GENERAL SCIENCE
Preschool | Ages 5 to 8 | Ages 8 to 11 | Ages 11+
Preschool
My apple
Davies, Kay and Wendy Oldfield (Simple Science, A. & C. Black, 1997, 26pp.)
Full page photographs by Fiona Pragoff of children undertaking a variety of activites with everyday objects are accompanied by simple statements and questions to set them thinking about the science around us. An apple is dropped into water, cut in half and allowed to go brown, used for printing, cooked and its seeds planted. Further information for parents is added at the end.
Five other titles in the series provide a series of experiments for an age
group not often catered for in science publishing.
(GENERAL SCIENCE)
Science is everywhere
Howitt, Christine (text) Peter Bowdidge (photos) (Christine Howitt, 2010, unpaged)
This self-published book is a wonderful introduction to the world of science for preschoolers. Beautifully photographed and designed, the book shows young Joe and his Mum going for a walk. As they go through the garden and along the fence, jump into puddles and explore the park, Mum points out all the things that science helps to explain, such as what shadows are, where puddles go when the sun comes out, how rainbows are formed, why things fall towards the ground, why metal objects rust and how cheese is made. The layout and design are excellent, with text and a single item on different coloured pages on the left and a full-page photo on the right. The photographs are well-composed and the one of Joe on the first double-page spread is most engaging. At the end of the book are three pages of notes for parents, giving them some helpful suggestions for activities to do with their child. Available from www.scienceiseverywhere.com.au
(GENERAL SCIENCE; OUR WORLD)
Boy, were we wrong about dinosaurs!
Kudlinski, Kathleen V.; illustrated by S.D.Schindler (Dutton Children’s Books, 2005, unpaged)
This picture book is not really about dinosaurs. Rather it shows the way scientific knowledge adapts and grows in the light of new discoveries. Using dinosaurs as the subject matter, the book explains how interpretations of fossils have changed since they were first discovered (the ancient Chinese thought they were dragon bones) and therefore our understanding of these creatures. Examples include the placement of Iguanadon’s ‘horn’ on its nose when they later turned out to be spikes on its front limbs and the way the nests of baby dinosaurs has altered thinking on dinosaur behaviour. An excellent explanation for young children about how scientific facts are not always correct at first and the need to be open to new interpretations and understandings as scientific knowledge evolves. Also suitable for ages 5-8.
(PREHISTORIC TIMES; GENERAL SCIENCE)
Ages 5 to 8
The pebble in my pocket: A history of our Earth
Hooper, Meredith; illustrated by Chris Coady (Viking, 1996, 32pp.)
Focusing on the pebble a child can hold, Hooper describes geological processes from a time of volcanic activity 480 million years ago, through uplift and erosion, sedimentation, another cycle of uplift and erosion, and changes in living things over that time. The story is told in simple but evocative language that should enable a young child to comprehend in broad terms the great changes that each part of the Earth has undergone. Coloured illustrations by Chris Coady show changes in scenery and some of the animals from different ages.
In a similar way The drop in my drink: The story of water on our planet (Viking, 1998, 32pp.) uses evocative language to show how the same water has cycled and recycled from ocean to sky to land and through living things through millions of years of change.
(GENERAL SCIENCE)
Ages 8 to 11
The little book of big questions
French, Jackie; illustrated by Terry Denton (Little Ark, Allen & Unwin, 1998, 112pp.)
French discusses a range of possible answers to questions such as How did the universe begin? What is life? How do we know what is right or wrong? The answers are primarily based on scientific knowledge but also mention the beliefs of the major religions. Boxes ask readers what they think. Line drawings by Terry Denton provide humorous relief and emphasise some points. The book shows that information can support different theories and provides an excellent basis for discussion and thinking.
(GENERAL SCIENCE. AUSTRALIAN)
Evolve or die
Gates, Phil (Horrible Science, Scholastic, 1999, 128pp.)
With the earthy humour and school jokes enjoyed by 10-12 year olds, this book gives a rapid overview of how life has evolved and how people's ideas about the origins of life have changed. It discusses some interesting fossils and how they were preserved, genetics, and some important scientists such as Darwin, Mendel, Wegener, Francis and Crick. Cartoons by Tony de Saulles extend the humour of the text and add some serious things such as a time line. With a table of contents but no index, books in this series are designed for enjoyable reading rather than research.
In similar style but with more emphasis on scatological humour, Disgusting digestion by Nick Arnold shows the various parts of the alimentary canal and related organs and the value of sewage treatment in reducing disease. Correct medical terms are introduced with humour which challenges readers to use them.
Also by Nick Arnold, Bulging brains, uses the advertising language we hear everyday and the term neuro-phone to show how the nervous system works. Once again important scientists are introduced and cartoons by Terry de Saulles increase the book's appeal.
For a full listing of all books in this popular series see www.scholastic.co.uk/zone/book_horr-science.htm
(GENERAL SCIENCE; HUMAN BIOLOGY)
Looking at plants
Suzuki, David (Australian adaptation, Little Ark Books/Allen & Unwin, 1989, 96pp.)
Several sections inform about plants, their importance or structure, and are each followed by a few activities which demonstrate plant biology or uses. Instructions are written for children to follow themselves and indicate where help will be needed with boiling water and other potentially dangerous steps. Illustrated with line drawings.
Looking at the body, . . . at the senses, . . . at insects, . . . at the weather, and . . . at the environment provide equally informative and child-oriented texts and suitable activites for the age group.
(PLANTS; ANIMALS; GENERAL SCIENCE)
Atoms, dinosaurs and DNA: 68 great New Zealand scientists
Meduna, Veronika and Rebecca Priestley (Random House New Zealand, 2008, 160pp.)
Adapted from a 2006 exhibition at the National Library of New Zealand, this book expands its coverage of scientific discovery in that country to include twice as many scientists. Taking a chronological approach since European colonisation, the first entries are for scientists such as Solander and Banks who were not New Zealand-born but investigated its unique natural environment and published their findings. Some of these scientists such as Ernest Rutherford are world-renowned whilst others are more famous in their own country or in their own specialty. The book is well-designed and laid out with personal photos and biographical information, awards, quotes and photos relevant to their field of expertise. This book provides a fascinating introduction to many fields of scientific endeavour as well as introducing readers to the inspiring men and women of New Zealand who have made outstanding contributions to it.
(FAMOUS SCIENTISTS; GENERAL SCIENCE)
My first science book
Wilkes, Angela (Hodder and Stoughton, 1990, 48pp.)
Originally produced in England by Dorling Kindersley. Large eyecatching photographs illustrate the equipment needed, and the step-by-step instructions for each activity. Even though format and title suggest a very young reader, the vocabulary and sometimes the complexity of instructions make this a book for primary school children. Precautions and warnings are given where necessary.
(GENERAL SCIENCE)
Ages 11+
The encyclopedia of science (Revised.ed.)
(Dorling Kindersley, 2006, 448pp.)
The caption-text approach so well developed by Dorling Kindersley is well suited to an encyclopedia. Information is grouped under topic headings, which are grouped into sections. 'Find Out More' boxes, a comprehensive index and a glossary allow for easy cross-referencing. Illustrated in full colour throughout. For the upper primary and secondary levels.
(GENERAL SCIENCE)
Carbon
Knapp, Brian (Reed Library, Elements, 1996, 56pp.)
This is one title in a series of books designed to assist young chemists understand the characteristics and usage of the most important chemical elements. There are 15 volumes in the set and Carbon is typical of the series. Topics covered include the carbon cycle, the occurrence of carbon and its compounds, polymers and organic compounds. The contents conclude with key facts about carbon, the periodic table, understanding equations and a glossary of technical terms.
(GENERAL SCIENCE)
The Usborne internet-linked science encyclopedia
Rogers, Kirsteen et al. (Usborne, 2000, 448pp.)
This comprehensive encyclopedia not only introduces a vast number of scientific topics to the young (and not so young) reader but also lists hundreds of tried and tested websites. It is most attractively produced, with pages of different colours, excellent illustrative content and clear and concise explanations. In a work of this magnitude, it is unusual to see so few minor areas of concern regarding accuracy. A magnificent reference work for young and old, students and teachers alike. See www.usborne-quicklinks.com for the webpages recommended in the book.
(GENERAL SCIENCE)