What If There Were No Bees?

What  If There Were No Bees? written by Suzanne Slade and illustrated by Carol Schwartz is a non-fiction picture book that explains to children the importance of the bees in the ecosystem. By using plain and simple explanations, this book does an excellent job describing the dangers of life without honey bees. With help from illustrations, this picture book is cheerful while still implicating the potential issues if bees become extinct.

With palatable language for young audiences, I believe Slade illuminates the severity of the deteriorating ecosystem. Each two page spread has a text bubble that is titled, "It's critical." In these bubbles, Slade includes fun facts that help children to understand even more about the world in which they live. 

By using beautiful and rich color palettes, Schwartz creates a world of nature with realistic outline style. Throughout the story, the illustrations assist the text by drawing certain pieces of each image in solid black. This shows in a simple and less disturbing way to children what could happen if bees were to disappear. Flowers are shown with their same outline but depicted in pure black. This gives children a visual as to what life may look like without certain parts of our ecosystem. 

I really enjoyed What If There Were No Bees? I actually learned quite a bit. And I believe it is a good source of information for children. It outlines the dangers of losing the help of honey bees in our ecosystem perfectly, in an adolescent but cheerful yet serious manor. The artistic choice of blackening certain things within the children's book clearly exhibits the message that the author is trying to put forth for children.

Motivational Activities:

*Seeing is a great way to learn. Take a field trip to either a Bee Keeping Site or a Flower Garden during pollination time for observation on the work honey bees do.

*Beyond just reading What If There Were No Bees?, have students do research to expand their learning about the process in which bees collect pollen, make honey, and why their work is important in nature.

*Statistics are helpful learning tools! Have students discover the statistical facts about how many honey bees there are left in the world, how many it takes to do specific jobs, and why a healthy and prosperous honey bee population is beneficial.

*Watch "The Bee Movie" as it is adolescent and understandable for children. 

Reader Response Questions:

1. Name a couple ways how you can help keep your/our grasslands healthy.

2. What continents do bees populate, and what climates/habitats do they live in?

3. Name some of the things that would happen if bees were to become extinct.

Further reading:

*In The Tress, Honey Bees by Lori Mortensen
*Honey in a Hive by Anne Rockwell
*What Do You Know About Food Chains and Food Webs? by Suzanne Slade

The Three Little Aliens and the Big Bad Robot

In the fractured fairy tale The Three Little Aliens and the Big Bad Robot, Margaret McNamara and Mark Fearing put a new spin on the story of The Three Little Pigs. With elements of science fiction, the three little aliens leave home to find new planets to live. As they journey from Mercury through the solar system, the planets are depicted in illustrations and mentioned in the text. It is educational for children, as well as exciting. Their quest to find a home is colorful and fun thanks to Fearing's illustrations.

The story line is similar to the original folktale including the pattern of threes and dialogue reminiscent of the original. Instead of the big bad wolf, the big bad robot uses the traditional sayings but modified for the updated version.

"Then I'll crack and smack

and whack your house down!"

Fearing's illustrations are vivid and imaginative. He uses hand drawn artwork as well as collage techniques using digital rendering. This alternative version is edgy and full of life. Children will love the full spread illustrations over the gutter while also incorporating sound effects into the images. The text being a part of the illustrations as well is engaging to young and adult readers alike. The alien characters are expressive and extraterrestrial yet still realistic. They wear regular human clothes. One alien has glasses for all three eyes and the little female alien has pigtails. These small things help kids to see themselves or their friends in the outline style drawn characters. Even the menacing villain has a comical five eyes and makes sound effects which are not that frightening.

This science fiction based quest tale retelling a classic folktale is a must read for children who love space and are fascinated by the unknown world of lifeforms in the galaxy. 

Motivational activities:

*For a better understanding of the classic folktale genre, have students read The Three Little Pigs. Once reading both versions, have them discuss their favorite change in The Three Little Aliens and the Big Bad Robot. Then, have students discuss something they prefer more in the original. Once this has been discussed, ask for a brief paragraph explaining why they believe variety in reading is important. 

*Every child has thought about the world beyond Earth. Have students pick the planet they would've chosen to live on and explain why by doing minimal research (provide print outs of each planet with some basic facts and images). Have students collect these facts to help assist them in a brief explanation as to why they chose their planet. 

Reader Response questions:

1. Reading comprehension: The three little aliens grew up on a particular planet. Which planet did they grow up on and venture away from to find their new homes?

2. The Big Bad Robot was very scary to the little aliens. Did he frighten you or did you find him kind of humorous? Explain your answer.

3. Two of the three little aliens did not chose wise places to live. Can you explain why you believe the third alien found a safe home unlike his siblings?

Further reading:

*The Stinky Cheese Man and other Fairly Stupid Tales by Jon Scieszka and Lane Smith

*The Three Little Gators by Helen Ketteman and Will Terry

*Clink by Kelly DiPucchio and Matthew Myers

*The Robot and the Bluebird by David Lucas

I Want My Hat Back

I Want My Hat Back by Jon Klassen is a talking animal fantasy quest tale involving drama and mystery for children who enjoy humor and mischief. It was published in 2011 and The New York Times Bestseller Best Illustrated Children's Book. This picture book has charming illustrations to accompany the bear's quest to find his missing hat. He goes from animal to animal looking for his red pointy hat. He comes across a rabbit wearing a pointy red hat but doesn't notice that the rabbit is wearing it when enquiring to where his has gone. Later, however, he realizes that the rabbit was wearing his hat, even though he lied and said he hadn't seen it. The bear runs back to retrieve his hat. After he gets it back, a squirrel approaches the bear looking for a rabbit in a hat. The bear says that he hasn't seen the rabbit nor did he eat the rabbit. It is a funny twist, implying that the bear has eaten the rabbit. This leaves readers wondering if he really ate the rabbit or not. You be the judge. 

 

The illustrations are created by Klassen using digital imagery and Chinese ink. Each character is expressive and unique while using realistic coloring for the animals. All illustrations are a similar collection of brown and cream hues with a splash of color in the red hat. The author uses this pop of color to draw attention to the hat while also making it a desirable object for the bear. This hat is special because it is bright and rich in color in a world of earth tones. While humorous and simplistic in the text, the pattern of question asking per character develops a rhythm for the reader. Children will realize early that the bear is going to ask the same question to each character he encounters. This also is what makes his realization of where he saw his hat and his rush to the rabbit who stole it more exciting to the reader.

 

The expression on the face of the bear in each illustration appears sad and confused. The text that accompanies each image brings the conversation between the animals to life while matching the expression of the bear. The brief and direct interactions prove that the bear is on a distinct mission. Once the bear confronts the rabbit who stole his hat, there is an illustration that spread across two pages and over the gutter. The expressions between the two characters are expressive enough that no text is present or necessary. This particular illustration made me laugh aloud. Though the idea of the bear eating the rabbit can be a little dark, the overall humor is apparent in the text and imagery. I think children will enjoy the animal interaction as they take a journey with the bear to find his red pointy hat.

Motivational Activities:

* I Want My Hat Back ends with the implication that the bear ate the rabbit who stole his hat. But maybe not. There is no proof. Have students make a pros and cons list of why the bear should and why the bear should not eat the rabbit. Then have students decide if they believe the bear ate the rabbit or not and explain why. 

*Everyone has a prized possession or two they hold dear to their hearts. Have students choose an item they love as much as the bear loves his hat. Once they have chosen a possession, have students create an animal alter ego for themselves. They will then create 3 illustrations that show their animal searching for their item in certain spots it could be lost. In a 4th illustration, reveal where it was hidden. Accompany the illustrations with a summary of what is happening in the illustrations and a description of the emotional response they have to finding their object. 

Reader Response Questions:

1. What kind of animal stole the bear's hat and what did it look like?

2. Observe the illustration between the rabbit and bear that spans over two pages and has no text. Write your own caption for this photo and give dialogue for each characters.

3. Explain the ending of the story and what you believe happened to the rabbit. Explain why you believe this to be the truth. 

Further reading:

*This is Not My Hat By Jon Klassen

*The Day the Crayons Quit by Drew Daywalt

*Mr. Tiger Goes Wild by Peter Brown

*This Moose Belongs to Me by Oliver Jeffers

*Press Here by Herve Tullet

Dim Sum for Everyone!

Dim Sum for Everyone! written and illustrated by Grace Lin, published in 2001, is a multi-cultural contemporary realistic fiction picture book that teaches children about dim sum and how it relates to Chinese culture. The Chinese believe dim sum to mean "little heart." Throughout the book, there is a pattern in the text of using the word "little" to describe almost everything. This emphasizes the meaning of dim sum, making the concept memorable for children as they enjoy a trip to a dim sum restaurant with a little Chinese girl and her family. 

Colorful outline, representational style illustrations show the Asian family as they partake of dim sum at a traditional dim sum restaurant that serves iconic "little" plates. Lin includes images of the circular tables, rolling carts, and the "little" dishes served. The text also lists some of these dishes when explaining what each family member chooses from the carts. Both multi-cultural and educational, even the illustration of the inside of the restaurant includes a diverse crowd dining. The illustrations are vibrant and charming, bringing children into the world of dim sum and Chinese culture through their eyes and stomachs.

Dim sum is one of my favorite meals to have with my mother. We enjoy going to a delicious restaurant in downtown Los Angeles called Ocean Seafood. Dim Sum for Everyone! depicted and described the dim sum experience accurately. In the back of the book, Lin even includes a brief history lesson of dim sum and its origin as a tradition for tea. However, over time dim sum restaurants began serving small dishes to go along with their tea. Dim sum is now known for its dishes and less for its tea.

Motivational Activities:

*Everyone has a special dish they hold dear to their hearts. Have student(s) discuss a cultural/traditional food from their family and the significance of that food. What does that dish represent in their lives?

*Not every culture eats the same way. Supply chopsticks for student(s) and demonstrate how to pick up things with chopsticks. Explain that dim sum is typically eaten in Chinese culture with chopsticks in place of other utensils. 

Reader response questions:

1. In Dim Sum for Everyone!, how is food sold in a dim sum restaurant?

2. In Chinese culture, explain the translation of "dim sum."

3. When dim sum first began, what was the focus of the tradition, prior to the incorporation of small dishes?

Further Reading by Grace Lin:

*Fortune Cookie Fortunes
*Kite Flying
*Thanking the Moon
*Bringing in the New Year!

The Girl Who Loved Wild Horses

The Girl Who Loved Wild Horses, written and illustrated by Paul Goble and published in 1978, follows the story of a young Native American girl who wishes to run free with wild horses. A violent storm comes upon the village as the young girl is taking a nap beside the village horses. When she awakes, the horses are running frantic and scared. She is able to ride one horse out of the storm. Once the horses stop running, the girl finds herself in an unknown land. A wild spotted stallion greets her and welcomes her to roam free with him forever. After being found by members of her village, she is taken home but grows very sad and sick. The only healing is for her to be returned to her wild stallion friend. She is returned to the wild horses and lives the rest of her days

running free.

The Girl Who Loved Wild Horses is a gorgeous fictional picture book that truly captures the magic and color of Native American culture. It is important for children to learn about and understand the history of the Native Americans and their contribution to American history. The illustrations by Goble are breathtaking. The colors are vivid and the shapes are reminiscent of the Native American's artistic style that is used to decorate animal skins used for shelter and clothing.

When searching for a book that represented multi-cultural literature, I could not help but be drawn to a story that related to my heritage. My Great Grandfather was full-blood Cherokee. The Native American culture has always fascinated me. I also attribute my personal love of dance to my cultural roots. The end of The Girl Who Loved Wild Horses is beautiful and touching. Goble writes,

And the one year she did not return and was never seen again.

But when hunters next saw the wild horses there galloped beside

 the mighty stallion a beautiful mare...They said the girl had surely

become one of the wild horses at last.

Tears formed in my eyes as I read the last page and saw the illustration of two horses standing together, hugging necks. I think children love this book for its color, depiction of magical horses, and the young girl's life of freedom. Without being stereotypical or cliche', Goble portrays the Native American culture  in a whimsical and touching light. In society, I feel that Native Americans are represented in association with cowboys, typically shooting arrows and fighting settlers. This book does depict warriors riding horses as they hunt and gather buffalo. However, it is a softer representation that I feel is important for children to learn. They, too, can relate to the young girl as she lives in her community and has dreams.

Motivational activities:

*Dreams are so important for children. In The Girl Who Loved Wild Horses, the young girl dreams of living and running free with wild horses. Have your child(ren) create a dream collage, where they depict their dreams and goals with text, art, magazine clippings, etc. 

*At the very back of The Girl Who Loved Wild Horses, Goble lists two Native American poems: one is a Navaho song and the other is a dream of real-life Oglala Sioux Black Elk. Have your child(ren) choose one of these poems and use it to explain what they believe is the importance of horses in Native American culture. 

Reader response questions:

1. What turn of events causes the young girl and horses to journey to an unknown land?

2. Who does the young girl meet and befriend in the unknown land?

3. What happens to the young girl after she returns home to her family and village?

Further reading by Paul Goble:

*Custer's Last Battle

*The Gift of the Sacred Dog

*Buffalo Woman

*Beyond the Ridge

*I Sing for the Animals

*The Lost Children