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playhousesquare.org/eduresources Teacher Resource Guide: Doktor Kaboom! The PlayhouseSquare Community Engagement & Education Department creates Teacher Resource Guides specific to each performance in the Children’s Theater Series. The lessons and activities in the guide support the Academic Content Standards (2002) and the Common Core Standards (2010) which ensure all students are college and career ready. The College and Career Readiness (CCR) Standards in Reading, Writing, Speaking and Listening, and Language define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. *Common Core Standards have not been determined for the Fine Arts, Social Studies or Science as of August 2011. 21st century skills of creativity, critical thinking and collaboration are embedded in drama. Theater is a natural vehicle to engage students. Seeing live theater encourages students to read, develop critical and creative thinking and be curious about the world around them. Pre-Performance About the Show About the Artist Coming to the Theater Activities: Press Conference Now in Reverse! The Vocabulary of Science Observations during the Show Post-Performance Experiments: See the Science of Sound Solid, Liquid or Gas Inertia, Eggs and Seatbelts Design Your Own Experiment Careers in Science Resources: NSTA Outstanding Science Trade Books Community engagement and education programs at PlayhouseSquare are made possible by the generous support of foundations, corporations and donors.

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Page 1: Teacher Resource Guide: Doktor Kaboom! - …static.playhousesquare.org/.../Education/DrKaboom-TeacherGuide.pdf · playhousesquare.org/eduresources Teacher Resource Guide: Doktor Kaboom!

playhousesquare.org/eduresources

Teacher Resource Guide: Doktor Kaboom!

The PlayhouseSquare Community Engagement & Education Department creates Teacher Resource Guides specific to each performance in the Children’s Theater Series. The lessons and activities in the guide support the Academic Content Standards (2002) and the Common Core Standards (2010) which ensure all students are college and career ready. The College and Career Readiness (CCR) Standards in Reading, Writing, Speaking and Listening, and Language define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.*Common Core Standards have not been determined for the Fine Arts, Social Studies or Science as of August 2011.

21st century skills of creativity, critical thinking and collaboration are embedded in drama. Theater is a natural vehicle to engage students. Seeing live theater encourages students to read, develop critical and creative thinking and be curious about the world around them.

Pre-Performance

About the Show

About the Artist

Coming to the Theater

Activities:Press ConferenceNow in Reverse!The Vocabulary of ScienceObservations during the Show

Post-Performance

Experiments: See the Science of SoundSolid, Liquid or GasInertia, Eggs and Seatbelts

Design Your Own Experiment

Careers in Science

Resources: NSTA Outstanding Science Trade Books

Community engagement and education programs at PlayhouseSquare are made possible by the generous support of foundations, corporations and donors.

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Pre-Performance

AbouT the Show Doktor Kaboom! performs original interactive science comedy shows creatively blending theater arts with the wonder of scientific exploration. Doktor Kaboom! keeps his crowds riveted with interest and rolling with laughter. Join Kaboom! for a sidesplitting journey of increasingly spectacular (and often successful) science experiments designed to involve, excite, educate and entertain.

Doktor Kaboom! takes his audience on an amazing educational tour of the modern scientific method, using humor and comedy while demonstrating spectacular applications of the physical sciences.

Whether he is performing for school children, families, or corporate executives, Doktor Kaboom! leaves his audiences thoroughly fulfilled and cheering for more.

AbouT the artiSt Doktor Kaboom is the creation of actor/comedian David Epley. David has been fortunate enough to discover two passions in his life: science and performance. His first passion, science, took him to study at the North Carolina School of Science and Mathematics. His second passion, performance, became his second career. For more than twenty years, David has made his living writing, performing and directing original interactive comedy across the United States and Canada.

For the first time, David brings his two passions together for an exciting new solo show. His science comedy extravaganza, with an explosive style, refuses to allow audiences time to catch their breath.

Doktor Kaboom’s mission is to remind audiences of all ages that the foundations of science discovery can be joyful tools of a lifetime. Through highly interactive comedic performances he encourages students to express their awe of scientific demonstrations, to creatively explore the world around them, and to realize that science and mathematics are meant to be fun!

In his downtime, David lives in Yellow Springs, Ohio. He is the proud father of five-year old daughter, Jindalee. He believes strongly in service, is a veteran of the United State Army, and volunteers as an EMT and firefighter with his local Fire/Rescue Department.

Source: Doktor Kaboom! Teacher Resource Guide

teacher resource Guide playhousesquare.org/eduresources

“Science is magic we have learned to duplicate. Magic is science that is still a mystery.” – Doktor Kaboom!

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CoMING To the theater! PlayhouseSquare is an exciting venue to see live theater! As the country’s largest performing arts center outside of New York, the not-for-profit performing arts center utilizes the arts to engage individuals and attract more than one million guests per year to 1,000+ annual events. PlayhouseSquare thus acts as a catalyst for economic growth and vitality within the region.

As audience members, you and your students play a vital role in the success of the performances. You are part of a community that creates the theater experience. For many students, this may be their first time viewing a live theater production. We encourage teachers to discuss some of the differences between watching a television show, attending a sporting event or viewing a movie at the cinema. Here are a few examples to start the discussion:

Students are led into the theater and seated by an usher.

Different types of performances require different audience behaviors. Watching the actors closely will cue students for appropriate responses such as laughing or clapping.

Theaters are built to magnify sound. Even the slightest whisper can be heard throughout the stage and audience.

There is no food, drink or gum permitted in the theater.

Photography and videotaping of performances is not permitted.

When the houselights dim, the performance is about to begin.

Once the performance begins, audience members should focus their attention on the stage and talking should cease.

After the performance, the houselights will rise and each school will be dismissed by bus number.

teacher resource Guide playhousesquare.org/eduresources

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PRESS CoNFereNCe Fine Arts (Drama/Theater): Creative Expression Standard A (5-8)

Doktor Kaboom! is the creation of actor/comedian David Epley. David uses his comedic skills, as well as improv, to engage audiences and introduce science concepts. His character, Doktor Kaboom!, speaks with a German accent, wears a lab coat as part of his costume, and uses his actions on the stage to connect with audience members.

Students will use basic acting skills (e.g., voice, posture, movement, language) to develop characterizations.

1. Introduce this verbal improv game by asking students if they have ever seen a press conference on television. What happens during a press conference? Who participates in a press conference? How do the journalists act? What does the speaker do?, etc.

2. Once everyone understands the concept, tell students you are calling a press conference today. Ask for a volunteer to be the mystery guest.

3. Whisper, to the volunteer, the name of a famous or historical person that is familiar to the class.

4. Have the mystery guest leave the room for 2 minutes and think about the distinctiveness of his/her character. How does this person speak? How does this person move? What type of language does this person use? How does this person stand?

5. Next, explain to the class that the mystery guest will return to hold a press conference. It is their job, as journalists, to ask questions that will provide indications of who the mystery guest may be. They should observe the mystery guest very carefully to watch for clues. Students should also think about their questions and remember the responses.

6. Don’t forget to act like real journalists too! For example, if the mystery guest is a sketchy character, journalists may ask questions with slight disdain. However, if the mystery guest is an alien, they may ask questions with excitement and curiosity.

7. The goal of the game is to have the journalists identify the mystery guest.

8. Ask the mystery guest to return and take the podium in front of the room.

9. Let the press conference begin!

10. Wrap-up by asking students how the actions, voice, language, movements, etc. helped to identify the mystery guest (character).

teacher resource Guide playhousesquare.org/eduresources

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teacher resource Guide playhousesquare.org/eduresources

1. Since this press conference is a little different, you’ll need to demonstrate.

2. Have one volunteer mystery guest leave the room.

3. Ask the remaining students, the journalists, to name a famous or historical person that is familiar to the class or be creative!

4. Next, explain to the class that the volunteer does not know who he/she is supposed to be. He/She only knows they are the one holding the press conference. They are a mystery guest.

5. It is the job of the journalists to ask questions. Their questions should provide indications as to who the mystery guest might be. For example, if the mystery guest is the President of the United States, a student might ask if he plans on running again in four years or what it is like to have a private jet.

NoW iN reverSe!Fine Arts (Drama/Theater): Creative Expression Standard A (5-8)

6. Ask the mystery guest to return and take the podium in the front of the room.

7. Journalists take turns asking questions as the mystery guests tries to identify who he/she may be.

8. The game is over once the mystery guest can identify him/herself.

9. Wrap-up by asking the mystery guest how the actions, voice, language, movements, etc. of the journalists helped to identify the character of the mystery guest.

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THE VoCAbuLARY oF SCieNCe Doktor Kaboom! uses many scientific terms during his performances. In preparation for the performance and the following activities, review the Vocabulary of Science page with your students. Depending upon the grade level, these terms can be simplified or extended.

teacher resource Guide playhousesquare.org/eduresources

Amplify: to cause to become more marked or intense.

Chemical: a substance with a distinct molecular composition that is produced by or used in a chemical process.

Chemical Reaction: occurs when two different elements or compounds come together and at least one of them changes its composition or identity.

Demonstration: showing the existence or truth of something by giving proof or evidence.

Exothermic: chemical reactions that produce (or give off) heat.

Experiment: a scientific procedure undertaken to make a discovery or to test a hypothesis.

Force: anything that acts on a body to change its rate of acceleration or alter its momentum.

Fulcrum: the point on which a lever rests or is supported and on which it pivots.

Lever: a rigid bar resting on a pivot, used to help move a heavy or firmly fixed load with one end when pressure is applied to the other.

Simple Machine: a device that has only one function and a minimum of moving parts.

Theory: a supposition or a system of ideas intended to explain something.

Transmit: to pass on from one place or person to another.

Vacuum: a space where there is no matter.

Vortex: a mass of whirling fluid or air (e.g., a whirlpool or whirlwind).

Source: Doktor Kaboom! Teacher Resource Guide

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obSERVATIoNS DuriNG the Show Fine Arts (Drama/Theater): Analyzing and Responding Standard A, B (5-8)Science: Scientific Inquiry Standard B (3-5); Standard A (6-8)

When the performance begins, use your observation skills to determine how the Doktor Kaboom! character comes to life. What simple acting techniques does he use?

How does he get the audience involved?

How does he use improv during his performance?

As the show develops, focus on the actual science that is being demonstrated on stage.

What science vocabulary does Doktor Kaboom use during each experiment?

What precautions does he take?

How can the experiments be applied in real life?

teacher resource Guide playhousesquare.org/eduresources

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teacher resource Guide playhousesquare.org/eduresources

Post-Performance

As Doktor Kaboom! demonstrated, science should be fun! Try the experiments below related to sound, physical & chemical changes, and energy. Make sure to practice safe science by using goggles, lab coats, and gloves when necessary.

SEE the SCieNCe oF SouND Science: Physical Science Standard F (3-5) Scientific Inquiry Standard B, (3-5)

Students will observe and describe the vibrations of sound.

1. Have students cut a piece of plastic wrap large enough to cover the top of the bowl.

2. Next, place the rubber band over the plastic and around the top of the bowl to hold the plastic wrap in place. Make sure the plastic wrap is held taught and doesn’t sag.

3. Sprinkle a small pinch of sugar crystals in the center of the plastic wrap.

4. Have students get very close to the bowl and say his/her name aloud. Students should be even with the bowl, with their mouth close to the bowl, but not touching the bowl.

5. Instruct students to observe what happens to the sugar crystals and record their findings. (The sugar crystals should move as if on a trampoline).

6. Ask students to explain what is happening. If students offer “breath” as an explanation as to why the sugar crystals are moving, have them try the experiment again, only this time they should hum instead of talk. They should be careful not to breathe on the sugar crystals. Do they still move? Do they move in a different manner?

7. Ask students to think of ways to alter their voice to repeat the test (e.g., louder, softer, singing voice, high pitch, whisper, etc).

8. Try their ideas and test the effects of the vibrations observing and recording findings along the way.

9. Finally, provide the explanation: sound is created by vibrations. To demonstrate this, have students place their hand on their throat to the feel the vibrations when they speak. The same vibrations caused the plastic wrap to vibrate which made the sugar crystals move.

Source: Adapted from Liana Mahoney, National Board Certified teacher.

MATERIALS:Empty bowlRubber bandPlastic wrapColored sugar crystals

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teacher resource Guide playhousesquare.org/eduresources

SoLID, LiQuiD or GaS Science: Physical Science Standard B (3-5); Standard A (6-8) Scientific Ways of Knowing Standard A (3-5); Standard A (6-8)

If you are unfamiliar with Oobleck, Oobleck is a non-Newtonian fluid. That is, it acts like a liquid when being poured, but like a solid when a force is acting on it. You can grab it and it will ooze out of your hands.

1. Introduce Oobleck to the class with a discussion about the different properties found in solids, liquids and gases.

2. Tell the class they are going to follow a recipe for a substance that they will have to classify using their prior knowledge and observation skills.

3. Divide students into groups of four and provide them with necessary materials and safety measures.

4. To make Oobleck, begin by pouring one cup of water into a bowl. Slowly add in cornstarch mixing well. Add in one or two drops of food coloring.

5. One thing to keep in mind: Oobleck is a suspension, not a solution. The cornstarch does not dissolve in the water like salt or sugar. Instead, the tiny starch particles are suspended in the liquid. If you let it sit long enough in a glass, the cornstarch will settle to the bottom leaving a layer of clear water on the top.

6. Have students simply place their hands into the Oobleck and start squeezing it. Have some fun! Try to make a ball by moving it around quickly in your palms. Once students stop applying pressure to the mixture, it will flow out of their hands like a liquid.

7. Next, try filling a pie plate with a thick layer of Oobleck and then slap the surface with an open hand. What happens? Due to the dilatant properties becoming more viscous when force is applied, the liquid stays in the plate.

Students will create a substance and use scientific observations, including their senses, to classify Oobleck as a solid, liquid or gas.

8. Encourage students to continue to play with the Oobleck, observing its properties. When does it act like a solid? When does it act like a liquid? Does it ever act like a gas?

9. Go big! If you have a lot of cornstarch and a small children’s pool you can supersize this experiment. Since the liquid becomes more viscous when pressure is applied, you can actually walk on the surface without sinking. Once you stop moving you will begin to slowly sink into the liquid.

10. So why does Oobleck behave the way it does? The most generally accepted explanation for the behavior of Oobleck is offered by Cary Sneider in “Oobleck: What do Scientists Say?” When sitting still, the granules of cornstarch are surrounded by water. The surface tension of the water keeps it from completely flowing out of the spaces between the granules. The cushion of water provides quite a bit of lubrication and allows the granules to move freely. But, if the movement is abrupt, the water is squeezed out from between the granules and the friction between them increased rather dramatically.

Source: Adapted from Science Café http://sciencecafe.org/

content/2008/12/22/how-to-make-oobleck/

MATERIALS:1 cup water1 1/2 – 2 cups corn starchFood coloring of your choicePie plate

Oobleck gets its name from the Dr. Seuss book Bartholomew and the Oobleck, in which a gooey green substance falls from the sky and wreaks havoc in the kingdom.

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INERTIA, eGGS & SeatBeLtS Science: Physical Science Standard C (3-5); Standard B (6-8) Science and Technology Standard A (3-5); Standard A (6-8)

Students will describe the forces that directly affect objects and their motion; identify examples of how technological advances, influenced by scientific knowledge, affect the quality of human life.

1. According to Newton’s First Law, in its most basic form, objects in motion tend to stay in motion and objects at rest tend to stay at rest. This is often called the Law of Inertia.

2. To demonstrate this concept, have students first spin a hard-boiled egg on its side.

3. As it spins, have students gently put their finger down on the egg moving their hand away quickly.

4. Observe what happens (the hard-boiled egg will stop).

5. Next, have students spin a raw egg.

6. As it spins, have students gently put their finger down on the raw egg moving their hand away quickly.

7. Observe what happens (the raw egg will start to turn again).

8. Ask students to describe how the force of their finger affected each of the objects in motion.

9. The raw egg begins to turn again because the motion of the liquid within the egg is still moving. The force exerted was not enough to stop both the inertia of the shell and the inertia of the liquid inside the raw egg. If the raw egg was held longer, enough force would have been exerted to stop the egg completely.

10. Have students design experiments to demonstrate Newton’s First Law using other objects. Change the weight and size of the objects and observe what happens.

11. Ask students to identify the Law of Inertia in daily life. For example, seatbelts were created to counteract the effects of inertia. If the car crashed into a wall, the person would continue to propel forward in a straight line at the same speed until the dashboard applied force.

teacher resource Guide playhousesquare.org/eduresources

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DESIGN Your owN eXPeriMeNt Science: Scientific Inquiry Standard C (3-5); Standard B (6-8) Scientific Ways of Knowing Standard D (3-5); Standard C (6-8)

Using the steps provided, design your own experiment!

Students will design a scientific experiment including organizing and evaluating observations, measurements and other data to formulate inferences and conclusions.

1. Make observations. In order to set up a scientific experiment, you will need to make observations about a particular phenomenon that you wish to investigate further. For example, you notice that birds eat more from a feeder in the winter than in the summer.

2. Write a hypothesis. A hypothesis is an educated or logical guess about how or why something occurs. For example, using the bird feeder scenario again, you may make a hypothesis that would say something to the effect of: “Cold temperatures make birds eat more.”

3. Design and perform an experiment. You want to create an experiment that would test your hypothesis and the end result would be that the evidence from your experiment would either support or disprove your hypothesis. In the bird feeder scenario, you might set up an experiment that would have a group of birds with a feeder in a warm environment and a group of birds in a cold environment, and measure how much each group eats.

4. Collect data from your experiment. You need to have several consistent dependent variables that rely on your independent variable in which you collect data. In the bird feeder situation, you would want to measure the exact temperatures of the rooms in which the birds are kept, and how much food is eaten by the birds.

5. Check if the data from your experiment supports or rejects your hypothesis. If the data coincides with what you predicted (in the bird feeder case, the birds in the cold room ate more than those in the warm room), then your evidence supports the hypothesis. If the data does not coincide with your hypothesis, then you reject your hypothesis and come up with a new one. From there, repeat Steps 3 through 5.

Source: Adapted from www.ehow.com

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Write a hypothesis

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CAREERS iN SCieNCe Science: Scientific Ways of Knowing Standard D (3-5); Standard C (6-8)

Science Career Websites

Scientists at the Smithsonianhttp://www.smithsonianeducation.org/scientist/index.html

Careers in Food Science for Kidshttp://www.ehow.com/list_7270675_careers-food-science-kids.html

Agriculture and Food Scientisthttp://www.bls.gov/k12/nature05.htm

Botanist at Yosemite National Parkhttp://www.nps.gov/yose/naturescience/botanist-film.htm

Landscape Architecthttp://www.bls.gov/k12/nature02.htm

Oceanographerhttp://oceanservice.noaa.gov/facts/oceanographer.html

Astronauthttp://starchild.gsfc.nasa.gov/docs/StarChild/space_level2/astronaut.html

Animal Keeper at the National Zoohttp://www.kids.gov/video/animal_keeper.shtml

Marine Biologisthttp://forces.si.edu/elnino/science_2.html

Research Chefhttp://www.bls.gov/opub/ooq/2002/fall/yawhat.htm

Many students do not realize the spectrum of careers that exist in the field of science. Scientists not only work in labs, but employ science into their everyday lives. From doctors to zoologists, forest rangers to chemists, scientists are everywhere!

Science is generally divided into three areas: biology, chemistry and physics. Many science careers cross over and are interdisciplinary, for example, a biochemist. Additional areas of science include computer and mathematics.

Students will research careers in the field of science.

1. Tell students they are going to be “Scientists for a Day!” The question is which type of scientist will they be?

2. Share the main areas into which science careers are generally divided: biology; chemistry; physics; mathematics and computers.

3. Have students brainstorm careers that fall within each category.

4. Help students by adding a few additional careers so each column is fairly even.

5. Next, schedule computer time for students to conduct research. The links below will help to get you started.

6. Once research is complete, have students share their findings with the class.

7. As an extension, you can have students vote on which career is the most appealing to them and chart the results.

teacher resource Guide playhousesquare.org/eduresources

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reSourCeS National Science Teachers Association (NSTA) Outstanding Science Trade Books for Students K–12: 2011 (Books published in 2010)

Partial List includes grades K-8

National Science Content Standards: (I) Unifying Concepts and Processes, (II) Science as Inquiry, (III) Physical Science Perspectives, (IV) Life Science, (V) Earth and Space Science, (VI) Science and Technology, (VII) Science in Personal and Social, (VIII) History and Nature of Science

Unifying Concepts and Processes in Science

Growing Patterns. Sarah C. Campbell. Illustrated with photographs by Sarah C. Campbell and Richard P. Campbell. Boyds Mills Press. 32pp. Trade ISBN 978-1-59078-752-6, Grade 3–8.

Just One Bite. Lola M. Schaefer. Illustrated by Geoff Waring. Chronicle Books. 32pp. Trade ISBN 978-0-8118-6473-2, Grade K–5.

S is for Scientists: A Discovery Alphabet. Larry Verstraete. Illustrated by David Geister. Sleeping Bear Press. 32pp. Trade ISBN 978-1-58536-470-1, Grade 3–8.

Science as Inquiry

Case Closed? Nine Mysteries Unlocked by Modern Science. Susan Hughes. Illustrated by Michael Wandelmaier. Kids Can Press. 88pp. Trade ISBN 978-1-55453-362-6, Grade 3-8.

The Robin Makes a Laughing Sound. Sallie Wolf. Illustrated by Micah Bornstein. Charlesbridge Publishing. 48pp. Trade ISBN 978-1-58089-318-3, Grade 3-8.

Physical Science

Newton and Me. Lynne Mayer. Illustrated by Sherry Rogers. Sylvan Dell Publishing. 32pp. Trade ISBN 978-1-60718-067-8, Grade K-2.

Life Science

At Home With the Gopher Tortoise: The Story of a Keystone Species. Madeleine Dunphy. Illustrated by Michael Rothman. Web of Life Children’s Books. 32pp. Trade ISBN 978-0-9777539-6-3, Grade K–8.

The Buffalo Are Back. Jean Craighead George. Illustrated by Wendell Minor. Dutton Children’s Books, a division of Penguin Young Readers Group. 32pp. Trade ISBN 978-0-525-42215-0, Grade K–5.

Page 14- (continued)

The Buzz on Bees: Why Are They Disappearing? Shelley Rotner and Anne Woodhull. Illustrated with photographs by Shelley Rotner. Holiday House. 32pp. Trade ISBN 978-0-8234-2247-0, Grade 3–5.

The Chiru of High Tibet: A True Story. Jacqueline Briggs Martin. Illustrated by Linda Wingerter. Houghton Mifflin Harcourt. 40pp. Trade ISBN 978-0-618-58130-6, Grade 3–5.

Dark Emperor and Other Poems of the Night. Joyce Sidman. Illustrated by Rick Allen. Houghton Mifflin Harcourt. 32pp. Trade ISBN 978-0-547-15228-8, Grade K-5.

Face to Face With Manatees. Brian Skerry. Illustrated with photographs by Brian Skerry. National Geographic Children’s Books. 32pp. Trade ISBN 978-1-4263-0616-7, $16.95. Library ISBN 978-1-4263-0617-4, Grade 3–5.

Great Migrations: Whales, Wildebeests, Butterflies, Elephants, and Other Amazing Animals on the Move. Elizabeth Carney. Illustrated with photographs. National Geographic Children’s Books. 48pp. Trade ISBN 978-1-4263-0700-3, Grade 3-8.

Hip-Pocket Papa. Sandra Markle. Illustrated by Alan Marks. Charlesbridge Publishing. 32pp. Trade ISBN 978-1-57091-708-0, Grade K–2.

teacher resource Guide playhousesquare.org/eduresources

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How to Clean a Hippopotamus. Steve Jenkins and Robin Page. Illustrated by Steve Jenkins. Houghton Mifflin Harcourt. 32pp. Trade ISBN 978-0-547-24515-7, Grade K-5.

It’s Harvest Time! Jean McElroy. Illustrated with photographs by Tilde. Little Simon, an imprint of Simon & Schuster Children’s Publishing. 14pp. Trade ISBN 978-1-4424-0352-9, Grade K-2.

Looking Closely in the Rain Forest. Frank Serafini. Illustrated with photographs by Frank Serafini. Kids Can Press. 40pp. Trade ISBN 978-1-55337-543-2, Grade K-5.

Mammoths and Mastodons: Titans of the Ice Age. Cheryl Bardoe. Illustrated with color illustrations and photographs. Abrams Books for Young Readers. 48pp. Trade ISBN 978-0-8109-8413-4, Grade 3-8.

Nat Geo Wild Animal Atlas: Earth’s Astonishing Animals and Where They Live. National Geographic. Illustrated with photographs. National Geographic Children’s Books. 64pp. Trade ISBN 978-1-4263-0699-0, Grade K-5.

National Geographic Kids: The Ultimate Dinopedia. Don Lessem. Illustrated by Franco Tempesta. National Geographic Children’s Books. 272pp. Trade ISBN 978-1-4263-0164-3, $24.95. Library ISBN 978-1-4263-0165-0, Grade 3-8.

Nic Bishop Lizards. Nic Bishop. Illustrated with photographs by Nic Bishop. Scholastic Nonfiction. 48pp. Trade ISBN 978-0-545-20634-1, Grade K-5.

Pierre the Penguin: A True Story. Jean Marzollo. Illustrated by Laura Regan. Sleeping Bear Press. 32pp. Trade ISBN 978-1-58536-485-5, Grade K-5.

Poetrees.Douglas Florian. Beach Lane Books, an imprint of Simon & Schuster Children’s Publishing. 48pp. Trade ISBN 978-1-4169-8672-0, Grade K-5.

Slow Down for Manatees. Jim Arnosky. G.P. Putnam’s Sons. 32pp. Trade ISBN 978-0-399-24170-3, Grade K-2.

Survival at 40 Below. Debbie S. Miller. Illustrated by Jon Van Zyle. Walker Books for Young Readers. 40pp. Trade ISBN 978-0-8027-9815-2, Grade 3-5.

Turtle, Turtle, Watch Out! April Pulley Sayre. Illustrated by Annie Patterson. Charlesbridge Publishing. 32pp. Trade ISBN 978-1-58089-148-6, Grade K-2.

Ubiquitous: Celebrating Nature’s Survivors. Joyce Sidman. Illustrated by Beckie Prange. Houghton Mifflin Harcourt. 40pp. Trade ISBN: 978-0-618-71719-4, Grade K-5.

What in the Wild? Mysteries of Nature Concealed… and Revealed. David M. Schwartz and Yael Schy. Illustrated with photographs by Dwight Kuhn. Tricycle Press. 44pp. Trade ISBN 978-1-58246-310-0, Grade 3-5.

Earth and Space Science

Come See the Earth Turn: The Story of Léon Foucault. Lori Mortensen. Illustrated by Raúl Allén. Tricycle Press. 32pp. Trade ISBN 978-1-58246-284-4, $17.99. Library ISBN 978-1-58246-361-2, Grade 3-8.

Dinosaur Mountain: Digging Into the Jurassic Age. Deborah Kogan Ray. Frances Foster Books, an imprint of Farrar, Straus and Giroux BYR. 40pp. Trade ISBN 978-0-374-31789-8, Grade 3-8.

Earth: Feeling the Heat. Brenda Z. Guiberson. Illustrated by Chad Wallace. Henry Holt Books for Young Readers, an imprint of Macmillan Children’s Publishing Group. 32pp. Trade ISBN 978-0-8050-7719-3, Grade K-2.

Erased by a Tornado! Jessica Rudolph. Illustrated with photographs. Bearport Publishing. 32pp. Library ISBN 978-1-936087-52-5, Grade 3-8.

Global Warming. Seymour Simon. Collins, an imprint of HarperCollins Children’s. 32pp. Trade ISBN 978-0-06-114250-5, Grade 3-8.

I Dreamed of Flying Like a Bird: My Adventures Photographing Wild Animals From a Helicopter. Robert B. Haas. Illustrated with photographs by Robert B. Haas. National Geographic Children’s Books. 64pp. Trade ISBN 978-1-4263-0693-8, Grade 3-8.

Oceans: Dolphins, Sharks, Penguins, and More! Johnna Rizzo. Illustrated with photographs. National Geographic Children’s Books. 64pp. Trade ISBN 978-1-4263-0686-0, Grade 3-8.

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