So it’s not just me, or you…An elementary school science specialist wrote to National Science Teacher Association colleagues asking middle and high school teachers which science skills and knowledge are typically seen lacking in students as they transition from the elementary level to the middle school level and then to high school level classes. The response has been positively worded (not pointing any fingers) suggesting that:
students lack “having made more observations of the world- having noticed that the days are longer in the summer and that the moon is sometimes out in the day time and having noticed that there is more than one type of plant or bird or cloud or rock.” and “more experiences making things- baking bread, building with popsicle sticks and glue, or trying to fix something that’s broken…a greater awareness of the world around them.”
Another teacher observed that students are unfamiliar “with the great diversity of life in the world (both living and extinct)…it would be so helpful to MS and HS teachers if their students had been exposed to a fair sampling of plant, animal and even microbial life during their elementary years…if teachers could focus on the major categories of life (how they’re classified).”
These insights into what middle and high schoolers are missing have been discussed on the  NSTA email list server (for NSTA members) before and are in line with what education researchers and early childhood teachers say about science in the early years—it’s important to introduce scientific study early so children get the experience they need to understand concepts taught in the upper grades. Read about some efforts to bring more science into early childhood classrooms in Researchers Testing Programs to Teach Science in Preschool in Education Week, in print and online .
Peggy

I teach science at the elementary level. I’d like to improve our nonfiction science collection for students to read outside of class or for teachers to use during read-alouds. I want to be sure what we purchase is appropriate; do you have any suggestions or lists of recommended books for this level?
—Gina, Thornton, Colorado
One of my elementary colleagues notes there seems to be trend toward including more nonfiction in reading class to stimulate interest with alternatives to fiction, build vocabulary and background knowledge, and help students make the transition from “learning to read” to “reading to learn.”
At the secondary level, two recent articles show an increased interest in science-related reading beyond the textbook: “Reading Aloud to Teens Gains Favor Among Teachers” (in the January 4 issue of Education Week) and “Building Background Knowledge” (in the January 2010 issue of The Science Teacher).

To find appropriate books for all grade levels, I can recommend two sources on the NSTA website. Outstanding Science Trade Books for Students K–12 contains lists compiled by NSTA in association with the Children’s Book Council. The titles are listed by year and include an annotated description of each book, including a reference to the national standards and a suggested reading level. The criteria for selection include

• The book has substantial science content.
• Information is clear, accurate, and up-to-date.
• Theories and facts are clearly distinguished.
• Facts are not oversimplified to the point that the information is misleading.
• Generalizations are supported by facts, and significant facts are not omitted.
• Books are free of gender, ethnic, and socioeconomic bias.

Unfortunately, the list is not searchable, but all of these titles are also in the second source, NSTA Recommends. This broader list includes reviews of books and other media. The reviews are written by science educators and can be searched by format (e.g., print, kits, DVDs), words in the title or review (e.g., weather, machines, insects), and grade level (K through college). The lists can be exported as Excel spreadsheets. NSTA Recommends also has monthly updates in the NSTA journals.
Consider the grade level or reading levels as suggestions. Struggling middle school readers may be more successful with books at the upper elementary level. Likewise, some elementary students may be ready for books written at a higher level.
If you’re curious about a book that doesn’t appear on these lists, the article “What Teachers Need to Know About the ‘New’ Nonfiction” by Sharon Ruth Gill has a discussion of quality nonfiction. It’s in the December 2009/January 2010 issue of The Reading Teacher and is available online to members of the International Reading Association. If colleagues (reading specialists or a Title I coordinator) are members, they can access the article for you.
The author shares a detailed look at several books, discussing her three criteria for selecting nonfiction picture books:

• Is the book visually appealing? – Do the illustrations contribute to the topic? Is the text broken up with illustrations, sidebars, headings?
• Is the book accurate and authoritative? – Are sources or references listed? Does it include supplemental materials such as a glossary, index, or table of contents? Do illustrations relate to and accurately depict the text? Are there suggestions for further reading? Are animals depicted accurately without anthropomorphism? Is the book a blend of fact and fiction? If so, is it clear which parts are fact and which are fiction?
• Is the writing style engaging? Are ideas logically ordered? Are new ideas explained clearly and simply? Are new ideas connected to what children might already know?

A group of teachers I know worked with their school librarian to examine books for their inclusion in a reading list of science nonfiction. They discovered some nonfiction science titles in their school library were more than 20 years old! Although some information is timeless, they were concerned many had outdated or incomplete information and did not recommend them to students.
I wonder about the future of print resources. Will we see a time when books as we know them are obsolete—when all of our resources will be electronic? If and when that time comes, I suspect we’ll use the same criteria for evaluation—visual appeal, accuracy and the source of the material, and writing style.

Lots going on across the spectrum of NSTA’s online outposts. Here’s a quick list of what buzz is happening where:
On our “core site” (www.nsta.org): everyone’s gearing up for our National Conference on Science Education this March 17 – 21 in Philadelphia. Write your own declaration of independence and join your fellow educators this March in Philadelphia!
On Facebook, there’s a discussion about what to do if you can’t see microscope samples, and one of your colleagues is trying to gather together a group of educators who focus on AP Biology.
On Linkedin, there are discussions about extended discounts for recruiters on our Career Center as well as how to introduce students to veterinary medicine.
And of course all our science educator Tweeps are tweeting and re-tweeting about our Philadelphia conference and our Lab Out Loud Podcasts!
And in your very own NSTA online professional learning communities, we have new groups created on a variety of topics…

• ELL—A place to share ideas of what works to help English language learners succeed in science
• WGBH Teacher’s Domain—a Digital library of STEM resources from public television.

And… a brand new group especially designed for folks looking for shared housing at our 2010 National Conference in Philadelphia!

So much happens behind the scenes and behind the books at NSTA Press when we develop new resources for science teachers.  I have the enviable job of talking with authors who have ideas for terrific new books, and I have the privilege of hearing from teachers about the types of resources they need for their classrooms and for their own professional development. Sometimes we hear a vignette or two about how NSTA Press books are helping teachers in the challenging work they do.  Science teachers inspire children every day to question, explore, investigate, and wonder why. And a new day can bring a science connection or discovery in the news, so there are always opportunities to help students link up their classroom experiences with their lives beyond the science classroom.
We thought we’d share some behind-the-scenes information and tips in this new NSTA Press Books blog.  Perhaps we can introduce you to lesson ideas and resources you missed in the whirlwind of data and information that greets all of us daily.  Lots of new books are brewing at NSTA Press, so pause to enjoy a beaker mug full of tea or H₂O while you take a quick look at some forthcoming February books.