Using Picture Books in the K-12 Science Classroom
Picture books are one of the easiest ways to introduce scientific concepts in the classroom. No matter what the grade level, illustrations and written words bring a real clarity to sometimes intricate concepts. Students introduced to new and exciting ideas or processes through well-written and carefully illustrated books become motivated to want more. Of course, the accomplished teacher practices the performance well beforehand of reading to the class while holding the book up and open so that the pictures are readily visible to all students. The teacher’s voice is dramatic and meaningful. There are pauses to emphasize the accompanying picture complete with important details. There is pacing, separating the concepts as they develop across the pages.
One of my keenest memories is of my 4th grade teacher, Mrs. Franz, reading to us in her oh-so- pleasing voice, showing us the pictures, smiling, as we learned. Then in 7th grade, Mrs. Tiffany did the same thing. ( I was fortunate to go to a demonstration elementary school for The College of New Jersey, formerly known as Trenton State Teachers’ College. Both of these teachers, along with many others that crossed my childhood paths, went on to become professors in K-12 education at the cCllege. Their voices and lessons never to be forgotten.)
Preparation is the key .
1. Make friends with the school librarian a week or two ahead of time. Ask her to choose about 3 to 7 books that have colorful illustrations and short content. She can usually get books from the county or other libraries on loan.
2. Skim each book. Prepare a mini book talk. Choose a main idea to use while introducing the book. Tell the children to listen and look for a specific detail of information, or perhaps, an inference.
3. Read with meaning and modulation, pausing with expectation. Pointing out the pictures.
4. Discuss as you go. Make the experience interactive. The book comes alive. It has a whole new personality.
5. When it’s over have the students discuss, then write in their journal ,3 things they learned, liked, or wonder about.
6. Share the journal entries.
This can be done daily with each book or all at once making a book-talk day of the science class. Put the books aside and encourage the students to peruse the books on their own. At the end of the unit have the students choose one of the books and do a short book report on it. In upper grades, do a report on the subject of their favorite picture book.
Integrating science with reading and writing is a powerful way to teach all three subjects. Modeling oral reading and encouraging listening and looking for details in the words and pictures of the book connect science learning with language arts. Powerful, efficient teaching that makes learning stick.

Valeria Girandola, Editor-in-Chief
Spigot Science Magazine for Kids and Classrooms

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