Science-oriented picture books for middle school students

Teaching Pre K-8, Nov 1995 by Flack, Jerry, Sullivan, Marie

Teachers in the early grades are familiar with the rich bounty that writers and illustrators of picture books have created. Middle school teachers may be less well acquainted with this treasure trove, but they can capitalize on a rich collection of mature, sophisticated books that abound.

This article describes a project that challenged eighth grade science students at Sabin Middle School in Colorado Springs, Colorado, to think creatively with both pictures and words and to create their own picture books.

We began the project by sharing numerous examples of outstanding picture books that have appeal and relevance for middle school students. We accented such books as Eve Bunting's Smoky Night (Harcourt Brace, 1994), a powerful story about two diverse families and how their lives are touched by urban violence. David Diaz's dramatic collage backgrounds and acrylic paintings in Smoky Night blend seamlessly with Bunting's words. The book perfectly demonstrates how words and pictures can work together to tell a significant story.

Students were told that each Wednesday for four months their usual science work would be set aside so that they could plan, research and create their own science-oriented picture books. Through the use of 20 to 30 exemplary picture books, we suggested many possibilities for creative projects and outlined the following six steps students might take in creating their own books.

1. Think of a variety of topics or subject possibilities you might illustrate.

Suggested topics included explanations of science phenomena such as animal migrations. Jim Brandenburg's An American Safari: Adventures on the North American Prairie (Walker, 1995) is a stunning photographic essay about wild animal life on America's grassland prairies. The book also served to a remind students of the importance of photography in telling a story.

ABC books on science-related themes and topics were shared--for example, Kristin Joy Pratt's A Swim Through the Seas (Dawn Publications, Nevada City, CA, 1994) and A Walk in the Rainforest (Dawn Publications, 1992). Since the author/illustrator was only thirteen when she created the first of these two books, the students could see that youth is not a barrier to becoming an author or illustrator.

Graeme Base's Animalia (Harry N. Abrams, 1986) was a huge hit with the students. Every day they'd find new objects hidden in the alphabet-inspired paintings. Moreover, Base's use of alliteration provided a model that many students emulated in their own illustrated alphabet books.

Students also examined Rita Berglund's An Alphabet about Kids with Cancer (Children's Legacy, Denver, CO, 1994), which explores the lives of young people who have terminal or life-threatening illnesses. Berglund's creation was but one of many mature books shared with the students.

Contemporary issues with science connections such as ecology or drug abuse were examined through such finely illustrated works as Lynne Cherry's A River Ran Wild (Harcourt Brace, 1992) and Clark Taylor's The House That Crack Built (Chronicle Books, 1992). Eve Bunting's Fly Away Home (Clarion, 1991) was utilized to explore another topical subject--the homeless.

Illustrated biographies of famous scientists were also shared. The students particularly liked Leonard Everett Fisher's Galileo (Macmillan, 1992) and Marie Curie (Macmillan, 1994), Andrea Davis Pinkney's Dear Benjamin Banneker (Harcourt Brace, 1994) and Wendy Towle's The Real McCoy: The Life of an African-American Inventor (Scholastic, 1993).

Students could also investigate and tell the story of a famous animal, such as Smokey Bear or "Scannon," Lewis and Clark's Newfoundland mascot. Jean Craighead George's Animals Who Have Won Our Hearts (HarperCollins, 1994) provided a model of text and pictures combining to tell great stories.

2. Decide whether to work alone, with a collaborator, or on a team of writers.

Decision-making was an important part of our project. A contract system was utilized throughout, and the first choice students had to make was whether to work solo or with other students. The youths were cautioned that the more people involved in a project, the more difficult it might be to accomplish tasks and create a first-rate product.

3. Research the subject matter. From the outset, students knew that their picture books were not to be viewed solely as art projects. The text had to be accurate and the illustrations authentic. Students became science and biography detectives as they conducted their research. They learned that professional authors and illustrators engage in substantial research to be certain that details in their work are accurate and credible.

One of the most popular books in the project was Hemesh Alles's picture puzzle book Errata: A Book of Historical Errors (Green Tiger Press, 1992). The artist challenges readers to find 10 objects that do not belong in each of his scenes. The point made to students was that Alles had to engage in considerable research to be sure that every other object, save for his 10 plants, did belong in a scene.