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No, this is not some type of plant that produces ink. This is the last of the INK Recommends lists, focused on STEM: Science, Technology, Engineering and Math. Because we have previously compiled lists that focused on math and science, I have tilted this list toward the technology and engineering side of things.
This list is also a bit different from other STEM lists you might find in two ways: While animals show up on this list, they do not dominate it the way they do many science lists (unless they have something to teach us about engineering). And while there are some hands-on activities found in some of these books, many are what I would call storytelling STEM in the sense that they delve deeply into a STEM topic by telling gripping stories of people who have done something compelling in a STEM field. The books on this list that don’t take this approach have found other clever ways to bring science, technology, engineering and math to life.
Happy reading. Thanks for reading. Linda, thanks for everything.
Elizabeth Rusch
PreK-5 STEM
Animals in Flightby Steve Jenkins
Dreaming Up: A Celebration of Building by Christy Hale
The Boy Who Loved Math: The Improbable Life of Paul Erdosby Deborah Heiligman
Building our House by Jonathan Bean
Energy Island: How One Community Harnessed the Wind and Changed Their World by Allan Drummond
Electrical Wizard: How Nikola Tesla Lit Up the World by Elizabeth Rusch
Lifetime: The Amazing Numbers in Animal Lives by Lola Schaefer
Marvelous Mattie: How Margaret E. Knight Became an Inventor by Emily Arnold McCully
Rosie Revere, Engineerby Andrea Beaty
Snowflake Bentleyby Jacqueline Briggs Martin
Things that Float and Things that Don’t by David Adler
Toilet: How It Worksby David Macaulay with Sheila Keenan
The Shocking Truth about Energy by Loreen Leedy
Middle Grade STEM
A Black Hole is NOT a Hole by Carolyn DeCristofano
Birds: Nature’s Magnificent Flying Machines by Caroline Arnold
Earth-Friendly Buildings, Bridges and More: The Eco-Journal of Corry Lapont by Etta Kaner
How Do You Burp in Space? And Other Tips Every Space Tourist Needs to Know by Susan E. Goodman
The Mighty Mars Rovers: The incredible adventures of Spirit and Opportunity by Elizabeth Rusch
Team Moon: How 400,000 People Landed Apollo 11 on theMoon by Catherine Thimmesh
Technology by Clive Gifford
Try This! by Karen Romano Young
Wheels of Change: How Women Rode the Bicycle to Freedom (with a few flat tires along the way) by Sue Macy
Young Adult STEM
Almost Astronauts: 13 Women Who Dared to Dream by Tanya Lee Stone
Bomb: The Race to Build – and Steal – the World’s Most Dangerous Weapon by Steve Sheinkin
The Boy who Harnessed the Wind by William Kamkwamba and Bryan Mealer (also available in a young readers edition)
The Boy who Invented TV: The Story of Philo Farnsworth by Kathleen Krull
Junkyard Science by Karen Romano Young
The Longitude Prizeby Joan Dash
Something out of Nothing: Marie Curie and Radiumby Carla Killough McClafferty
The New Way Things Work by David Macaulay and Neil Ardley
Women of Steel and Stone: 22 Inspirational Architects, Engineers, and Landscape Designers by
Anna M. Lewis
Not enough STEM titles here for you? Check out Bank Street College of Education’s STEM list at:
Or the annual lists of Outstanding Science Trade Books for Students K-12 put together by the National Science Teachers Association and the Children’s Book Council:
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Last month on National Astronomy Day, I was at the Clay Center Observatory signing copies of How Do You Burp in Space? And Other Tips Every Space Tourist Needs to Know. After inscribing a copy for a young boy, I looked up at his older sister. “Do you want to go to space, too?” I asked.
“I did once,” she said.
“What happened?”
She gave me a small smile, a Mona Lisa smile—that is, if Mona L. were a just-budding adolescent proud of her newly acquired sense of condescension.
“Oh…other things took over,” she said in a tone that implied I couldn’t possibly know what she meant.
Oh…but I do. Having been there and done that, I was actually thinking about something else. Do these other things that "take over" really have to edge out wanting to go into space or a daily check on favorite animal cams? Is this really an either/or situation? Do the hormones make us want to pack away those childish things? Or, despite so many strides, do we still think there’s only one type of girl that does those hormones justice?
This last question still on my mind, I later googled “nerds becoming popular” and immediately clicked on the images page. I already knew that Sheldon’s chic and Zuckerberg’s billions have brought those three words in close company. What I wanted to know was how many pictures of girls I would see sprinkled in among the guys wearing pocket protectors and suspenders.
Discounting “popular” girls torturing geeks, here’s the first “nerd girl” picture I came upon. I was hopeful. What a fool I was. Once I clicked through to its home site, here are the words I found: Who would have thought that being a nerd would be cool? Well the time has finally come. There is nothing more fashionable that an over-sized pair of geeky glasses. PS-When I saved the picture to my computer to easily transfer to this post, I noticed it was labeled, "pretty nerd." Little Mona Lisa Girl at the Clay Center, the deck has been stacked against you. Come on, STEM books, cool geek girl role models, Neil Degrasse Tyson. Help girls aspire to go to space and wear cool nail polish in orbit, if that’s what they want. Help everybody feel as if science and smart is back in fashion and sexy.
I spoke to astronaut Sunita Williams when writing Burp in Space, but never asked her if she felt she had to choose between lipstick and her dreams. I wish I had. Maybe I would have been primed to say something to this young girl. Even if she couldn’t hear me now, perhaps it would plant a seed. I know lots of girls get reacquainted with previous interests as women, but I hate to think of what has been lost in the meantime because their intellectual passions couldn’t coexist with the teenage definition of femininity.
On June 20, Liz Rusch is publishing I.N.K.’s last recommended booklist. This time it focuses on STEM-related topics. Let’s all take a second look.
* * * * *
Thank you, Linda. Thank you, I.N.K. Thanks to all of our readers. It’s been a pleasure.
Recently I was invited to present at a conference of the Northwest Association of Independent Schools on connections between books and technology. Perhaps because I’m a writer married to a technology guy, I see the potential for a rich marriage between books and multimedia resources on a given topic.
For one thing, because of the Internet, students can get a behind-the-scenes view of the research and writing that went into a book. Websites, Facebook pages, and blogs can (miraculously, I think) connect students directly with authors. Many authors have websites (try the author’s first and last name.com or do a google search by using the author’s name and the word “author”). Author websites also often contain links that can deepen students’ understanding of a book or topic.
For example, after reading
Muckrakers by Ann Bausum, they can stop by her
website and click on the "photo research" link for an interactive tutorial on how to conduct photo research using the online collections of the Library of Congress.
After reading Bausum’s
Unraveling Freedom, they can visit
the page for that book and click on the "political cartoons" link to begin an interactive session about decoding political cartoons, using six cartoons from World War I.
Many authors also have Facebook pages which can give readers insights into the on-going life of writers, updates on developments related to their books, and play-by-play descriptions of their current work on new writing projects. (I’m just getting mine going at
https://www.facebook.com/authorelizabethrusch). Some even write blogs or contribute to group blogs like this one. (Try googling the author’s name and the word “blog,” or check author websites, which will have links to their blogs.)
after reading
Steve Jobs: The Man Who Thought Different by Karen Blumenthal, students can check out what’s happening with the company now at
http://www.apple.com/hotnews/ or read recent articles about the company at
www.techspot.com.
After reading my book,
The Mighty Mars Rovers: The incredible adventures of Spirit and Opportunity, students can explore what the rover Opportunity is up to now (10 years after landing!) at
JPL’s website, which includes regular mission updates, press releases, photos and videos; and
follow the newest rover Curiosity, too.
And after reading one of my volcano books—
Volcano Rising;
Will it Blow? or
Eruption! -- students can learn more about current on-going eruptions at
Earthweek;
Volcano Discovery, which includes a map of recent eruptions and webcams at active volcanoes; and
Smithsonian’sGlobal Volcanism Program, which has both weekly updates of volcanic activity and an amazing searchable database of past and current eruptions.
Think this only relates to current events? Think again. Fascinating additional reading and other resources such as audio, films and websites related to American history, 1492 and onward, can be found on the
website of the Zinn Ed Project, which is searchable by theme, time period, document type and reading level. You can also search by book. For instance, the entry for Gretchen Woelfle’s
Mumbet’s Declaration of Independence, (
https://zinnedproject.org/materials/mumbets-declaration-of-independence/) links to actual court records from the lawsuit Mumbet brought against her owners to win her freedom.
Multimedia experiences can bring a book to life. After reading
A Home for Mr. Emerson by Barbara Kerley, students can
visit thehome online. They can
view a slideshowfrom the New York Times about the caretaking of the home, which Emerson bought in 1835; the site includes interior shots of the home, including the rocking horse in the playroom and Emerson's hat, hanging on the wall. To dig even deeper into Emerson’s life, readers can go to an
online exhibit by the Concord Free PublicLibrary with photos and essays about Emerson, which also features many primary source documents.
If you want to offer your students a multimedia experience, most likely you don’t have to do the research on the best resources yourself. Many nonfiction authors include a list of the best multimedia resources in the back matter of their books or on their websites. Check them out – and send your students to them, too. You’ll both be enriched by the experience.
Elizabeth Rusch
Spent the weekend at the National Science Teachers Conference, and talked with a room full (or not so full) of science teachers and those interested in using trade books in their science classrooms. The session wasn’t as packed as it should have been, but the discussion was no less rigorous. I met teachers from Missouri, Vermont, Wyoming, and other states who all struggle against time constraints, testing standards, and changing curriculum in their efforts to teach science as it should be taught – as an exciting exploration to satisfy curiosity about the world around us.
Catherine Thimmesh (author of Team Moon) wondered why students “check out” when a lesson or activity is labeled science. It didn’t make sense to any of us in the room – teachers or writers – who think that science in all its forms is cool. Most kids start out being curious, natural scientists. Something along the way turns them off. What can we do?
I’ve heard that kids don’t go into the sciences because they believe that it is hard. Where does that idea come from? Yes, science can be difficult, but it is also one of the few places where being wrong can be just as important as being right.
Elizabeth Rusch (author of Mighty Mars Rover) noted that we need to model that it is okay not to understand something. Our school system promotes right and wrong answers, facts for every subject.
Sarah Campbell (author of Growing Patterns) contends that if kids are taught how to think – analyze, compare, etc. -- science is just like everything else. “If you can do that, you can do science.”
I think
Sallie Wolf (author of The Robin Makes a Laughing Sound) hit the nail on the head when she said, “We don’t have time in our education system to let kids stay in that place of not understanding.” There is always a test in two weeks, another unit to move on to. Kids also aren’t taught to trust their observations.
When a group of 5th graders created a bird field guide, they had to ask, “How can we make a boring Missouri bird sound cool” (They had just read about penguins and thought they were cool.) That’s what NF writers ask every day. What other questions do we ask? How do you make something complex simple? What’s important to kids? If you don’t understand, how do you find out – what questions do you ask? What are your assumptions? How do you know what you think you know?
If we want kids to ask questions, we can’t be afraid to not know the answer. Teachers, writers and everyone need to admit, “I don’t know, but let’s find out.” And we writers can acknowledge how much we don’t know when we start a project, how that it’s exciting to us, and how we go about getting the information we need. If we are honest with kids about not knowing, perhaps they will be more comfortable with that part of learning and science won’t seem so hard.
The Mighty Mars Rovers: The Incredible Adventures of Spirit and Opportunity Elizabeth Rusch
I'm back looking at more the books on YALSA's Excellence in Nonfiction for Young Adults long-list.
This is another great addition to the always excellent Scientists in the Field series. Steven Squyres is a geologist who wanted to study the rocks on Mars. He came up with the idea to send a robotic geologist in his place. The Mars Rovers went up in 2003. Spirit and Opportunity were supposed to last about 3 months. They lasted for years. Opportunity is *still* going and doing science.
I really enjoyed the way the book follows the Rovers and the team on Earth. It does a great job of showing how the scientists on the ground had to often quickly build a "fake Mars" to figure out if there was a way they could get a rover out a jam-- up a hill, or out of a sand dune. It's also so well that I almost cried when Spirit went quiet. No little robot who's lasted years longer than you should, don't die!
It also does a great job of explaining why this type of exploration is important and why we're so obsessed with studying Mars.
You can follow the Mars Rovers on NASA's website.
Update: I forgot to link to today's Nonfiction Monday roundup! It's at Perogie's and Gyoza.
Book Provided by... the publisher, for award consideration.
Links to Amazon are an affiliate link. You can help support Biblio File by purchasing any item (not just the one linked to!) through these links. Read my full disclosure statement.
Houghton Mifflin Harcourt, the publisher of my book The Mighty Mars Rovers: The incredible adventures of Spirit and Opportunityjust released enhanced e-book versions of my book and three other Scientists in the Field titles. And I have to say, they are pretty dang cool. Here’s a short video that shows how they work:
I’m a pretty low-tech person (lucky to be married to a high-tech hubby and raising a high-tech tweener) and I still read books the old fashioned way – printed on paper and bound with a cover. But iPads and the like can do something that print books cannot. They can show video.
When I was researching and writing The Mighty Mars Rovers, I discovered a treasure trove of cool videos and animations produced by NASA and the Jet Propulsion Lab, available for free to the public. They showed Spirit and Opportunity’s launches (impressive billowing smoke at take-off), the sequence of their landings (parachutes deploying, retrorockets shooting, air-bag-wrapped landers bouncing to a stop), and how their robotic arms move. Several videos strung together photos taken by the rovers so you could watch their journeys across the red planet as if you were rolling in their tracks. And update videos showed scientists and engineers talking about their work on the mission – their hopes and dreams, their disappointments and triumphs. I loved watching the videos while researching and I remember wishing my readers could watch them, too. But how would kids ever find them and would they take the time to wade through the archives to find the best ones? I linked to a few of my favorites on my website, but I really wished readers could seethe robotic arm in action while reading about the robotic arm.
And now there they are (among other enhancements). As you flip through the pages, small video icons show where to click to view a short video on the topic discussed. My daughter, who has read the book, spent several hours watching all the videos – some of them multiple times. And I think she got more from the book as a result.
But what if kids simply flip through and only watch the videos? Would that undermine the purpose of the book? From viewing the videos, kids would learn a lot about rovers, about Mars and about the scientific process. Some might be inspired to consider a vocation in science. Others might be inspired to work a little harder to overcome obstacles to follow their dreams. But I wonder: Will some kids be inspired to read a book they might otherwise have passed up? That’s something I’d really like to know. Will the enhancements become a substitute for the written word or a way to pull kids in or lead them to a deeper understanding?
What do you think about interactive enhancements in ebooks? What are the possibilities? What might be the drawbacks? Writers: What have been your experiences with enhanced versions of your ebooks? Teacher, librarians, parents and kids: Have you had any interesting encounters with enhanced ebooks? What was it like? Did it change the way you approached the book? We are entering a brave new world full of pitfalls and possibilities. I’d love to hear your thoughts and experiences.
Elizabeth Rusch
More than eight years before the Curiosity rover landed in Gale Crater, two rovers named Spirit and Opportunity landed on opposite sides of Mars. While previous NASA missions to Mars, such as the Viking landers, had carried scientific instruments, their capabilities were limited. To Steve Squyres, then a college student, it was obvious that the Viking landers were not the ideal way of studying the geology of Mars. True, valuable pictures and information had been collected, but so much more could be discovered—if only it could move around the planet and crush rocks or dig things up.
Perhaps it is therefore not surprising to learn that Squyres had arrived at college considering a major in geology. An astronomy course taught by a member of the Viking science team inspired Squyres to study planetary science instead, with the dream of exploring Mars. Sending an actual person to Mars seemed impossible, but what about a robot, “a rolling geologist, with the hammers and drills and tools of a human geologist”?
His idea was a tough sell. “Rovers are risky. They are expensive and difficult to do,” he admitted. “And people kept asking, Why do you need a rover when all the rocks on Mars look alike? But all you had to do was look at pictures from orbit and it was obvious that Mars is an incredibly scenic, diverse, and complicated planet.”
For eight years, Steve wrote proposals to NASA for a Mars rover.
For eight years, NASA refused to fund the proposals. (p. 12)
Then, in 2000, Squyres received a call from NASA. They weren’t interested in one rover. They wanted two. Oh, and he only had three years to build the rovers (and rockets and landers) instead of the typical five. Squyres, leading a team of 170 scientists, and Pete Theisinger of the Jet Propulsion Laboratory, leading hundreds of engineers, rose to the challenge. Spirit and Opportunity became the centerpieces of Mars Exploration Rover Mission, with the primary goal of “search[ing] for and characterize a wide range of rocks and soils that hold clues to past water activity on Mars.”
The Mighty Mars Rovers by Elizabeth Rusch is part of the the outstanding Scientists in the Field series. Although Squyres is the scientist whom Rusch focuses on, she also emphasizes the teamwork that was essential to overcoming challenges, from the technical difficulties of building the rovers to troubleshooting obstacles on Mars. Rusch keeps readers engaged throughout the book, even in the more technical sections, and especially towards the end, when the rovers have long exceeded their expected three-month life span, and the team must maneuver the rovers in tricky situations during the harsh Martian winter.
The book’s design is effective and inviting, with sidebars that take readers behind the scenes (like brief explanations of how to drive a rover) and captioned full-color images on every page. Back matter includes a source list, chapter notes, a “For Further Exploration” section, glossary, and index.
Readers looking for information about Curiosity should be aware that it is only briefly mentioned at the end of the book (which was written prior to Curiosity landing on Mars), but they—along with many others—will still find much to fascinate, inform, and inspire them in these pages.
Published 2012 by Houghton Mifflin (ISBN 9780547478814).
Book source: public library.
Cross-posted at Guys Lit Wire.
Filed under:
Non-Fiction,
Reviews 
(with tips below on how to make a great match)
With gift-giving holidays just around the corner, here’s an idea for that hard-to-buy-for kid on your list. How about a great nonfiction book? Here’s why this gift can be a real winner:
* It shows you know the child and his or her interests and passions. Animal lover? Football fanatic? Astronomy obsessed? You can really tailor the gift to the child’s passion.
* You’ll probably be buying a book the child doesn’t already have. Narrative nonfiction and other interesting nonfiction for kids are the best-kept book secrets around. They can be as gripping and absorbing as fiction but rarely get the same buzz. So it’s less likely that the child already has the book.
* You’ll have something to talk about, especially if you read the book, too. Books are a great way to connect with kids. And the book will give you a chance to connect over something you know the child cares about. Maybe you could even read it aloud together. Now that would be a meaningful gift.
* If the book is interesting nonfiction, the child will be entertained while also learning something. It’s kind of what we want in all our relationships, isn’t it? We want people to like us, enjoy us, but also learn and grow from us. Great nonfiction books offer that great mix, too.
So HOW to pick the right book?
* Start with subject. If you don’t already know what interests the child, ask his or her parent.
Orbis Pictus Award for Outstanding Nonfiction for Children
Notable Social Studies Trade Books for Children
* Match the book to the child’s age and reading level. (One caveat. Many kids I know will read slightly above their age and reading level if they are really passionate about a topic.)
* Give more than one. Can chose between two? Get them both. Maybe one is slightly more difficult than the other. Or covers a different part of the story. If a child loves one, they will probably like them both. (If you don’t want to give two at once, save one for the next birthday.)
* If a child already reads, loves and enjoys nonfiction, hand them something on a different subject than what they usually read. The best nonfiction writing will hook readers in topics that they never knew they would find interesting
* Pair the book with something fun. A stuffed lizard. A “build your own robot kit.” A historical wig.
* If you have the time (everyone sitting around stuffed after a big holiday dinner) offer to read the
book (if it’s short) or the first chapter (for a longer book) aloud to the child. Everyone loves to be read to. And it could get them hooked.
Happy Holidays!
Elizabeth Rusch
In 2008, when I began submitting to publishers my children’s book on the Mars rovers Spirit and Opportunity, I got a number of rejections that basically said: We love the idea, love the writing, love the story, but we don’t think there will be interest in the market as the mission will be long over by the time the book comes out. Now, rejections are never fun to get, but these made me want to scream: This story is never over! This is the on-going story of our exploration of our solar system.
One of my beefs with the way science is often taught in school and presented in textbooks and even in many trade nonfiction children’s books is that science is portrayed as a category of facts that kids need to learn rather than an ongoing, ever-changing set of questions people have about the world around them.
That’s why I was SO pleased when my book The Mighty Mars Rovers: The incredible adventures of Spirit and Opportunitywas published as part of Houghton Mifflin’s Scientists in the Field series this June, just two months before the next Mars rover Curiosity was scheduled to land on the red planet.
There are so many connections between Spirit and Opportunity's and Curiosity’s missions that it’s nearly impossible to miss that Mars exploration is an on-going question, on-going story. Many of the same people have been involved in both missions, from the main subject of my book, Steve Squyres, the principal science investigator for Spirit and Opportunity who is also involved in the science of the new mission, to Pete Theisinger and Rob Manning, lead engineers on both missions, to Jennifer Trosper, a mission manager for both missions, and Joy Crisp, a project scientist for both missions. Watching mission control during the nail-biting landing of Curiosity was like re-living the landings of Spirit and Opportunity – the familiar faces, the tension, the worries, the hopes, the awe. (If you missed the landing, you’ve got to see this
cool 3-minute video that melds footage from mission control and launch parties across the country with simulations of the landing process.)
There’s something else in the news these days that drives home the point that space exploration and science is an on-going quest. Astronaut Neil Armstrong died on August 25, 2012. The connection? Chapter one of The Mighty Mars Rovers opens on July 20, 1969, as a thirteen-year-old boy named Steve Squyres watched in wonder as the Apollo mission put people on the moon. In 1969, Neil Armstrong and Buzz Aldrin did something (walking on the moon) that ultimately inspired a young boy to dream of sending rolling geologists to Mars. Steve Squyres and hundreds of thousands of other scientists and engineers safely landed Spirit and Opportunity on the red planet for a mission so successful that it essentially answered the question: Was there enough water on Mars to support life? (Yes!) With that question solidly answered, and with everything else we learned from Spirit and Opportunity’s mission, today, the next Mars rover Curiosity can focus on searching for other building blocks of life. THIS is science.
The Mighty Mars Rovers and many books written by my INK colleagues and others can be used to show kids that science is an on-going quest, an on-going story. With the help of the internet, readers can be guided to see the connections between a book they read on a science topic (
The Mighty Mars Rovers) and what is happening in that field today. (Check NASA's website for the latest on
Curiosity’s explorations of Mars, including other great videos.) Readers of
The Mighty Mars Rovers who follow Curiosity’s current mission can’t help but notice many parallels and connections. Teacher can also encourage readers to make these connections by asking:
- How are the missions the same?
- How are they different?
- How has rover design, launch, and landing changed?
- What are the biggest challenges of the missions?
- How were they overcome?
- What questions are the missions designed to answer?
- What tools do the rovers and scientists have to answers those questions?
- And maybe most importantly: What questions might come next?
Discussion questions like these help students experience the connection between science books and what is happening in the field right now – and inspire readers to imagine science they may want to do – questions they might want to try to answer—when they grow up.
Oh, and one more thing. All those editors who rejected my book because of timing were wrong. Not just in a philosophical sense but in a literal sense. The mission I wrote about in
The Mighty Mars Rovers is not over. Defying all expectations, Opportunity, expected to last a bit over three months in the harsh, frigid Martian environment, is
STILL roving the red planet, sending back photos and information about our neighboring planet more than
eight years later. That little rover is like the Indiana Jones of space exploration. You, your students, and your kids can catch up on
Opportunity’s most recent discoveries and see new photos sent back from Mars anytime you want.
The story continues…
Elizabeth Rusch
* A complete teachers’ guide to
The Mighty Mars Rovers, including discussion questions and hands-on activities, can be downloaded for free
here.
Did you happen to see the author's recent I.N.K. post about the enhanced version of this book? This book is perfect for the e-format because of all the available footage! Here's a link to the blog post:
http://inkrethink.blogspot.com/2013/03/welcome-to-wild-world-of-enhanced-e.html
Happy Nonfiction Monday!
Loree Burns
www.loreeburns.com
Looks cool! One of the images I use for a poem starter when I visit schools is a picture of one of the Rovers. Kids are really fascinated by these.