006, this debate led the International Astronomical Union (IAU), the recognized authority in naming heavenly objects, to formally reclassify Pluto. On August 24, 2006, Pluto's status was officially changed from planet to dwarf planet.
• A new distinct class of objects called "dwarf planets" was identified in 2006. It was agreed that "planets" and "dwarf planets" are two distinct classes of objects. The first members of the dwarf planet category are Ceres, Pluto and 2003 UB313, given the name Eris. More dwarf planets are expected to be announced by the IAU in the future.
  
  

Annotated Bib - Animal Adaptations

Adaptation is defined as a body part or behavior that helps an animal meet its needs in its environment.Regarding physical adaptations we find mimicry or camouflage, this helps animals adapt to their own environment. On the other side, behavioral adaptations help animals to respond to life needs. Among this kind of adaptation we find hibernation, migration, instinct and also, learned behavior.

Books:

Animal Camouflage in the Ocean:
By Martha E.H Rustad. 2009. 24p. Pebble Plus, (978-1429633253). Gr 1-5.
This is a book of easy reading for all ages that explains in a simple way what is camouflage by showing different examples of animal camouflage in the ocean. For each example the book offers a brief explanation on how this adaptations helps the specific animal and a image of the animal hiding.

How Animals Eat:
By Pamela Hickman. Illus by Pat Stephens. 2001. 32p. Kids can Press (978-1554530311). Gr 1-5.
This book describe different behavioral adaptation on how animals eat. It shows how each animal is prepare to eat and capture their preys in a specific way which is an adaptation to their own nature and needs. What is interesting is that for many animals the book provides a brief information card that points out the animal behavior and some physical characteristics of it according to the environment where the animal lives and the preys it has to capture. Finally, at the beginning there is a food chain that it has to be combine and at the end you can find the answers.

Counting in the Oceans:
Fredrichk L. McKissack and Lisa Berginger McKissack. 2009. 32p. Enslow Elementary (978-0766029941). Gr 1-5.
The book starts with a presentation of the ocean biomas and where they can be find. Through the rest of the book, children can count from one to ten as they read about the different animals and features of the ocean. This summary of each animal explains the main characteristics of it and their behavioral giving examples of different adaptations. It also gives information on their environment.





Counting in the Rain Forest:
Fredrichk L. McKissack and Lisa Berginger McKissack. 2008. 32p. Enslow Elementary (978-0766029927). Gr 1-5.
Similar to the previous book, this book starts with a presentation of the rain forest biomas, its characteristics and where they can be find. Through the rest of the book, children can count from one to ten as they read about the different animals, plants and features of the tropical rain forest. The summary of each animal explains the main characteristics of each it, their behavioral and gives some examples of different adaptations. It also gives information on their environment.

Where in the Wild?
David M. Schwartz and Yael Schy. Illus by Dwinfht Kuhn. 2011. 44p. Trycycle Press (978-1582463995). Gr 1-3.
The main topic of the book is camouflage. At the beginning there is an explanation about camouflage and how this adaptation is useful for animals. What is interesting about it is that kids will be challenge in finding the animal in the precise moment they are hiding by their camouflage. So, on the left side of the book there will be a poetic explanation on the animal and the situation and on the right side, they will be able to check if they have found the animal. They will have to unfold and lift the page in order to see the place where the animal is located. This is an interesting and fun way to teach this physical adaptation that will catch the student's attention.


Web Sites:

Camouflage Game:
In this website, the students will be playing a game where they are asked to choose an animal and then, dress that animal in a camouflage way by also creating its environment. Finally, they will have to submit their representations and check out if they were ok. In case they were not, a note will appear encouraging the student to try again and explaining why it wasn't giving a clue for the correction.

Discovering Galapagos:
The website offers a whole activity where first there is a presentation of Darwin and his trip to Galapagos. Then the action begins and there are 3 different levels, each level has 2 steps, an activity and an investigation section where they show how useful are some adaptations for different animals in the galapagos. Finally, they offer a task to do a presentation after the students has finished the whole step, in order to put everything together. For this, the site offers some good tips and advice on how preparing a presentation. For example, on level 1 the students will be asked to investigate the island looking for clues to find a mysterious animal offering a vocabulary section. Besides, the children will have to keep a discovery journal and when they find each clue some questions are asked as a guide to complete the journal. On level two, the children will have to choose a type or tortoise and then match the different tortoises to their specific environment where they live in the islands depending on how they adapt to each living conditions. Finally, level 3 the students receive a letter and a box with some clues on it about a tortoise shell. They are asked 3 questions and to prove if it is authentic and if they do so, the owners of this treasure will donate the sample of this tortoise shell.

EcoKids:
This website is specifically for kids. Here you will find whole section of games where an adaptation game is offered. Also, a quiz and an activity that propose the student to write about life in the arctic is related to the adaptation game.. Under the homework help section you will find for example a whole description of the Blanchard Cricket Frog where they expose all the information on this animal such us characteristics, environment, behavioral and physical adaptations (hibernates), and where they can be find. Finally, the site provides a Biodiversity Slide Show where different animals are shown with a description on it of physical and behavioral characteristics.

Hibernation:
This site is all about hibernation and the processes of sleeping in animals. It is more instructional and in a reading way rather than in a practical way such us a game. But it has good information, examples of animals in each section and good definitions. What is practical that along the readings there are some vocabulary words highlighted that you can click on them and go to the glossary section where a definition of the term will be offered.

Teaching Adaptation Game:
This is an instructional game where a classroom is presented. First, the student will choose which animal he wants to learn about. Then, the teacher will present the animal and its behavioral or physical adaptation. Finally, the student will have to identify the clue given in the teacher's explanation in order to decide which need is been fulfilled by this specific characteristic of the animal.

For Teachers:
3.4 The student will investigate and understand that adaptations allow animals to satisfy life needs and respond to the environment. Key concepts include:

• behavioral adaptations
• physical adaptations.

Understanding the Knowledge:

• In order to survive, animals act in different ways to gather and store food, find shelter, defend themselves, and rear their young.

• Physical adaptations help animals survive in their environment (e.g., camouflage, mimicry).

• Various animals possess adaptations which help them blend into their environments to protect themselves from enemies (camouflage). Camouflage is the means by which animals escape the notice of predators, usually because of a resemblance to their surroundings using coloration or outer coverage patterns.

• Mimicry occurs when a species has features similar to another species. Either one or both are protected when a third species cannot tell them apart. (Mimicry happens in both animal and plant species.) Some animals look like other animals to avoid being eaten (mimicry). This adaptation helps protect them from their predators. (For example, the viceroy butterfly tastes good to birds, but the monarch butterfly tastes bad. Because the viceroy looks like the monarch butterfly, it is safer from predators.) Mimicry can also occur as mimicked behaviors, mimicked sounds, or mimicked scents.

• Behavioral adaptations allow animals to respond to life needs. Examples include hibernation, migration, dormancy, instinct, and learned behavior.

• Some animals (e.g., groundhogs, black bears) go into a deep sleep in which their body activities slow down due to seasonal changes and they can live off stored food (hibernation). Hibernation is a condition of biological rest or inactivity where growth, development, and metabolic processes slow down.

• Some animals (e.g., geese, monarch butterflies, tundra swans) go on a long-distance journey from one place to another (migration) in search of a new temporary habitat because of climate, availability of food, season of the year, or reproduction
• Dormancy is a state of reduced metabolic activity adopted by many organisms (both plants and animals) under conditions of environmental stress or, when such stressful conditions are likely to appear, as in winter.
• Some animals are born with natural behaviors that they need in order to survive in their environments (instincts). These behaviors are not learned but are instinctive, such as a beaver building a dam or a spider spinning a web.
• Some behaviors need to be taught in order for the animal to survive, such as a bear cub learning to hunt (learned behavior).

Annotated Bib - Weather

When teaching about weather, it's important to focus on both the cause and effect. The books and websites below are great resources for learning about what makes weather phenomena happen and how it affects our world as well as how we use history, patterns, and technology to forecast weather. The age-appropriate content, interactive games and simulations, and hands-on experiments contained in these resources are perfect for a second grader learning about weather phenomena.

Books on Weather Phenomena and Forecasting

100 Things You Should Know About Weather. By Clare Oliver. Illus. by Mark Davis. 2002. 48 p. Mason Crest Publishers. (978-1842363584). Gr. 2-5.

The title says it all for this book-- it's chock full of fun facts about weather. However, the facts are organized into categories, making it a comprehensive resource for weather knowledge. Each topic is covered in a two page spread which means the book covers a wide variety of weather concepts. I like the book because it dives into fascinating weather topics that students wouldn't normally learn too much about such as deep freezes, rainbows, and even weather myths from groups such as the Vikings and the Mayans. The book is a fun addition to a lesson about weather and contains a ton of amazing facts that are bound to amaze kids and adults alike.


The Big Storm. By Bruce Hiscock. Illus. by the author. 1993. 46 p. Atheneum. (978-1590786000). Gr. 1-4.

A comprehensive look at how a storm develops and moves, this book is an amazing resource for teaching about weather. It follows a large springtime storm in 1982 as it moves from rain in the Pacific Northwest to a blizzard in the Sierras to tornados and hail in the Texas plains and finally becomes a blizzard in New York City. As the storm rolls on, the book explains what's causing it to evolve and how meteorologists can forecast what will happen next. It's a great book for helping students understand how weather events are related and why they occur.



I Face the Wind. By Vicki Cobb. Illus. by Julia Gorton. 2003. 40 p. Harper Childrens. (978-0688178406). Gr. Pre-K to 2.

This is a wonderful introduction to what wind is and how it works. It even debunks the popular idea that air weighs nothing. Readers simply need a few materials (a plastic bag, a hanger, balloons, etc.) in order to conduct the series of basic experiments within the book. Between experiments, readers are offered explanations of how wind does what it does and how we experience it. The simplicity of the language combined with the great illustrations and easy-to-do science experiments make this book a wonderful resource for teachers and parents alike.



The Kids' Book of Weather Forecasting. By Mark Breen and Kathleen Friestad. Illus. by Michael Kline. 2008. 144 p. Williamson Publishing. (978-0824968236). Gr. 2-5.

This book was penned by two meteorologists and is filled with simple weather forecasting experiments for kids. It opens with directions on keeping a weather log and does a great job of provoking kids to make observations and predictions about the weather based on a series of questions. The rest of the book contains a ton of weather forecasting experiments, fun facts about weather, and Q&A with the meteorologists who wrote the book. It's a really fun way to get students to think differently about weather predicting and experiment to better understand it.


Rain, Hail, and Snow. By Trudy Strain Trueit. 2002. 64 p. Franklin Watts. (978-0531162187). Gr. 2-4.

This book is a great alternative to a textbook when teaching about precipitation. The language is simple but it's full of important vocabulary words and even contains a useful glossary at the end. The photography is also spectacular, from super magnified snowflakes to a forest destroyed by acid rain. I prefer this book to a textbook because it details all states of precipitation, notably in their extreme forms. The language, photographs, and fun facts help make this book a great introduction to this topic for young students.



Useful Websites

Discovery Online: Storm Chasers
This enthralling game puts players behind the wheel of a storm chaser vehicle as it trails a destructive tornado. It's a fun look into the life of a storm chaser and a great way for kids to see how unpredictable the path of a tornado can be.

Ready.Gov: Kids
This site was created by the government to inform and prepare families for emergencies caused by extreme weather events. It's a great resource in classrooms where there is a threat of weather phenomena such as tornadoes and floods. It does a wonderful job of explaining weather events and talking about why and how we have to be prepared for them. Complete with games, checklists, and even teacher and parent materials, it's a great resource for mentally and physically preparing children for extreme weather events.

Scholastic Interactive Weather Maker
This interactive simulation gives kids a chance to play around with weather conditions to create various weather phenomena. As kids adjust the temperature and humidity, they watch the weather change around a little red house. The best part is that in addition to the weather animation, kids are also provided with a little explanation as to why the weather changed when the adjustments were made. It's an interesting way to help kids understand what is involved in changing weather.

Weather Channel Kids: Weather Ed
The teacher's resources section of the Weather Channel Kids website offers a variety of teaching resources such as lesson plans, interactive games for the classroom, and a weather encyclopedia. The games are especially great, with advanced graphics and thought-provoking challenges.

Weather Wiz Kids
A site created by meteorologist Crystal Wicker, Weather Wiz Kids is a comprehensive source for information on all types of weather phenomena. In addition to pages on types of weather that contain imagery and simple language, the site has weather experiments, jokes, folklore, and a Q&A section. The site also contains plenty of materials for teachers like flashcards and games. It's a great resource for students and teachers alike.

For Teachers

Virginia Standards of Learning 2.6 
The student will investigate and understand basic types, changes, and patterns of weather. Key concepts include
a) identification of common storms and other weather phenomena;
b) the uses and importance of measuring, recording, and interpreting weather data

• Earth’s weather changes continuously from day to day.

• Changes in the weather are characterized by daily differences in wind, temperature, and precipitation.

• Precipitation occurs when water, previously evaporated, condenses out of the air and changes its phase from a gas to a liquid (rain) or to a solid (snow or sleet).

• Extremes in the weather, such as too little or too much precipitation, can result in droughts or floods.

• Storms have powerful winds, which may be accompanied by rain, snow, or other kinds of precipitation.

• Weather data are collected and recorded using instruments. This information is very useful for predicting weather and determining weather patterns.

• Scientists collect weather data over time to study trends and patterns. These trends and patterns help them to make future weather predictions.

Annotated Bib - Living or Nonliving

Perhaps one of the simplest ways to classify things is to ask yourself, is it living or nonliving? What does it mean to be alive? Living things grow, reproduce, and have basic needs. Nonliving things don't really need anything, can't reproduce and they don't grow.

Books:

Animals Grow and Change (Introducing Living Things). By Bobbie Kalman. 2007. 24p. Crabtree Publishing Company, (9870778732274). Gr PreK-1.

This book takes us through the life cycle of many different types of animals. We learn that animals can be born or hatched, that some go through metamorphosis while others begin as small versions of the adult. The growing and changing that these animals do is part of why you know they are living things.

Is it Living or Nonliving. By Rebecca Rissman. 2009. 24p. Heineman-Raintree, (9781432922726). Gr K-2.

By learning to ask questions, children begin to explore the classification of living and nonliving things. This simple book will introduce students to the characteristics something needs to be classified as a living organism. If those criteria are not met, one can then assume that the object is nonliving.

Living Things Need Water. By Bobbie Kalman. 2007. 24p. Crabtree Publishing Company, (9870778732563). Gr. K-2.

This book goes over water and it's role in the lives of living things. Plants need water, animals need water, most drink it, some live in it. From streams to the oceans, water and living things come hand in hand.

Plants are Living Things. By Bobbie Kalman. 2007. 24p. Crabtree Publishing Company, (9870778732570).

Many children will have an easy time accepting that animals are alive. This book shows how plants are living things as well. We go over the characteristics of living things, then show how a plant is able to meet the criteria. Like animals plants grow, need nutrition, and there are many different kinds.

What's Alive? By Kathleen Zoehfeld. Illus. by Nadine Westcott. 1995. 32p. Collins, (9870064451321). Gr PreK-1.

This book makes for a great read aloud to children. It gets them involved by suggesting they make drawings to sort and asking questions to compare themselves, a known living organism, to other "unknowns" to decide if that unknown is living or nonliving.

Websites:

How Plants Grow. This activity shows how plants, as living things, have certain needs that need to be met to be able to live and grow. After children are able to successfully grow their plant, they then experiment with the plants needs to see what happens with too much or too little of a certain thing, water, heat, light, etc.

Plants and Animals-Living Things. Here is a game where children can put their new knowledge to the test. Their job is to take pictures of the living things on the playground. Can they find all eight?


For Teachers:

Virginia Standards of Learning
SOL K.6 The student will investigate and understand the differences between living organisms and nonliving objects. Key concepts include
a. all things can be classified as living or nonliving and
b. living organisms have certain characteristics that distinguish them from nonliving objects including growth, movement, response to the environment, having offspring, and the need for food, air, and water.

Background Knowledge

• Living is used to describe anything that is or has ever been alive (e.g., dog, flower, seed, log).

• Nonliving is used to describe anything that is not now nor has ever been alive (e.g., rock, mountain, glass, wristwatch).

• All living things grow, breathe, reproduce, excrete, respond to stimuli, and have similar basic needs like nourishment.

Annotated Bib - Plant Benefits

Plants provide oxygen, homes, and food for many animals - including humans! This post includes books and websites on plants in different geographic areas, products that are make from plants, and how plants can help soil erosion.

In Virginia students learn these items in second grade. The resources in this post are most appropriate for grades 2 and 3. (SOL and Background Info at end of post.)

Books

How Monkeys Make Chocolate: Unlocking the Mysteries of the Rainforest. By Adrian Forsyth. 2006, 48p. Maple Tree Press, (978-1897066782). Gr. 2 - 6.
Forsyth, an Ecologist, explores the rainforest and its inhabitants and also describes products that are made from the plants that inhabit the Rainforests.




If I Ran the Rainforest: All About Tropical Rainforests. By Bonnie Worth. Illus. by Aristides Ruiz. 2003. 48p. Random House Books for Young Readers, (978-0375810978). Gr. K - 3.
The Cat in the Hat takes students through the understory, canopy, and emergent layers of a tropical rain forest, encountering a host of plants, animals, and native peoples along the way.

Plant Products (The Life of Plants). By Louise Spilsbury and Richard Spilsbury. 2008. 48p. Heinemann-Raintree (978-1432915100). Gr. 2 - 5.
Students will learn many interesting facts about what comes from plants and how plants are used.




Soil Erosion and How to Prevent It (Everybody Digs Soil). By Natalie Hyde. 2010. 32p. Crabtree Publishing Co., (978-0778754169). Gr. 2-5.
Describes the processes of weathering, erosion, the impact of erosion on plants and animals, and kid-friendly steps to preventing erosion.



Where Do Plants Grow? (World of Plants). By Louise Spilsbury and Richard Spilsbury. 2005. 32p. Heinemann-Raintree (978-1403473677). Gr. 1-5.
Discusses the habitats of different plants and how they adapt to survive in different locations.

Websites

KidsGardening
This site has information to teach students how to grow a garden and can even help you start a school garden.

KnowPlants
This site has videos, games, and animation for students and lesson plans, multiple databases, and resources for teachers.

PlanetPals
This site is full of information about everything on earth - literally. It helps teach students how to take care of our plant. There is a special section about plants.

Rainforest Action Network
Tons of information on how we can save the rainforests. Includes a site for kids.

University of Illinois
This site has lots of fun and user friendly games for students to place regarding plants and their products and regions. There is also a teacher's guide.

For Teachers

2.8 The student will investigate and understand that plants produce oxygen and food, are a source of useful products, and provide benefits in nature. Key concepts include

a) important plant products are identified and classified;

b) the availability of plant products affects the development of a geographic area;

c) plants provide oxygen, homes, and food for many animals; and

d) plants can help reduce erosion.

Background Information From Curriculum Framework

• Plants provide many useful products and materials, which benefit human beings as well as other living organisms.
• Plant products include such essentials as oxygen and food, as well as materials useful for clothing and shelter.
• Plants may grow well in certain geographic areas, thus enabling the production of plant products that allow humans to live in and thrive in those areas.
• Plants provide homes and food sources for many animals.
• Plants are important in the prevention of soil erosion.
• Products from plants include, but are not limited to, cinnamon from the bark of trees; fiber from reeds, grasses and trees; cotton from a cotton plant; spices from various plant parts; lumber from wood; rubber from rubber trees; and medicines (e.g., aloe vera from the aloe plant, quinine from the bark of Cinchona trees found in South America to treat malaria).

Annotated Bib - The Four Seasons

Children are often curious about how things work and why things happen.  In fact, children notice the differences in climate and activities in each season and may ask questions such as, "What are the different seasons?" and "Why do we have different seasons?"  As an educator, you can explain the four seasons to a child in many ways!  The following books and web sites are great resources to teach the four seasons to first graders.

Books

Every Season.  By Shelley Rotner & Anne Love Woodhull.  Illus. by Shelley Rotner. 2007. 32p. Roaring Book Press, (9781596431362). Gr. 1-4.

Using lyrical text and beautiful photographs, this book introduces young readers to the particular joys of each and every season.  "I love spring," the text begins, and in simple poetic phrases, a speaker describes the unique pleasures of the season.  The accompanying photos show close-ups of eggs and flowers, rows of newly sprouted plants, and smiling children under an umbrella.  In the following spreads, the speaker describes summer, fall, and winter by emphasizing each seasons' special wonders.

Four Seasons Make A Year.  By Anne Rockwell.  Illus. by Megan Halsey. 2004. 32p. Walker & Company, (9780802788832). Gr. 1-3.

A little girl introduces the four seasons as she observes them at home on a farm.  Each seasons brings changes in the natural world, as well as her daily activities.  The first-person text is simple and childlike, a tone reflected in the clearly depicted in the colorful collages. The book concludes with an appended note, which acknowledges that the story takes place in the northeast, where the seasons differ dramatically, and encourages children to look for local changes, which may be more subtle.

Our Seasons.  By Grace Lin & Ranida T. McKneally.  Illus. by Grace Lin. 2007. 32p. Perfection Learning, (9780756980467). Gr. 3-5.

Pairing haiku verses on one page with explanations of seasonal changes on the other, this book provides young readers with the science behind the seasons.  For example, the text answers the questions, What makes the wind?  Why do leaves change color? and Why do I see my breath?  for autumn.  Further pairings address frost, suntans, thunderstorms, and pollination, among others.  In general, the authors effectively tie together poetry and the facts.

Under the Snow.  By Melissa Stewart.  Illus. by Constance R. Bergum.  2009. 32p. Peachtree Publishers, (9781561454938). Gr. 1-3.

This book introduces young readers to the concept of hibernation.  Furthermore, the book touts that under the snow lies a hidden world.  Stewart takes readers on an informative journey, describing how snakes, spotted salamanders, beavers, and red-spotted newts, "spend their days" during the winter months.  Additionally, the author presents fascinating facts that make the spare text intriguing and fun.  This is a great read-aloud for units on winter and animal habitats!



What Makes the Seasons?  By Megan Montague Cash.  Illus. by the author.  2003. 40p. Viking Juvenile, (9780670035984). Gr. 1-3.

The changing seasons are clearly depicted as an African-American girl and her cat explore the wonders of each season.  Using simple language, rhyming text and poses basic questions and answers for each season such as, Why do seeds sprout in spring?  Why do plants grow so well in the summer?  Why do leaves fall to the ground in autumn?  What makes snow? Overall, this is a great choice for a read aloud and enticing emergent readers!

Web Sites

The following web sites are a great way for students to build their understanding of weather and seasonal changes:

The Four Seasons
The game requires students to match different pictures with the correct seasons.

National Grid for Learning: Part I
This interactive game tests students' knowledge of the seasons.  It requires students to sort the months of the year, according to the season.

National Grid for Learning: Part II
This interactive game provides students with information on how living things (i.e. plants, humans, animals) are affected by weather and seasonal changes.

Seasons of the Year
This brief video introduces young students to the four seasons.  The video provides information about the seasonal changes, as well as the effects on animals, humans, and plants.

Sticks and the Seasons Game
This interactive game provides students with a chance to explore each season.

For Teachers

Virginia Standards of Learning
Standard 1.7 The student will investigate and understand weather and seasonal changes.  Key concepts include
(a) changes in temperature, light, and precipitation affect plants and animals, including humans;
(b) there are relationships between daily and seasonal changes; and
(c) changes in temperature, light, and precipitation can be observed and recorded over time.

Background Information

• Seasonal changes bring about changes in plants, animals, and people.
• With seasonal changes come changes in weather, including temperature, light, and precipitation.
• Precipitation includes rain, snow, and ice.
• Changes in plants include budding, growth, and losing leaves.
• Some animals hibernate and some animals migrate as a result of seasonal changes, resulting in changes in habitat.
• The body coverings of some animals change with the seasons.
• Changes made by people include their dress, recreation, and work.

Science Standards of Learning Curriculum Framework 2010