Bibliography-Maffia-Deserts

Bibliography for ECD418 Haley Maffia Arizona State University March 3rd, 2016 Children’s Fiction 1. Buchanan, K., Davison, P. H., & Tracy, L. (1994). This house is made of mud. Flagstaff, AZ: Northland Pub. Tempe Public Library Summary: This House is Made of Mud is a story about desert life and describing a family’s life with the use of simple flowing words and water colored illustrations. Use of similes, personification, and metaphors create a scene on each page that makes you visualize what their house and life was like. They make comparisons of their round house and the desert itself being a round house as well. In this desert house there are many creatures that are fenced in by plants that include large cacti and small blades of grass. The book describes how the family gets their water explains their perception of the desert land through their eyes. This book can be integrated into other curriculum areas such as art. Each page contains a vibrant watercolor illustration that could be used as an example of art for a watercolor unit. This could also be used as a read aloud for literacy. After the read aloud, students can create a watercolor painting and then create a journal entry about it. It could be the desert sky or something unique that the students create by independently. The students could then write 2-3 sentences about what they created and put it into a journal for the Sonoran Desert unit. 2. Lesser, C., & Rand, T. (1997). Storm on the Desert. San Diego: Harcourt Brace &. Tempe Public Library Summary: // Storm on the Desert // begins with a tarantula creeping across the desert floor looking for water. As he continues on his quest, he begins to see the many beautiful physical features, plants, and animals of the Sonoran Desert. In this poetic narrative, the author sets the stage for an uncommon storm that will affect the desert and all who inhabit it. Through the use of similes, metaphors, and vibrant watercolor illustrations, the author makes they reader feel like they, themselves, are struggling to escape the spilled over canyons and slashing rain. As the storm calms, all of the animals are able to enjoy the breeze a fragrances that are created from desert rain. Since water is scarce in the desert, these animals and insects take advantage of the abundance of water for hydration and baths. Although they are all enjoying this together, the author reminds the reader about the food chain and describes that the coyote is in charge of who gets to drink first. Cacti are now able to absorb water from this storm as well, and store it for months as they wait for another rainstorm. Integration: The images and key words in the story set the stage for a lesson on the Sonoran Desert. This book could be integrated into a science class about nature, climate, and the desert. This book could be integrated into art for a watercolor painting lesson. Lastly, this book could be integrated into a language arts class for a lesson on poetry. This book is very melodic in the way the author writes the text. Students themselves could draw a picture with watercolor paint and describe in the same format that the author did in this book. All of these could tie together and create a Sonoran Desert unit. 3. Pratt-Serafini, K. J. (2002). Saguaro moon: A Desert Journal. Nevada City, CA: Dawn Publications. Tempe Public Library Summary: Saguaro Moon is a story based on a child’s journal of the Sonoran Desert. This book was written in the point of view of a child named Megan, whose family decided to move to the Sonoran Desert in Arizona and this is her journal about her experiences. Throughout her documented adventure, she writes about facts she has come across and personal experiences inside her journal. Some journal entries include facts about cacti, more specifically, the saguaro cactus. She also writes about reptiles and insects such as frogs and different types of scorpions. She also mentions facts about the plants, wildlife, and weather throughout her many journal entries. The child-friendly writing is very relatable for students and it is written so that it looks like a child wrote the text. Integration: This book could be integrated into many different content areas. Because a child writes the journal entries in this book, each student could explore their surroundings and write about it in their own journal like Megan did in the book. Each student could go into detail about the plants, animals, and insects they see. They could also journal about the weather and how this effects what animals live in their environment. This activity could be integrated into language arts, writing, and science. This could be a daily exercise for students to be more aware of their surroundings. Because this could include more walking, depending on where the class explores, this could also be incorporated into a physical education class. Lastly, the facts inside the book are accurate and could be used in a lesson about the Sonoran Desert for social studies. Summary: Don’t Call Me Pig! Begins with a javelina, also known as a Collared Peccary, telling a story about where and how he lives in the Sonoran Desert. Although the animal looks like a pig, he goes into detail about why he is not a pig and has one simple request: Don’t ever call him pig. This main character into detail about how, unlike pigs you would see on a farm, javelina’s have no tail, bad eye sight, and loves to eat prickly pair cactus from it’s habitat in the Sonoran Desert. There is also reasoning behind the name “javelina”, and reasoning is that his teeth are shaped like javelins and were named by the Spaniards. This comedic story, along with the detailed illustrations, makes learning about javelina’s fun and interesting. Integration: You could integrate this book into a science lesson on Javelina’s. A teacher could create a unit on animals and plants in the Sonoran Desert and focus on a Javelina as well as mention the other animals that have smaller roles in the story. There are also many illustrations of desert plants throughout the entire story and a teacher could focus on those as well. This story could also be integrated into a language arts lesson for a read aloud. The “Don’t call me pig!” parts could be part of a choral reading experience for the students. 5. Ward, J., & Gray, S. (2007). There was a Coyote who swallowed a Flea. Flagstaff, AZ: Rising Moon. Tempe Public Library Summary: // There was a Coyote Who Swallowed a Flea // is a story about a coyote who swallows his way through animals from the Sonoran Desert. This story, much like the Old Lady Who Swallowed a Fly, escalades as the coyote swallows bigger and bigger creatures. What starts with a flea, turns into a cactus, which ultimately turns into swallowing the desert moon. Much other desert vocabulary is used such as lizards, chili’s, and rattlesnakes. The bright illustrations intrigue audiences of all ages as the coyote’s stomach grows. Integration: This book could be integrated into a language are class as a read aloud. Since the book is supposed to be read in a singsong tone, there is a lot of room for choral reading and movements to involve the entire classroom. It could also be used for assessing children for story re-tell and memory. This book could be integrated into a science class because it mentions various animals and plants from the Sonoran Desert. Children’s Nonfiction 6. Bash, B., & Bash, B. (1989). Desert Giant: The world of the Saguaro Cactus. San Francisco: Sierra Club Books. Tempe Public Library Summary: Desert Giant: The world of the Saguaro Cactus is an informational book about the desert, and more specifically, the saguaro cactus that grows in the Sonoran Desert. Each page goes into more detail about the saguaro cactus. The book begins with basic knowledge, which consists of how to properly say the word saguaro (sa-WAHR-o), how much it can weigh, and how tall it can grow. The next few pages go into more detail about what animals inhabit the cacti and the details of the flowers that grow on it. The book continues to go into the food chain dynamic starting with the flowers and the insects and birds that eat them. The cactus also grows fruit and the desert reptiles eat that as well as many of the insects on it. Many other animals such as javelina and coyotes like to eat the fruit from the Saguaro Cactus. The book also describes how the cactus is used for homes and food after it dies and how when one life cycle ends, another begins. Integration: This book can be incorporated into many other subject areas in addition to social studies. This book can be incorporated into a science unit on cacti and a habitat unit (for the animals that live inside the cacti). Students can list the many resources the saguaro cactus supplies for animals, insects, and people. This book also specifies the measurements of the cactus and how it survives the desert heat; therefore students could create a research paper/presentation while using this book as a resource. It can also be used in a literacy lesson by being read aloud and having students write about what they know about the saguaro cactus in a journal entry. This process can strengthen both reading and writing skills. 7. Blashfield, J. F. (2000). Arizona. New York: Children's Press. Tempe Public Library Summary: //Arizona,// is a nonfiction book about the history of Arizona. The book is broken up into ten sections that cover the past and the present of the many worlds of Arizona. The book begins with a section explaining that many of the people who first inhabited Arizona in 1864, thought that it was a worthless desert, it wasn’t until they dug deeper and saw the many fascinating features Arizona had to offer that no other state could. The images contain original maps of the state and full-color photos that help you visualize what life was like throughout the history of the state of Arizona. Throughout the rest of the book, topics such as “Booming Arizona” and “A Land of Many Peoples” goes into more description about how the land was utilized to create a prospering land for both people, animals, and plants. There are many “fast-facts” on each page that support the images. This book contains very reader friendly sidebars and easily accessible dates and facts for any study on the state of Arizona. Integration: This book could be used in a social studies class due to all the timelines, maps, and definitions. This book could support a unit on the state of Arizona and is easier to navigate through than a textbook would be for an early childhood student. Since this book contains easy-to-read facts, many students could independently use this book as a resource for a research paper/presentation. There is also historical information about the state legislature, which can be incorporated into a lesson about Arizona’s past. The section titled “The Spirit of the Land,” could be integrated into a science class because it describes the many physical features, plants, and animals in the state of Arizona. Students can draw and describe what a mountain or saguaro cactus looks like as well as the many parts to each. Students could also mention what animals and insects live in or on the mountain and saguaro cactus. Students will be able to look at the full-color photos and be able to visualize the mountains and other images while viewing this book. 8. Cobb, V., & Lavallee, B. (1989). This Place is Dry. New York: Walker. Tempe Public Library Summary: In This Place is Dry, the author, Vicki Cobb, uses a collection of water color illustrations and descriptive words along with interesting facts to help her readers “Imagine Living Here” in the Sonoran Desert. The book begins with the blazing 130 degree summer heat. Then, the author goes into depth about the descriptions of the climate, the animals, and the physical features you would find if you were walking through the Sonoran Desert. Each page goes into more detail about the plants and people that live on this land and how they survive each day, even though it is dry and hot. The author also uses historical dates to explain how the Hohokam Indian’s lived and used the Salt River as a water source in the late 1860’s. Many descriptions of Native Americans are described throughout the book, such as the Tohono O’Odham Indians that would use various pieces of the saguaro cactus to live. They would use the flowers and fruit of the Saguaro Cactus, that only bloom once a year, to make food such as syrup, candy, and jelly for the rest of the year. They also used the Salt River to build canals for arrogation for crops and hydration. In addition to the description of Native Americans, there are detailed descriptions of various reptiles, insects, and mammals and how they survive the desert heat. Integration: This book could be incorporated into a science lesson about desert animals or a science lesson on desert plants. Since there are so many descriptions for each animal and plant, there could be a focus on one at a time and can be incorporated into an entire unit on the desert. This book could also be used for a history lesson on Native Americans and how they lived in the desert and how they used natural resources to create art, food, and houses. Lastly, this book could be used as a read aloud for literacy to introduce a unit on the Sonoran Desert. 9. Gowan, B., & Larson, K. (2002). G is for Grand Canyon: An Arizona alphabet. Chelsea, MI: Sleeping Bear Press. Tempe Public Library Summary: In G is for Grand Canyon, an Arizona Alphabet the author, Barbara Gowan, uses each letter of the alphabet to describe traditions, facts, and detailed illustrations and summaries about Arizona and the desert. The book goes into more detail on the sides of the pages to further explain the history and definition of illustrations and main topic of each page. An example from the book is, L is for Lake Powell, and there is a description on how the man-made lake was created as well as useful information to know when visiting. The author describes things such as This colorfully illustrated children's book will engage students from start to finish. Integration: This book can be incorporated into Language and Literacy as well as social studies in a curriculum. Since it is a book about the alphabet, students are reviewing the letters of the alphabet while reading the story. This book can also be used in a science class because of the definitions of plants, animals, and physical formations in the book. Also, since Arizona is a place where they students live, they will also be able to relate and target many social emotional indicators during discussion throughout the story. 10. Gowan, B., & Toddy, I. (2006). Desert digits: An Arizona number book. Sleeping Bear Press: Chelsea, Mich. Tempe Public Library Summary: // Desert Digits // is a book that uses people, animals, plants and many more physical features from the Sonoran Desert to connect to numbers. The book has images to count starting at the number 1 and ending at the number 100. The author connects numbers to historic facts as well as geology. For example, the number five is connected to the 5 C’s; copper, cattle, cotton, citrus, and climate. Along with each number on every page, there is a more in depth one-two paragraph definition/explanation for each topic on the side of the book. The vibrant and eye-catching illustrations on each page make it easy for early childhood students to count. Integration: This book could be integrated into a math class for number recognition. Each page contains a number and contains the same amount of object illustrations for that number. You could also use it for one-to-one correspondence because there is an illustration for every number. This book could also be used for a language arts lesson as a read aloud. This book incorporates poetic writing and each student could make their own page with a number and draw the correct amount of objects for their number. Lastly, this book could be integrated into a science lesson on geology as well as plants. There are many detailed descriptions on the sides of the pages for children to read further about each key term on each page.
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 * 4. Storad, C. J., Neely, B., & Rantz, D. (1999). Don't Call Me Pig!: A Javelina Story. Tempe, AZ: Resort Gifts Unlimited. Tempe Public Library **