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Examining Children’s Books on Climate Change
George L. Boggs ■ Nance S. Wilson ■ Robert T. Ackland ■ Stephen Danna ■ Kathy B. Grant
Nurturing dialogue with children about Earth’s climate goes beyond The
Lorax. Exploring books on climate change may be crucial to the future of
the planet.
H
ere’s an imaginary scenario to consider:
Mrs. Smith’s second-grade class voted
to start a countdown to Earth Day, April
22. They engaged in classroom com-
munity discussions about Earth’s climate changes
and how children’s simple efforts can support envi-
ronmental stewardship. Mrs. Smith wanted to use
quality children’s literature, yet she wondered how to
judge whether an environmental text’s information
was sensitively presented and not unduly anxiety-
provoking for her students. In addition, she needed
to judge whether the text was culturally appropriate
and inclusive of the diverse cultures represented by
her students. Keeping in mind daily literacy instruc-
tion, Mrs. Smith needed to teach figurative language,
visual imagery, and content vocabulary; thus, she
sought books with high-quality writing and illustra-
tions. Lastly, she wanted to ensure that information
was accurate and presented in a way that would
promote her students’ understanding of scientific
concepts.
Once she found the right books, Mrs. Smith was
astonished, delighted, and occasionally distressed by
introspective questions students asked about their
world and how it is changing. Together, they were
moving beyond the books themselves to authentic
inquiry and critical, responsible thinking.
This article aims to facilitate the selection of qual-
ity literature that stimulates children’s contextualized
understanding of Earth’s changing climate. We
present criteria for examining books that will support
teachers’ and students’ responses to and understand-
ing of the difficulties humans face today and in the
future. Children’s literature can help us think and act
in new ways, but controversial and pressing issues
The Reading Teacher Vol. 69 Issue 6 pp. 665–675
LOR AX
such as climate change require careful consider-
ation of what a text may offer. Works of literature can
help young readers integrate everyday and scientific
knowledge into robust concepts. We see children’s lit-
erature about climate change as an important part
of a larger system of assistance (Gallimore & Tharp,
1990) that engages teachers, administrators, peers,
and family in the development of children’s active,
thoughtful participation in the world.
Climate change has been a growing concern for
decades, and each year more and more voices across
geographical and political boundaries call for mean-
ingful decisions and actions to limit the destructive
consequences of anthropogenic, or human-caused,
climate change (see Kolbert, 2015). U.S. participation
in the international adoption of the Paris Agreement
in December 2015 illustrates how policy debates at
home and abroad are moving from whether human-
caused climate change is a concern to how it might be
addressed. Article 12 of the Paris Agreement focuses
on education: “Parties shall cooperate in taking mea-
sures, as appropriate, to enhance climate change
George L. Boggs is an assistant professor of English education at Florida
State University, Tallahassee, USA; e-mail glboggs@fsu.edu.
Nance S. Wilson is an associate professor of literacy at the State University
of New York at Cortland, USA; e-mail nance.wilson@cortland.edu.
Robert T. Ackland is a professor of literacy education at the
State University of New York at Plattsburgh, USA; e-mail
robert.ackland@plattsburgh.edu.
Stephen Danna has been an oceanographer with the National Oceanic
and Atmospheric Administration and U.S. Naval Oceanographic Office; he
currently serves as dean of the State University of New York at Plattsburgh,
Queensbury Branch Campus, USA; e-mail dann1253@plattsburgh.edu.
Kathy B. Grant is an associate professor of teacher education at
the State University of New York at Plattsburgh, USA; e-mail
kgran001@plattsburgh.edu.
DOI:10.1002/trtr.1462 © 2016 International Literacy Association
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education, training, public awareness,
public participation, and public access to
information, recognizing the importance
of these steps with respect to enhancing
actions under this Agreement” (United
Nations Framework Convention on
Climate Change, 2015, p. 27).
The Intergovernmental Panel on
Climate Change (IPCC) was set up by
the World Meteorological Organization
and the United Nations Environment
Program to prepare, based on avail-
able scientific information, assessments
on all aspects of climate change and
its impacts, with a view toward formu-
lating realistic response strategies. The
2007 Nobel Peace Prize was awarded
to the IPCC and to Al Gore, former
vice president of the United States, “for
their efforts to build up and disseminate
greater knowledge about man-made cli-
mate change, and to lay the foundations
for the measures that are needed to
Pause and Ponder
■ What local factors should teachers keep in
mind as they consider approaches to
climate education?
■ What scientific knowledge about climate
and the natural world can children explore
and produce that will help them make
decisions about the environment?
■ What role should children’s books play in
shaping children’s thinking about their
world, their choices, and their reactions to
climate change?
■ What children’s literature is available for
stimulating children’s thinking about
Earth’s climate?
■ How can your text selection and your
facilitation of class discussions support
students’ emotional responses as they
think about climate change?
The Reading Teacher Vol. 69 Issue 6
counteract such change” (Nobel Media
AB, 2007, para. 1). “Warming of the cli-
mate system is unequivocal,” wrote the
IPCC (2013) in its recent presentation of
a wide range of peer-reviewed scientific
research, “and since the 1950s, many
of the observed changes are unprece-
dented over decades to millennia” (p. 4).
The need for climate change
education—not just legislative or
policy-related action—has become
apparent to organizations from the
world’s largest militaries to tiny island
communities. The broad social project
of climate change education includes
numerous areas of importance, from
scientific research to curriculum devel-
opment. Our present purpose is to
help classroom teachers make pro-
active, responsible decisions about
literature designed to help children
understand anthropogenic climate
change.
Background Information
on Climate Change
Many of the pressing issues facing the
world today—education, water quality,
immigration, and economic stability—
threaten children especially (Xu et al.,
2012). Changes in the Earth’s climate
are also affecting animal and plant life.
To a great extent, they are happening
because resources on Earth are being
converted into gases that amplify the
insulating effect of Earth’s atmosphere.
The U.S. Department of Defense (2014)
is investing millions of dollars to under-
stand what ’s happening and to prepare.
In a major report, the department
announced that
climate change poses another signifi-
cant challenge for the United States and
the world at large. As greenhouse gas
emissions increase, sea levels are rising,
average global temperatures are increas-
ing, and severe weather patterns are
accelerating. These changes…will dev-
astate homes, land, and infrastructure….
May/June 2016
The pressures caused by climate change
will influence resource competition while
placing additional burdens on economies,
societies, and governance institutions
around the world. (p. 8)
In other words, the climate is changing
enough to matter to everyone—includ-
ing children.
Mining, drilling, the consumption
of fossil fuels, and worldwide changes
in agriculture have added to the Earth’s
insulating blanket so much that crucial
balancing acts for life are under threat.
The most obvious are Arctic sea ice, the
geographic location of plant and animal
species, extreme weather, desertifica-
tion, ocean levels, and acidification,
prompting some people to use the term
“climate disruption” (Dumanoski, 2009,
pp. 71–72).
Science never completely answers its
own questions, much less the questions
people may want to ask about climate
change. It is not the role of scientists,
politicians, or classroom teachers to tell
human beings how to live, but all of us
are making important choices every day
about the Earth’s climate. These choices
depend on how people learn about their
physical environment. Well-written texts
encourage students to develop under-
standing by proposing ideas, negotiating
meaning, and debating issues (Pappas,
Várelas, Barry, & Rife, 2004).
Children’s Books
on Climate Change
Questions facing the world today
regarding climate and human activ-
ity reach from our neighborhoods to
all parts of the world, and children will
inevitably play an important role in the
next generations’ biggest decisions.
Children’s books on climate change
invite students to expand their under-
standing of difficult scientific concepts
that affect their day-to-day lives. As
students engage with these texts, they

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can learn how they can make a dif-
ference in the world. For teachers, the
task of choosing classroom texts is a
multidimensional process that must
combine the characteristics of high-
quality children’s literature with a
focus on the quality of the climate
change message.
Examining Climate Change
Texts for Quality
High-quality literature, as defined by
Galda, Cullinan, and Sipe (2010), is
“books that use interesting language
in creative ways, develop important
ideas, are potentially interesting to chil-
dren, and contain artistically excellent
illustrations” (p. 23). When searching
for literature on climate change, addi-
tional challenges arise from assuring
that the information is based on scien-
tific knowledge, is presented sensitively,
and authentically represents diverse cul-
tures. This process includes an analysis
of the writing and illustrations. The first
step to analyzing a book’s literary qual-
ity is to consider the genre (see Table 1).
Genre refers to the structure of the text—
whether meaning is presented using
story, factual statements, or a combina-
tion. Books related to climate change
can be placed under the genres iden-
tified by Donovan and Smolkin (2002)
for science-oriented trade books: sto-
rybooks, informational (narrative or
nonnarrative) texts, and dual-purpose
“Pay attention to how
texts model
socioculturally
mediated processes
like fairness, justice,
and reason.”
“It is important to look beyond the general
considerations of quality to consider specifically
the presentation of scientific knowledge.”
books. Students benefit from classrooms
where a range of texts is available.
Storybooks can use imaginative
characters to tell a story about our role
in protecting the environment. Narrative
informational texts are books that pro-
vide accounts of actual events and
factual information by employing a nar-
rative structure (initiating event, rising
action, climax, falling action, resolution).
When analyzing the writing in story-
books and narrative informational texts,
we must consider the story, characters,
and setting. Seeds of Change: Planting a
Path to Peace by Jen Cullerton Johnson
and Sonia Lynn Sadler (2013) shows
how the true story of Wangari Maathai’s
life can illustrate the effect that planting
trees can have on the environment (see
Figure 1).
Nonnarrative informational texts
present facts and concepts for read-
ers without placing them into a story.
A Cool Kid’s Field Guide to Global
Warming by Karen Farrington and
Sue Woollatt (2009) illustrates how a
question/answer format can be used to
present explanations. Another exam-
ple of this genre is a collaboration
between Lynne Cherry, an award-
winning author of many picture books,
and photojournalist Gary Braasch:
How We Know What We Know About
Our Changing Climate: Scientists and
Kids Explore Global Warming (2008; see
Figure 2).
The third genre, dual-purpose books,
is exemplified by The Magic School Bus
and the Climate Challenge by Joanna Cole
and Bruce Degen (2010), where story
and information go hand in hand.
667
After analyzing the writing style,
review the book’s illustrations, which
provide a different dimension to the
text: They help to present key infor-
mation. The analysis should include
visual elements, design, artistic style,
and accuracy (Norton & Norton,
2011). Teachers consider photogra-
phy, graphics, tables, and charts as
well as paintings, drawings, and so on.
When examining picture books in dig-
ital formats, Yokota and Teale (2014)
pinpointed additional criteria, such as
the quality of interactive and supple-
mentary features. Then, the next step
is to analyze the quality of the climate
change message.
Examining Climate Change
Books for a Depth of
Scientific Thinking
It is important to look beyond the gen-
eral considerations of quality to consider
specifically the presentation of scien-
tific knowledge. Jean Karl, in her work
published in The Horn Book in 1987,
maintained that mediocre books over-
emphasize their messages or they
oversimplify. The points they make are
too obvious, encouraging readers to
push aside the ideas (as cited in Norton
& Norton, 2011, p. 75). More gener-
ally, then, we should pay attention to
how texts model socioculturally medi-
ated processes like fairness, justice, and
reason.
Examining books from the basis
of scientific accuracy helps teach-
ers ensure that the book represents
research and the current knowledge
base of the field. The National Science
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Table 1 Comparison of Two Climate Change Books

Who Turned up the Heat? Eco-Pig Our House Is Round: A Kid’s Book About
Explains Global Warminga Why Protecting Our Earth Mattersb
I. Writing Style
What is the genre: storybook, narrative informational text, nonnarrative Dual-purpose book Nonnarrative informational text
informational text, or dual-purpose book?c
How is the purpose achieved? Story of Eco-Pig, who gives facts Question/answer format to give readers
about climate change information about climate change
Is the purpose consistent? Yes Yes
Note: If the book is dual-purpose, answer the questions in sections A and B.
 A. If it is a storybook or narrative informational text, does the story follow
the key elements of a good story with well-developed characters and a good
setting?
1. Story
Is this a good story?d Timeline is sped up
Is the plot believable?d No
How are the conflicts presented? Are they resolved in a natural and Resolved by asking readers to make
interesting manner? changes to their lives
Does the author use literary tools, such as rhythm, refrains, Personification, imagery, rhythm
personification, and imagery, in a variety of ways to engage the reader?e
Does the language sound natural? f No
2. Charactersd
Did the characters seem real? Did I understand the characters’ personalities No
and the reasons for their actions?
Did the characters have both strengths and weaknesses? No
Did the characters represent diverse cultural groups? Not applicable
Are the characters portrayed as individuals instead of as representatives Not applicable
of a group?
3. Settingd
Did the characters fit into the setting? Not applicable
Did I feel that I was really in that time and place? No
 B. If it is a nonnarrative informational text, consider the following
questionsg:
Is the technical vocabulary explained? Yes Yes
Is the information clear and up to date? Yes Yes
Are the facts presented clearly and not oversimplified? Oversimplified (e.g., “If Earth’s Yes; although in child-friendly language,
temperature rises by just one small the text is clear (e.g., “Cars, trucks, and
degree, that means really big changes factories make pollution, a kind of dirty
for the land and the sea!”; p. 17) gas or liquid that goes out into the air and
into our rivers, lakes, and oceans”; p. 10)
Are generalizations supported by facts? No references presented in the text No references presented in the text
II. Illustrations
Did the design of the illustrations convey a sense of unity with the text? Both are oversimplified Yes
Do the illustrations reinforce, elaborate, or embellish the text?h Embellish Reinforce
Did the artistic style match the author’s literary style? Yes Yes
Are the illustrations accurate in historical, cultural, and geographical detail? Not applicable Not applicable
Are the illustrations authentic and not stereotypical? Not applicable Not applicable
If there are captions, do they help focus the reader’s attention and extend Not applicable Not applicable
understanding of the topic?i

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Table 1 Comparison of Two Climate Change Books (continued)

Who Turned up the Heat? Eco-Pig Our House Is Round: A Kid’s Book About
Explains Global Warminga Why Protecting Our Earth Mattersb
III. Scientific Accuracy
Does the author have specific scientific expertise? Not evident Leads a foundation but was not formally
educated in the topic
Are there references for teachers to review for additional reading? No No
Can the information in the text be confirmed by outside sources? Yes Yes
IV. Science- and Justice-Based Considerations
Are the feelings suggested to children realistic and inviting, or are they Due to the style of the text and Realistic; the question/answer format is
“sugarcoated” by a writer who thinks that “real feelings are too difficult”?j illustrations, older readers may feel straightforward and clearly articulates a
that this is sugarcoated child’s voice
Are story elements clumsily or unskillfully made up? Do situations related in the Does not challenge children to make Helps children to make sense of a
text challenge children to make sense of complex realities? sense of complex realities complex situation
Are there sugarcoated heroes and events? Are learning and action depicted as Closed process Open process
open or as closed processes?
a
French, L.S., & Gott, B. (2010). Who turned up the heat? Eco-Pig explains global warming. Edina, MN: ABDO. bKondonassis, Y., & Brush, J. (2012). Our house is round: A kid’s book about why protecting our
Earth matters. New York, NY: Skyhorse. cDonovan, C.A., & Smolkin, L.B. (2002). Considering genre, content, and visual features in the selection of trade books for science instruction. The Reading Teacher,
55(6), 502–520. dNorton, D.E., & Norton, S.E. (2011). Through the eyes of a child: An introduction to children’s literature (8th ed.). Upper Saddle River, NJ: Pearson. eReadWriteThink.org. (2006). Children’s
book review guide. Retrieved from www.readwritethink.org/files/resources/lesson_images/. fNorton, D.E. (1993). Genres in children’s literature: Identifying, analyzing, and appreciating. In M.K. Rudman (Ed.),
Children’s literature: Resource for the classroom (2nd ed., pp. 75–94). Norwood, MA: Christopher-Gordon. gAtkinson, T.S., Matusevich, M.N., & Huber, L. (2009). Making science trade book choices for
elementary classrooms. The Reading Teacher, 62(6), 484–497. hHunter, B., Crismore, A., & Pearson, P.D. (1987). Visual displays in basal readers and social studies textbooks. In H.A. Houghton & D.M.
Willows (Eds.), The psychology of illustration (Vol. 2, pp. 116–135). New York, NY: Springer-Verlag. iPeeck, J. (1987). The role of illustrations in processing and remembering illustrated text. In D.M. Willows &
H.A. Houghton (Eds.), The psychology of illustration (Vol. 1, pp. 136–151). New York, NY: Springer-Verlag. jVygotsky, L.S. (1992). Educational psychology (Ch. 13, para. 6; R. Silverman, Trans.). Boca Raton,
FL: St. Lucie. (Original work published 1926)

Figure 1 Cover of Seeds of Change: literacy skills while learning science Figure 2 Cover of How We Know What
Planting a Path to Peace content” (2015, p. 1). Scientific accu- We Know About Our Changing Climate:
racy (see Table 1) supported through Scientists and Kids Explore Global
peer review is an important element of Warming
children’s and teachers’ processing of
important topics. It is key to remem-
ber, for instance, that climate pertains
to the global nature of the issue,
whereas weather refers to our day-to-
day temperature and precipitation.
Additionally, it is important to assure
that the texts do more than present the
problems—they need to suggest solu-
tions that can be understood by young
readers.
The science of climate change con- Note. From How We Know What We Know About Our Changing
Climate: Scientists and Kids Explore Global Warming, by
Note. From Seeds of Change: Planting a Path to Peace, by J.C. fronts adult and child readers with L. Cherry and G. Braasch, 2008. Nevada City, CA: Dawn.
Johnson and S.L. Sadler, 2013. New York, NY: Lee & Low. anxiety-inducing problems. Readers Copyright 2008 by Lynne Cherry and Gary Braasch. Reprinted
Copyright 2013 by Jen Cullerton Johnson and Sonia Lynn with permission.
Sadler. Reprinted with permission.
wonder about their personal effect
on the climate and how one individ-
Teachers Association (NSTA) stated ual can make a difference when the settings in which to consider fright-
that “reading science trade books is problem is so large. Literature can ening possibilities. Literature can also
the perfect way for students to build mediate anxiety by providing safe describe real-life actions—planting

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“In supporting students’ emotional responses change in a simplified manner is Who

to the text, we are aiming to help students think
critically about climate change.”
trees, building windmills, conserv-
ing resources—that young people
have instituted throughout the world
(see Wilson, 2010). The complicated,
high-stakes choices presented by cli-
mate change call for literary support
to help children and adults develop
lasting and appropriate responses
rather than knee-jerk and reaction-
ary ones.
Selecting texts with realistic didactic
value should begin with an acknowl-
edgment that readers’ responses are not
always predictable and that children
may respond differently than adults.
We can strive to understand the charac-
teristics of texts likely to help children
transition from fear- or anger-based
reactions to science- and justice-based
choices. In Vygotskian terms, we should
select literature likely to mediate the
transition from “affectively oriented pro-
cesses associated with the child’s
biomechanical experience (e.g., hunger,
anger, fear) to higher level, sociocultur-
ally mediated ones (e.g., taste, justice,
respect)” (Kellogg, 2010, p. 77). Moving
beyond a text means supporting chil-
dren’s development of these prosocial
processes.
An adult who tries to affect children’s
psychology will, under the impression
that real feelings are too difficult for
children, present a sugarcoated version
of events and heroes that are clumsily
and unskillfully made up; feelings are
replaced with sensitivity and emotions
by sentiment. (Vygotsky, 1926/1992, Ch.
13, para. 6)
In supporting students’ emotional
responses to the text, we are aiming to
help students think critically about cli-
mate change.
Focusing on Climate
Change Texts
Looking closely at texts on climate
change, we can see how a compli-
cated issue can be presented to readers
in an oversimplified manner. The Lorax
by Dr. Seuss (1971), a well-known pic-
ture book, was published one year after
the first Earth Day. This beloved text,
however, simplifies the message of
saving the environment by creating a
dichotomy between business and the
environment. The Lorax follows a famil-
iar archetypal pattern in which evil is
complex while good is simple. Readers
are invited to have simple emotional
responses alongside protagonists: to
feel angry at the Once-ler, to feel relief
from trouble at the prospect that the
hero and the world might escape cer-
tain death. In The Lorax, the Once-ler
and Thneeds neatly symbolize (for
adults) consumer capitalism, indus-
trialization, and their effects on the
environment. For children, restoration
of the Earth’s fertility is a responsibil-
ity falling upon one child in the form
of a single seed. The solution is simply
to put saving the environment in the
hands of the child who must repair
the environmental disaster created by
adults. This solution is dated; children
are not the only ones who should be
responsible for addressing issues of cli-
mate change.
A more modern text that pre-
sents the complicated issue of climate
Turned Up the Heat? Eco-Pig Explains
Global Warming by Lisa S. French
and Barry Gott (2010). This text pres-
ents a straightforward look at global
warming. Readers are invited to view
cartoon-like illustrations to repre-
sent complex issues such as pollution
and drought. The author strives to
build empathy about the issue through
the illustrations. The scientific mes-
sage of the book is provided through
explanations of global warming and
its effect on the land and sea. In Who
Turned Up the Heat?, Eco-Pig is pre-
sented as the guardian of the Earth.
Cars, electricity, and airplanes are rep-
resented as threats. Readers may be
urged to feel responsible for saving the
world through changes in their day-to-
day actions. This could cause anxiety
about how readers live their lives, so
a teacher will need to be prepared to
help youngsters look at small actions
that might build momentum for posi-
tive change.
In The Lorax and Who Turned Up the
Heat?, learning and action are depicted
as closed processes. Characters are
motivated by a clear and uncomplicated
understanding of equally clear circum-
stances. In both texts, the characters can
change the state of their world by taking
simple actions—planting a truffula seed
and using less electricity.
In preparing this article, George
(first author) interviewed two sci-
ence educators and a media specialist
about the criteria they use for selecting
texts related to environmental prob-
lems. The consensus view was that
students need information and situ-
ations presented in such a way that
they must make meaningful decisions.
In both The Lorax and Who Turned Up
the Heat?, children are invited to make
decisions based on low-level feel-
ings. They are passive recipients of the

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awful story of adults’ colossal failure of
stewardship. They solve enormous yet
seemingly simple problems through a
process of scapegoating an oversimpli-
fied villain.
We do not underestimate the
polemic value of such texts. However,
as educators, we want students to
engage with texts that develop com-
plex thinking about the issue of climate
change. Thus, we want to demonstrate
how one might chose a text likely to
mediate prosocial development around
the climate change issue. Table 1 uses
a series of questions to show how
an oversimplified text such as Who
Turned Up the Heat? looks when ana-
lyzed carefully in comparison with Our
House Is Round: A Kid’s Book About Why
Protecting Our Earth Matters by Yolanda
Kondonassis and Joan Brush (2012; see
Figure 3).
We encourage educators to make
their own decisions about how to
use particular texts in instructional
Figure 3 Cover of Our House Is Round:
A Kid’s Book About Why Protecting Our
Earth Matters
Note. From Our House Is Round: A Kid’s Book About Why
Protecting Our Earth Matters, by Y. Kondonassis and J. Brush,
2012, New York, NY: Skyhorse. Copyright 2012 by Yolanda
Kondonassis. Reprinted with permission.
settings. We hope that the books listed
in the next section stimulate chil-
dren to develop sophisticated affective
and intellectual stances toward climate
change.
Climate Change Books
for Children: Information
and Inspiration
Books in the following list are placed
alphabetically into categories sug-
gested by Donovan and Smolkin (2002)
for science-oriented trade books: story-
books, informational books (narrative
and nonnarrative), and dual-purpose
books.
Storybook
■ The Promise by Nicola Davies and
Laura Carlin (2013): Illustrations
in this thought-provoking book
move from tans and grays to a
full spectrum of color as a girl
moves from despair to joy when
she starts to plant seeds. “Green
spread through the city like a
song, breathing to the sky, draw-
ing down the rain like a blessing”
(p. 33). In one urban area after
another, people take up the chal-
lenge to bring nature back to their
surroundings.
Informational Books
Narrative Informational Books.
■ The Boy Who Harnessed the Wind
by William Kamkwamba and
Bryan Mealer (2012): This biog-
raphy tells the true story of
Kamkwamba, who was 14 years
old when a drought came to his
small village in sub-Saharan
Africa in 2001. His family had very
little to eat and, without money
for tuition, he was compelled to
leave school. Kamkwamba visited
671
a library and began reading about
how simple machines are con-
structed. He collected parts from
junk piles, melted a plastic pipe
for propellers, erected a tower, and
created a windmill. This picture
book portrays the persistence and
dreams that brought electricity,
water, and hope to a dry land. A
290-page book by the same name
gives full details.
■ Energy Island: How One Community
Harnessed the Wind and Changed
Their World by Allan Drummond
(2011): Based on a true story,
this delightfully illustrated book
explains how the residents of
Samsø, an island in Denmark, were
able to become energy indepen-
dent in 2008 through the use of
windmills, solar panels, and straw.
It all started when a schoolteacher
encouraged children and adults to
take action (some small and some
big). Sections on global warming,
wind power, and renewable energy
provide information that is acces-
sible to young readers. Contact
Samsø Energy Academy for more
details.
■ Mon Île Blessée [My Wounded
Island] by Jacques Pasquet and
Marion Arbona (2009): One of the
first picture books to address the
topic of climate refugees, this text
is based on the challenges faced
by the Inupiat people who live on
small islands north of the Bering
Strait near the Arctic Circle. The
book, available in digital formats,
can be found in French, Spanish,
and Italian. The story is told by a
girl from Sarichef Island who has
come to view the sea as a crea-
ture devouring her homeland and
forcing her community to relocate
to the mainland (see Figure 4).
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BE YON D T H E L OR A X : E X A M I N I NG C H I LDR E N ’S B O OK S ON C L I M AT E C H A NG E
Figure 4 Cover of Mon Île Blessée [My
Wounded Island]
Note. From Mon Île Blessée [My Wounded Island], by J. Pasquet
and M. Arbona, 2009, Montreal, QC, Canada: Éditions de
l’Isatis. Copyright 2009 by Jacques Pasquet. Reprinted with
permission.
■ Seeds of Change: Planting a Path to
Peace (Johnson & Sadler, 2013):
The Nobel Peace Prize was given
to Wangari Maathai in 2004 to
honor her work as the Mama Miti,
or Mother of Trees. The Green Belt
Movement that she started in her
native Kenya in 1977 has resulted
in the planting of trees all over the
world. This brilliantly illustrated
book tells the story of how a young
girl was supported in her desire to
get an education and promote envi-
ronmental healing.
Nonnarrative Informational Books.
■ 10 Things I Can Do to Help My
World: Fun and Easy Eco-Tips by
Melanie Walsh (2008): Printed
on 100% recycled card stock, this
large-format book invites curious
youngsters to turn the overlap-
ping pages. The colorful, simple
designs and clever use of word-
ing might best be understood by
this example: On one page, we
see the words “I enjoy…” placed
above apparent cut-outs of boxes,
string, and paper. When we turn
The Reading Teacher Vol. 69 Issue 6
“Detailed explanations of both the dire situations
that we may encounter and the innovative
solutions that we can institute are presented.”
to the next page, we find a smiling
cardboard robot next to the words
“making toys from things around
the house,” along with a curl-
ing message in smaller letters that
says “We can reuse lots of things
before we throw them away” (pp.
24–27).
■ A Cool Kid’s Field Guide to Global
Warming (Farrington & Woollatt,
2009): “What’s the worst that can
happen?” one section of this book
asks. “Fresh water will be in short
supply. This means that millions
of people may have to move from
parched homelands. Sometimes
water shortages can lead to disputes
and even wars” (p. 8). Detailed
explanations of both the dire situ-
ations that we may encounter and
the innovative solutions that we
can institute are presented in this
wonderfully illustrated book, for-
matted like a field guide with a
spiral binding at its top edge.
■ Global Warming by Cheryl Jakab
(2010): Photographs of people and
places all over the world help read-
ers address five issues: a warmer
world, declining ice cover, changing
seasons, changing rainfall patterns,
and environmental refugees. A sec-
tion called “Toward a Sustainable
Future” is included after each issue
is presented. The text is very acces-
sible, with informative headings,
glossary words, and “fast facts” on
nearly every page.
■ Global Warming by Seymour Simon
(2010): This book, which features
May/June 2016
stunning photographs, was selected
by the NSTA and the Children’s
Book Council for the 2011 List of
Outstanding Science Trade Books
for Students K–12.
■ How We Know What We Know About
Our Changing Climate: Scientists
and Kids Explore Global Warming
(Cherry & Braasch, 2008): Stunning
photos accompanied by flowing
stories of perseverance, hope, and
energy take us on journeys with sci-
entists as they gather information
and seek solutions. Woven through-
out the book are examples of ways
that people, young and old, have
worked together to make significant
changes to protect animals, clean up
the environment, and reduce carbon
footprints. A teacher’s guide is also
available: www.dawnpub.com/
our-books/teachers-guide-how-we-
know-what-we-know-about-our-
changing-climate/.
■ Not a Drop to Drink: Water for a
Thirsty World by Michael Burgan
(2008): This 64-page book is filled
with information and photographs.
Scientists from all over the globe
have added to our understanding of
water as a fragile resource.
■ Our Choice: How We Can Solve the
Climate Crisis (young reader’s edi-
tion) by Al Gore (2009): This
208-page book, suggested by the
publisher for ages 8–14, is filled
with colorful graphics and photos
accompanying text that is direct
and easy to read. The explanations,
suggestions, and messages are

BE YON D T H E L OR A X : E X A M I N I NG C H I LDR E N ’S B O OK S ON C L I M AT E C H A NG E
“We wish to
stimulate open-minded
dialogues among
teachers and children
in classrooms.”
geared toward helping young read-
ers engage in productive action.
■ Our Earth: How Kids Are Saving
the Planet by Janet Wilson (2010):
The actions of 10 children from 7
to 17 years old, living on five dif-
ferent continents, are detailed
in this book of hope and ideas.
Saving rainforests, building
windmills, rethinking plastic,
and planting trees are worldwide
efforts that can make a differ-
ence for young and old alike. This
book is filled with links to web-
sites and video clips that can
inspire all of us.
■ Our House Is Round: A Kid’s Book
About Why Protecting Our Earth
Matters (Kondonassis & Brush,
2012): Imagine a painting of a girl
on a bright green hillside look-
ing down on a power plant that is
pumping smoke into the air while a
pipe spews yellow fluid into a blue
river. Here are the words on that
page: “It’s great to have the energy
we need, but creating most kinds
of energy makes pollution and
uses up lots of natural resources.
That’s why it’s important to use
only the energy we really need and
think of ways to use even less” (pp.
26–27). Kondonassis, a renowned
harp player, wrote this book for her
7-year-old daughter so that she and
her classmates could understand
the reasons behind the actions their
teachers and parents encouraged
them to take.
Dual-Purpose Books
■ Les Enfants de l’Eau [Children of
Water] by Angèle Delaunois (2006):
Each double-page spread of this
richly illustrated book brings us to
a different part of the world, where
a local child explains what water
means. For example, a boy in the
Amazon says, “To me, water is a
massive forest” (p. 16). A girl in
North Africa says, “To me, water is
patience” (p. 26). A common phrase
is presented in the languages of
all locations—a phrase that means
“Water is life.” Originally writ-
ten in French, this book has been
translated into Spanish, Catalan,
Portuguese, and Italian. It could be
used in English learner classrooms
and in classrooms where additional
languages are taught or explored.
(It is also available in a digital
format.)
■ The Magic School Bus and the Climate
Challenge (Cole & Degen, 2010):
Anyone familiar with the style of
the Magic School Bus books will
not be disappointed to see that the
bus becomes a plane to take Ms.
Frizzle and her students all over
the world in search of facts about
greenhouse gases, melting ice, and
efforts to recycle resources. The
back cover of this book shows Ms.
Frizzle as she is getting ready to
turn off the power strip to her com-
puter, printer, and speakers. Can
we follow her lead?
“Books take us beyond what we see on the
pages...because they help us engage in dialogue
that expands our understanding.”
673
The Polar Bears’ Home: A Story
■
About Global Warming by Lara
Bergen and Vincent Nguyen
(2008): A girl and her father find
two polar bear cubs adrift on thin
ice. The father explains about the
effects of global warming in the
Arctic and responds to his daugh-
ter’s questions about things young
people can do to help. The mother
polar bear arrives to rescue her
cubs in this beautifully illustrated
story.
■ Who Turned Up the Heat? Eco-Pig
Explains Global Warming (French
& Gott, 2010): Cartoon characters
Eco-Pig and his friend Lou give
youngsters the basics about global
warming and then suggest ways
to take action: “Let’s switch off
and unplug / the things we don’t
need. / We’ll reduce greenhouse
gas. / On this we’re agreed” (p.
27). A short glossary and a simple
list of ideas and information can
prompt discussion with young
audiences.
Conclusion
This article was initiated through dis-
cussions about good stories and
effective presentations of information
on climate change (Danna, Grant, &
Ackland, 2014). Books take us beyond
what we see on the pages (and even
beyond ourselves) because they help
us engage in dialogue that expands
our understanding. We wish to stim-
ulate open-minded dialogues among
teachers and children in classrooms
and at home. Children’s literature
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BE YON D T H E L OR A X : E X A M I N I NG C H I LDR E N ’S B O OK S ON C L I M AT E C H A NG E
TA K E AC T I O N !
1. Survey articles appearing in popular
media to consider their messages about
climate science.
2. Get to know local resources (e.g., media
specialist, science educators, and parents)
for discovering relevant literature for
learning, and investigate local human
and climate challenges (e.g., agricul-
tural problems, pollution sources).
3. Check out children’s books online
and from local sources that address
climate and related questions.
4. Include online resources (e.g., games,
quizzes, and other informational texts) in
a growing compendium of climate science
texts.
5. Model how to learn about complex
problems that can be controversial:
a. Show interest in alternative perspectives
and demonstrate a willingness to listen.
b. Present examples of healthy skepticism
with a variety of claims.
c. Affirm collaborative responses.
6. Choose resources that inspire hope,
creative thinking, and ownership
of complex climate challenges.
7. Investigate children’s knowledge
and interest in climate issues.
8. Make it as fun and appealing as it is
necessary.
9. Integrate opportunities to respond actively
as children develop increasing aware-
ness of their role in their environment.
10. Recognize challenges and focus
on building positive relationships, even
with people who may be unsure about
how to talk about or respond to a changing
climate.
The Reading Teacher Vol. 69 Issue 6 May/June 2016
about climate change offers visual and
graphic support for these dialogues.
Books and other media can help orga-
nize conversations about Earth’s climate
without committing people to a par-
ticular viewpoint or course of action.
We celebrate teachers’ roles as facili-
tators of students’ learning about the
significance of human choices—past,
present, and future. Teachers are the
brokers of “beyond” in its many forms.
We sympathize with those who face the
challenges presented by science-related
texts and texts about controversial
topics, yet we have great confidence in
teachers to help students move beyond
knee-jerk responses to consideration of
justice, care, and understanding.
Literature is a powerful tool in the
hands of a teacher or child. Tools for
choosing good literature, therefore,
are very important. The criteria pro-
vided here can help teachers select
quality reading materials even though
pupils’ responses can be unpredict-
able. Developing scientific reasoning
and decision making requires addi-
tional considerations, adding to the
complexity. We encourage teachers to
select and use more than one resource
and to place those resources, together
with students’ interpretations and
ideas, into a kind of living dialogue.
The controversial politics of climate
change can prompt an open-ended
approach focused on scientific inquiry
and reason.
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L I T E R AT U R E C I T E D
Bergen, L., & Nguyen, V. (2008). The polar bears’
home: A story about global warming. New
York, NY: Little Simon.
Burgan, M. (2008). Not a drop to drink: Water for
a thirsty world. Washington, DC: National
Geographic.
Cherry, L., & Braasch, G. (2008). How we know
what we know about our changing climate:
Scientists and kids explore global warming.
Nevada City, CA: Dawn.
Cole, J., & Degen, B. (2010). The magic school
bus and the climate challenge. New York, NY:
Scholastic.
Davies, N., & Carlin, L. (2013). The promise.
Somerville, MA: Candlewick.
Delaunois, A. (2006). Les enfants de l’eau
[Children of water]. Montreal, QC, Canada:
Éditions de l’Isatis.
Dr. Seuss (Geisel, T.S.). (1971). The Lorax. New
York, NY: Random House.
Drummond, A. (2011). Energy Island: How one
community harnessed the wind and changed
their world. New York, NY: Frances Foster.
Farrington, K., & Woollatt, S. (2009). A cool kid’s
field guide to global warming. Mount Morris,
MI: Hammond.
French, L.S. & Gott, B. (2010). Who turned up the
heat? Eco-Pig explains global warming. Edina,
MN: ABDO.
Gore, A. (2009). Our choice: How we can solve
the climate crisis (young reader’s ed.). New
York, NY: Viking.
Jakab, C. (2010). Global warming. Mankato, MN:
Smart Apple Media.
Johnson, J.C., & Sadler, S.L. (2013). Seeds of
change: Planting a path to peace. New York,
NY: Lee & Low.
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MORE TO EX PLORE
R E A D W R I T E T H I N K .O R G L E S S O N P L A N S
■ Adventures in Nonfiction: A Guided Inquiry Journey (grades K–2) by Renee Goularte: (http://www.
readwritethink.org/classroom-resources/lesson-plans/adventures-nonfiction-guided-inquiry-183.
html)
■ Students are guided through an informal exploration of nonfiction texts and child-oriented
websites, learning browsing and skimming techniques for the purpose of gathering interesting
information.
■ Digital Reflections: Expressing Understanding of Content Through Photography (grades 6–8) by
Janet Beyersdorfer (http://www.readwritethink.org/classroom-resources/lesson-plans/digital-
reflections-expressing-understanding-985.html?tab=4)
■ : Striking images can leave lasting impressions on viewers. In this lesson, students make self-text-
world connections to a nature- or science-related topic as they collaboratively design a multimedia
presentation.
BOOKS AND WEBSITES
■ Munroe, R. (2015). Thing explainer: Complicated stuff in simple words. Chicago, IL: Houghton
Mifflin Harcourt. Check out detailed schematics of “picture takers” (cameras), “hand computers”
(smartphones), and more with descriptive annotations that explain how they work.
■ Fletcher, R. (2015). Making nonfiction from scratch. Portland, ME: Stenhouse. As the publisher
says on its website, “Ralph emphasizes the power of choice, mentor texts, and nonfiction
read-alouds in making nonfiction an everyday part of classrooms.”
■ Lynne Cherry’s website (www.lynnecherry
.com) highlights movies showing young people taking action to improve the natural environment
and presents a range of Earth-friendly picture books for children of many ages.
Information on Climate Change
■ Climate Access: Sharing What Works: www.climateaccess.org
■ The Climate Reality Project: www.climaterealityproject.org
■ A Student’s Guide to Global Climate Change: www.epa.gov/climatechange/
kids/index.html
■ Intergovernmental Panel on Climate Change: www.ipcc.ch
■ Global Climate Change: Vital Signs of the Planet: climate.nasa.gov
■ National Science Teachers Association: Climate Science Resources:
www.nsta.org/climate/
■ Scientists in the Field series: www.sciencemeetsadventure.com/series-overview/
Kamkwamba, W., & Mealer, B. (2012). The boy Simon, S. (2010). Global warming. New York, NY:
who harnessed the wind. New York, NY: Dial. HarperCollins.
Kondonassis, Y. , & Brush, J. (2012). Our house is Walsh, M. (2008). 10 things I can do to help my
round: A kid’s book about why protecting our world: Fun and easy eco-tips. Cambridge, MA:
Earth matters. New York, NY: Skyhorse. Candlewick.
Pasquet, J., & Arbona, M. (2009). Mon île bles- Wilson, J. (2010). Our Earth: How kids are saving
sée [My wounded island]. Montreal, QC, the planet. Toronto, ON, Canada: Second
Canada: Éditions de l’Isatis. Story.
literacyworldwide.org