Annotated Bibliography: Elementary Science

By : Jessica Sheaves

Atwin, V., Black, H., Clark, R., & Parkhill, M. (2016). Ktopinomon Keq Qasahkiyin [Know what
you throw]: A Maliseet’ say it first’ book. Government of Canada. ISBN 9781927969182

Matt and Jennifer walk beside garbage every day, one day Matt suggest that they should

pick up all the garbage. Jennifer explains that some of the garbage needs to go into

recycling because some people will take the recycling and make paper or reuse the plastic

to remake things. Afterward, Jennifer explains that we put food that we don’t eat in a

green bin to compost it. We recycle and compost to help mother earth. Mother earth is

described as the person that provides us with food and clean water and these gifts allow

humans to hunt, gather and fish our food. It is very important to take care of mother earth

because she provides us with gifts like materials to help us build our land and with that

we can ensure that the medicine is pure. This book touches the curriculum at a grade 1

level in the unit 2 Our Environment: 1.2.5 describe how people depend upon and interact

with different natural environments; and 1.2.6 take age-appropriate action to practice

responsible behavior in caring for the environment. These aspects our described in this

book. The book is written in the indigenous language and in English it also explains how

the indigenous people see the earth. For the NGSS the book would really touch:

Communicate solutions that will reduce the impact of humans on the land, water, air,

and/or other living things in the local environment. The text explains the importance of

recycling and how it will help the earth. The expansion phase would be used here because

it teaches the students how to recycle and expands their knowledge on what to do with

garbage.

Bouchard, D., & Everson, A. (2014). I am Raven. North Vancouver, BC: MTW publishers.
 Everyone has their own totem, finding it can be difficult for some people. Totems can be

your source of strength or something you were in your previous life. In this story, my

grandmother gave me my totem. The wise chief of the community created a totem pole

and invited several his cousins to come see it. Several animals come visit the chief to try

and gain a spot on his pole like a beaver, a bear, an owl, an eagle, wolves, a frog, a killer

whale, an otter, a raven. All these animals gave the chief some gifts and explains their

role in the community and how they resemble what the chief does. The next day everyone

came out to see what chief put on his pole and no one was surprised they all knew. It is

important to just shut your eyes right before you dream, and you too will know what your

totem is. The illustrated showed us all the different animals that visited the chief and that

helped us really visualized what they look like. This book would be for a grade 2-3 level.

In Unit 4 Community of grade 1 level: 1.4.6 demonstrate an understanding of how

communities depend on each other for the exchange of goods and services. In the NGSS

the book reviews this: Construct an argument supported by evidence for how plants and

animals (including humans) can change the environment to meet their needs. Because

every animal talked about how they improve the community. And the exploration phase

would be used because the students are learning how indigenous communities value their

animals and their people.

McDermott, G. (1993). Raven: A trickster tale from the Pacific Northwest. Toronto, ON:
Voyager Books.

There was a lot of darkness all around, the raven had decided that he was going to find

the light. Far away he saw light from the edge of the water were the house of the Sky

Chief. The raven saw the chief’s daughter drinking some water, he decided to change
 himself into a pine needle and then the girl swallowed the pine needle. The girl later gave

birth to a baby raven. The chief was so happy with his grandchild that he invited all the

elders to come meet him. The Raven saw a big box that was lit up and wanted to see what

was inside. Inside the box there was a shining ball that we call the sun. After the raven

sun played with the sun he became the raven again. The raven flew away with the sun in

his beak and brought it to the sky. People always feed raven now, to thank him for

bringing them light. The illustrated really helps us see what a raven boy looks like and

helps us understand the context of the story. The curriculum part of grade 1 level unit 1

Groups: 1.1.1 demonstrate an understanding of the importance of interactions between

people; is evident in this book. The community accepts the raven as a raven boy and

when he turns into a raven at the end again they are so grateful that he brought them light.

For the NGSS, make observations to determine the effect of sunlight on Earth’s surface.

In the beginning of the book the community is very dark and sad and at the end with the

sun it creates a happy bright environment. The exploration phase in the 5E’s would be

used because the students would be exploring a new concept and a new way of seeing

how the sun is brought to the sky.

Simons, M. (2012). Jigs and reels: A cruise in Maritime waters. Tantallon, NS: Four East
Publications.

Silas, Rose, grandma and grandpa go on an adventure sailing around Nova Scotia. They

started their journey in Shediac New Brunswick and made their way to Nova Scotia,

during the trip they saw all sorts of birds, fish, whales and even an eagle. During the

adventure Rose was always on the look out to see if she could see a mermaid. The whole

family enjoyed various types of seafood along the way, they had lobster, fish and chips

and mussels. They also got to see big sea creatures like sharks, whales and dolphins. At
 the end of the story the family ended up in Alma, New Brunswick and unfortunately Rose

never saw a mermaid, but her grandpa carved a mermaid out of wood for her. The images

during the story and fantastic because the make you feel like you are on the boat with the

family, also at the end there is a glossary with a picture of all the animals they used in the

book. With the glossary you could photocopy it and ask the students to mix and match

the name of the animal with the picture after the reading. This book would be an

excellent resource for a grade 2 level to teach social studies and sciences together because

it talks about different types of animals in the sea and give the name of locations in New

Brunswick and Nova Scotia. For Unit 1 Growth and Development: 2.1.1 describe growth

and development of familiar animals during their life cycle. We could examine every

animal the book talks about and study them. For the NGSS you could examine the cycle

of like of animals that live in the water and compare them to animals that live in the

forest or even compare them to plants. For the 5E’s Explanation and exploration would

be used because you would be introducing new creatures to the students and then

afterwards explaining all of them to them. It would be a great idea to create a map of

New Brunswick and add the pictures of the animals that live in specific locations. By

doing so you teach the students new places and new animals.

Suzuki, D., & Ellis, S. (2003). Salmon Forest. Vancouver, BC: Greystone Books.

Kate and her dad go for a walk in a forest were her dad tell her they are going to find the

story called the Salmon forest. Her dad explains to her how salmon eggs need cold and

clean water to grow. The trees give shade and the roots of the trees keep the water clean.

He then explains how some salmon will live in a lake before going to the ocean, but not

all salmon can because they is not enough food. The interesting thing is that even after
 going to the ocean, the salmon always swim back hundreds of kilometers to lay eggs in

the rivers. Her dad makes her understand that even though salmon die after laying eggs

they still serve a purpose of being food for other creatures. The illustrations in this book

show us how the father and daughter went on a great adventure in the forest. After seeing

some friends eat salmons Kate realizes that in nature everything is connected. This would

be a great resource for grade 1 level Unit 2 Our Environment: 1.2.1 describe how plants

and animals meet their needs in a given environment and 1.2.3 observe and describe how

living things respond to changes in solar energy that occur on a daily and seasonal cycle.

In this book they really talk about the cycle of life of salmon and how everything needs

everything to survive. Concerning the NGSS this book would touch: Construct an

argument that some animals form groups that help members survive. For the 5E’s aspect

we could incorporate engaging questions trough out the book about students’ predictions

on what animal will eat what and how does animal scat influence our environment.

Vickers, R. H., & Budd, R. (2014). Cloud walker. Maideria Park, BC: Harbour Publishing.

Cloudwalker is one of the strongest men that there is. He is the best hunter and fisher

because he really thinks likes the animals and he hunts to provide food for his people.

Cloudwalker unfortunately has a really hard time finding a wife because he can’t find

anyone strong like him who he could live the rest of his life with him. One day he

decides he would try to trap swans in a way that nobody has even done before, but

before he knew it the string that he was using to catch them got caught and the swans

started flying away with Cloudwalker. After flying for quite sometimes the swans

became tired and dropped Cloudwalker on the clouds. He then found a bucket of water

and dropped it below the clouds, that water created three new rivers in his community.
It is very important in this story to understand that no food is wasted and that we can

measure wealth by the way some chiefs present themselves. It is also important to

always insure the river is full of life for future generations. The pictures in this book lets

us really get into the story and put a picture to the main character Cloudwalker. In the

curriculum I would connect it to Grade 1 level unit 2 Environment: 1.2.1 describe how

plants and animals meet their needs in a given environment and in the unit 4

Community: 1.4.1 demonstrate an understanding that the way people live in their

community evolves over time. In the book they really reinforce the importance of

animals as food sources and show how communities work together to feed one another.

This book would also cover the NGSS of understanding relationships between

ecosystems and humans. For 5E’s Exploration and engaging questions would be

attained. Throughout the book I could ask students what they think would happens and

it also explores the beauty of nature and what is has to offer.