June 29, 1999

The book does foster the development of process of prediction, retelling, sequencing, making connections, and observation. Since the beginning of the book, children can begin making prediction, even by just looking at the cover of the book. Throughout the story, children are able to make predictions, especially in three parts of the book, what happens to the scientists plantations, where do the other vegetables came from, and what happens to the supper of the Arcturian starcuiser. Children are also able to retell the entire story by sequencing, observing the illustrations, or just by retelling the main ideas of the story. Children might also be able to make a connection with this story and another one that they have read.

Author: David Wiesner
Illustrator: David Wiesner
Year Published: 1992
ISBN: 0-395-59762-5

Science Topics

Minimum Suggested Grade Level

1st Grade

Maximum Suggested Grade Level

5th Grade

Summary

This book is about a young scientist who made an experiment about seeding and plantation. The purpose of the experiment was to study the reaction of the plantations after being several days in the extraterrestrial lands and coming back to earth. Her experiment does not turn out as plan, instead another surprise arrives to earth.

Evaluation

Appropriateness: High
Authority: Medium
Accuracy: Low
Liteary Artistry: High
Appearance: High

Questions

Does the book foster development of processes?

Does the book provide an opportunity for children to ask and answer their own questions?

Yes, children are able to ask what happened to the scientists experiment throughout the story. The children are also able to make a prediction to answer their own questions or find out and answer themselves at the end of the story. Children are able to make up other questions by just looking at the illustrations and are able to answer them as the story progresses.

Does the book encourage children to think for themselves?

Children are able to think for themselves as either they make up their own questions or wonder about certain events that happen during the story. Illustrations are very helpful to help children think about themselves, they are able to make connections within texts that they have read. Many times children will find those connections themselves by listening to the story or just by observing the illustrations, even though the pictures might not be the same, they often find similarities within texts.

Is the science topic addressed in ways that are appropriate to the lesson?

Although the content involves plants and extraterrestrial life, it would not be appropriate to a lesson in the sense that science is factual and the story is fiction. It could be appropriate if used as a transitional tool to science, as far as teaching a lesson it might not be the most accurate.

Is the content based on sound scientific principles? Is it accurate?

The content is more inaccurate because it is a fiction based story.Yet, it does introduce the right names of the vegetables and certain places that take place in the story.

Does the book distinguish between fact and fiction?

The book uses a lot of fictional events, therefore distinguished is not applicable in the text.

Are the illustrations clear and accurate?

Although the book is fictional, the illustrations are very real life a like. It is full of color which gives the story a lot more life and it is good for the visual learners to understand the story better.

Is the book written at the level of your students?

The book is written at the level of my students, it appropriate for 1st-5th graders. There is vocabulary that it is still somewhat difficult enough that will be able to learn the meaning of it by reading the text where it is found. The illustrations are more realistic rather than cartoonish, which it gives children a different view from cartoonish books.

Is there a multicultural component? Is it free from stereotyping?

There is not really a multicultural component. Although, in a couple of pages we could see some African and Native characters they are mainly anglo decent. The readers are able to tell by the way the characters are colored and by the names that are used for them. It can be consider a stereotype text because the main character comes from the dominant culture like in most books. It is more than likely that the only children that can identify with the main character are the ones that look like the young scientist, Holly Evans.

Is the book free from gender bias?

The book is free from gender bias because the main character is a women, not only is she the main character but she is also described as a scientist.

Does the book show the close association between science and other disciplines?

It shows close association to science because it talks about plants, such as the vegetables and the plantations that have to do with her experiment. It also includes the extraterrestrial life that it could be part of Earth science. The main character also hypothesis that the plantations would come back to earth and it showed that many times hypothesis are not correct.

Does the book present a positive attitude toward science and technology?

Although the book is fiction, it really presents a positive attitude towards science by showing the experiments and the curious things that happen while conducting them. However, the book does not really integrate technology.