Figure 4.10. Texts to Build Knowledge on Topics in ScienceGrade Two – Rock Cycle Grade Three – Solar SystemRocks: Hard, Soft, Smooth and Rough by
Natalie Rosinsky (2004)Comets, Meteors, and Asteroids by Seymour
Simon (1994)
Everybody Needs a Rock by Byrd Baylor (1995) The Moon by Seymour Simon (2003)
Cool Rocks: Creating Fun and Fascinating
Collections by Kompelien (2007)Eyewitness Books: Astronomy by Kristen
Lippincott (1994)
A Gift From the Sea by K. Banks (2008) Postcards from Pluto: A Tour of the Solar
System by Loreen Leedy (2006)
If You Find A Rock by P. Christian (2008) Solar System by Gregory Vogt
Rocks by Sally M. Walker (2007) What Makes Day Night by Franklyn Branley
(1961)
Earthshake – Poems From the Ground Up by
L. Westberg Peters (2003)The Usborne Complete Book of Astronomy and
Space by Lisa Miles, Alastair Smith, and
Judy Tatchell (2010)
What Is The Rock Cycle? by Natalie Hyde
(2010)Stargazers by Gail Gibbons (1999)The Rock Factory by Jacqueline Bailey (2006) The Moon Book by Gail Gibbons (1998)
What Are Igneous Rocks? by Molly Aloian
(2010)The Moon by Michael Carlowicz (2007)What Are Sedimentary Rocks? by Natalie Hyde
(2010)The Big Dipper by Franklyn Branley (1991)What Are Metamorphic Rocks? by Molly Aloian
(2010)The Magic School Bus: Lost in the Solar System
by Joanna Cole (1992)Engaging in Research
Opportunities to engage in research during the first years of schooling contribute to children’s
content knowledge, as well as to their enthusiasm for pursuing knowledge. Students explore topics
that interest them, and they engage in research related to hands-on science investigations, social
studies topics, and all curricular areas.
In the transitional kindergarten through grade one span, children engaged in shared research
projects. With guidance and support from adults, they learned to recall information from experiences
or gather information from provided sources to answer a question (W.K–1, Standards 7–8).
Students continue to develop their abilities to engage in research in the grades two and three
span, becoming more independent. New to the span are the following:
- Conducting short research projects that build knowledge about a topic in grade three (W.3.7)
- Recalling information from experiences or gather information from provided sources to answer a
question in grade two, including print and digital sources in grade three (W.2.8) - Taking brief notes on sources and sorting evidence into provided categories in grade three
(W.3.8)
Research projects may be completed in the course of a few hours or over an extended time
frame, which includes time for research, reflection, and revision (W.2–3.10). Research provides an
authentic opportunity for integration of the language arts with one another as students read, write,
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