June 29, 1999, by David Wiesner

            This picture storybook tells about what happens when grade school student Holly Evans begins a science experiment. Holly launches her experiment on May 11, 1999 when she uses weather balloons to float cups of seedlings in the air. She wants to know what will happen to the growing plants in high altitudes. Later, reports come in about building-sized vegetables floating to earth in various places. Holly thought it might be her experiment, but some of the reported vegetables are not ones that she planted. She does not know from whom the vegetables came, but she does know that they are not hers. At the end of the story, it is revealed that the giant vegetables came from aliens called the Arcturians when their chef accidentally dumped their vegetables out of the spaceship. The Arcturians worry if they will have nothing to eat. However, the last picture reveals that Holly’s experimental vegetables have grown and float towards the Arcturian spaceship. This book is one of  the ALA Notable Children’s Book, New York Public Library’s 100 Titles for Reading and Sharing, New York Times’ Notable Books of the Year, Parents Choice Book Award for Illustration, Publishers Weekly’s 50 Best Picture Books, School Library Journal’s Best Books of the Year, and Horn Book’s Outstanding Books of the Year.

            This book is appropriate for second grade through fourth grade. The illustrations are vivid and capture attention, and the plot of the story is not too complicated. I would use this book when introducing the scientific method or before the students do their first science experiment for the year. Holly Evans is a good example of a grade school scientist because she researched and carefully prepared for her experiment. Students could discuss what could have gone wrong if she did not do either of these steps to reiterate the importance of preparation. Additionally, Holly documented data throughout her experiment. This is how she knew what vegetables she planted and that the ones falling to Earth were not hers. As a class, we could discuss different methods and scenarios for tracking data that we will use throughout the year. The book also shows that Holly presented her experiment before her class, and my students will do presentations as well throughout the year. Furthermore, the end of the book does not expressly say that the Arcturians ate Holly’s vegetables, but this is what the illustration implies. As a class, the students could discuss how to draw inferences from pictures. This is a good example to show students that pictures should contribute to the story as much as words.

A Wrinkle in Time, by Madeleine L’Engle

            This science fiction book tells the story of the possibility of multiple planets with beings, the fifth dimension, and a darkness that slowly tries to overtake them all. The main characters of the story are Meg and Charles Wallace Murry who are the daughter and son of two scientists. Their father has been missing after working on a secret project involving the possibility of a tesseract which allows immediate travel through space. Charles Wallace is a young boy but is slightly different than everyone else because is incredibly empathic and intelligent. Meg is in middle school, but she has fallen behind in school and does not fit in with everyone else since her father’s disappearance. At the beginning of the story, three magical beings whom they call Mrs. Whatsit, Mrs. Who, and Mrs. Which find Meg and Charles Wallace along with Calvin, an older boy who goes to school with Meg, and tell them about the possibility of finding Mr. Murry, the ever-approaching darkness, and the true nature of time. These beings are able to “tesser” which means they can take a “shortcut” through space almost like teleporting. Mrs. Whatsit, Mrs. Who, and Mrs. Which tesser the Murry children and Calvin onto a planet called Camazots where Mr. Murry is a prisoner. The population of the planet is controlled by a huge hive mind called IT that thrives on hatred and order. Charles Wallace gives his mind over to IT thinking that he can exit IT’s control on his own. They are unable to escape with Charles Wallace because removing him from proximity to IT would kill the little boy because IT is so strong. Then, Meg finds where her dad has been kept and releases him. She then expects her father to be able to fix Charles Wallace and get them all home to safety, but her father is only human. At the end of the book, Meg learns that she has the power to save Charles Wallace herself by showing love to her brother. IT had to leave Charles Wallace because IT thrives on hatred and could not handle the amount of love coming from Meg. As soon as this happens, Mrs. Whatsit, Mrs. Who, and Mrs. Which tesser everyone back to the Murry’s backyard where the whole family reunites with Mr. Murry. Mrs. Whatsit, Mrs. Who, and Mrs. Which tell them that they have to go do something but disappear before they could say what that was. This book won the Newberry Medal in 1963.

            This book would be most appropriate for fifth or sixth graders because of its content, complexity, and length. This would be a fantastic book to read as a class and then do small group or whole-class discussions. This book could also spark inspiration for students to pursue the field of science. The concept of time and space being flexible could also create amazing and imaginative discussions within the classroom. The students could then write their own stories about the possibility and implications of time and space being so malleable, or they could write about another scientific wonder that could hypothetically be real but undiscovered, such as complete mind control. This book could also start the conversation about themes such as love versus hate, good versus evil, and the nature of intelligence. Additionally, students could compare how controlling forces or ideas in real life are similar to the control of IT in the story. The story shows how dangerous the loss of freedom of behavior and thought is. This is a fantastic concept to study with upper-elementary/lower middle school grade students who are beginning to foster their own identity and independence.