On the Same Day in March: A Tour of the World’s Weather

This book does foster development of the science processes. While reading the book, students will observe the pictures. Students will make inferences based on their observations and the words that describe seasonal change. Additionally, this book could be used as an introduction to a process-based investigation of seasonal change.

• Author: Marilyn Singer
• Illustrator: Frané Lessac
• Year Published: 2000
• ISBN: 0-06-028187-1

Science Topics

• Earth Science

Minimum Suggested Grade Level

• Kindergarten

Maximum Suggested Grade Level

• 2nd Grade

Summary

Take a trip around the world's weather systems. From the Arctic, to the Texas Panhandle, all the way down to Antartica, this book explores the weather patterns of the world.

Evaluation

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

Questions

Does the book foster development of processes?

This book does foster development of the science processes. While reading the book, students will observe the pictures. Students will make inferences based on their observations and the words that describe seasonal change. Additionally, this book could be used as an introduction to a process-based investigation of seasonal change.

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

I think that this book provides opportunity for students to ask their own questions because the reason these locations have different weather on the same day is not explicitly explained. Students may be able to come up with their own answers to questions they have if they are given a globe or some guidance, but I am not sure they would be able to without any additional information.

Does the book encourage children to think for themselves?

I believe that it does because it does not explicitly explain seasonal change, but rather describes the weather of different locations around the world on the same day.

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

This book would be appropriate for an inquiry-based lesson of seasonal change. It does not explicitly say why it occurs, but it provides students with examples of locations around the world that have very different weather on the same exact day. Students could use this information to investigate why this is true.

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

Yes, it is based on seasonal change and the world’s weather patterns. It is accurate in its descriptions of weather around the world in March.

Does the book distinguish between fact and fiction?

No, the book does not distinguish between fact and fiction. The book uses a fictional narrative based on facts to describe and set the scene for a typical day of weather in that location during March.

Are the illustrations clear and accurate?

Yes, the illustrations relate to the narrative. The pictures clearly illustrate the weather that is being described in each setting.

Is the book written at the level of your students?

This would be a great book for second graders. It uses clear language for that age-level and there are not too many challenging words. The narrative is simple and the illustrations support the text.

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

Yes there is a multicultural component because it describes weather of locations around the world. I think that most of the illustrations are culturally accurate and show cultural differences around the world.

Is the book free from gender bias?

Overall, yes it is free from gender bias. For example, it shows boys and girls working together in a classroom in Thailand. It does not seem to assign gender roles, except for on the page that has Dakar, Senegal and Barbados. In the Senegal illustration, it only shows women working in the market and in the Barbados illustration, it only shows men playing cricket.

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

Yes, it shows a close association between science and language arts because this book incorporates the scientific concept of seasonal change and weather into a narrative. This book can be an example for students of how they can incorporate science into their fictional writing.

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

I believe that this book has a positive attitude toward science and encourages students to critically think. Although it does not explicitly explain the scientific concept that is associated with it, the book encourages students to think deeply about weather and the seasons. There was no reference to technology in this book.