Label: Common Core
January 9, 2013
Writing Wednesday: Snow Animals!
Welcome to Writing Wednesday!
Today we’re going to start with this funny photograph of a snow person and snow dog! Isn’t it great? We would like you to tell us in your own words what snow animal you would build if you could.Think about your favorite animal, and tell us why you like that animal so much. Use facts, concrete details and other information to convince us why your snow animal would be the best one ever!
When you are finished writing, click on the yellow "comments" link at the bottom of this blog post if you would like to publish your snow animal writing for others to read. Or, share with your classmates, family or friends!
Happy (snowy) writing!
Note for Educators: Today’s Writing Wednesday exercise is designed to support CCSS Writing Standard w.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (2b) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Posted by: Liz Nealon
November 28, 2012
Writing Wednesday: Spectacular Volcano!
Good morning, and welcome to Writing Wednesday.
The Kilauea Volcano on Hawaii’s Big Island is once again spilling lava into the ocean. This volcano has been erupting continuously from its Pu’u O’o vent since 1983. However, it has been nearly a year since the lava flow traveled the seven-mile (11 kilometer) distance to flow into the ocean.
When hot lava meets cold ocean waves, there is a spectacular display of steam and smoke. Tourists are traveling from all over to visit the volcano to see this rare and beautiful sight.
Your Assignment: Look at this photograph and imagine that you are able to travel to Hawaii’s Big Island to see the volcano and lava flowing down to the ocean. Describe what it is like. What do you see? What do you hear? Smell? How does seeing the hot lava meet the ocean waves make you feel?
When you have finished writing, you can share it with your class, friends or family. Or you can post it here for everyone to read. Just click on the yellow "Comments" button at the bottom of this blog to post your writing.
Photo: Hugh Gentry / Reuters
Note to Educators: Today’s Writing Wednesday exercise is designed to use in support of CCSS Writing Standard #3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Posted by: Seymour Simon
November 14, 2012
Writing Wednesday: A Baby Bat
Good morning, and welcome to Writing Wednesday! Today we’re going to look at a portion of a book called A PINKY IS A BABY MOUSE, written by Pam Muñoz Ryan and illustrated by Diane deGroat. 
In this book, the author is talking about the names for the babies of all different animal species, and she asks a question: What is a baby bat called?
Your Assignment: Read the excerpt below and do some research. Find out what a baby bat is called, and then work with other students or friends to write a few more sentences about what you think is interesting, beautiful, or NOT beautiful about a baby bat. When you are finished, click on the yellow "Comments" link below to post your writing, or share it with your class.
Note to Educators: Today’s Writing Wednesday exercise is designed to use in support of CCSS Writing Standard #7: Participate in shared research and writing projects. A PINKY IS A BABY MOUSE is one of the exclusive, recorded eBooks available in the StarWalk Kids digital collection. Click here for more information about signing up for a free, 60-day trial for your school.
Posted by: Seymour Simon
October 31, 2012
Writing Wednesday: Wild Goat
Good morning, and welcome to Writing Wednesday. Today, we’re going to share an excerpt from a lovely book by Caroline Arnold and Richard Hewett, called WILD GOAT. Once you have read this and enjoyed the photograph of these adorable kids, you can write about it and post your writing for others to read! 
Your assignment: Tell us what you learned from the words in this selection. What did the pictures teach you? How did the words and pictures work together to help you understand the world of these baby goats?
When you have finished, click on the yellow "Comments" link at the bottom of this blog to post your writing.
Note to Educators: Today’s Writing Wednesday exercise is designed to use in support of CCSS Reading/Informational Standard #6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
WILD GOAT is one of the exclusive, recorded eBooks available in the StarWalk Kids digital collection. Click here for more information about signing up for a free, 60-day trial for your school.
Posted by: Liz Nealon
September 19, 2012
Writing Wednesday: Amazon Diary
Good Morning, and welcome to Writing Wednesday!
Today we’re going to work with an excerpt from a book called AMAZON DIARY.This is a fictional story about a 12-year-old boy named Alex Winter who is flying down to the Amazon jungle to visit his parents, who are anthropologists working there. When the small plane in which Alex is traveling crashes, he ends up living among an Amazon tribe, and keeping a diary about his experience.
This book is designed in a very unusual way. First, it uses handwriting (supposedly Alex’s handwriting in his diary) instead of printed text. It also incorporates drawings, doodles, and actual photographs of the Yonomami people. We’d like you to read this excerpt from Amazon Diary and as you read, think about ways in which how the story looks affects how you understand and enjoy what you are reading.
From AMAZON DIARY, by Hudson Talbott and Mark Greenberg
Your Assignment: Think about how the illustrations and pictures contribute to the story. How is this different than other books you have read? Then, write a reflection about how using diverse (different kinds of) media affects a piece of writing.
When you are finished, click on the yellow "Comments" below to post your writing. Enjoy today’s visit to the Amazon!
Note to Educators: Today’s Writing Wednesday exercise is designed to use in support of CCSS Reading/Literature Anchor Standard #7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). Amazon Diary is one of the newly recorded and reformatted eBooks available in the StarWalk Kids digital collection. Click here for more information about signing up for a free, 60-day trial for your school.
Posted by: Liz Nealon
May 30, 2012
Writing Wednesday: Why I Want a Puppy
Good morning, and welcome to Writing Wednesday, where every week there is a new opportunity to publish your creative writing on the Seymour Science blog. This week, we are asking you to read an excerpt from Seymour Simon’s book WHY DO PUPPIES DO THAT?, and then write a convincing letter about why you want to have a dog.
From WHY DO PUPPIES DO THAT?, by Seymour Simon
Getting a puppy is a big decision. Taking care of a puppy takes a lot of time and attention. When puppies grow into adult dogs they still need love and attention from their owners.
Puppies offer so much in return for your affection. They are great fun to play with and always are ready to be your companion. They can cheer you up when you feel sad or lonely. They have helpful barks that can let you know someone’s at the door, or even warn you of danger. Perhaps best of all, caring for a puppy teaches you the value of loving and being loved.
Your assignment: Do you agree that dogs are more than just pets, but friends too? Have you ever wanted a pet dog, but you are not allowed to have one? Write a letter to an adult asking them to get you a dog. Think about several reasons why dogs make great pets, and decide what kind of dog you would want. Be sure to give plenty of solid facts about dogs in order to make a great case for yourself. You might also want to explain how to care for a dog, and the responsibilities that come with being a dog owner. Who knows, maybe you will have a canine friend before you know it!
When you are finished writing, click on the yellow "Comments" at the bottom of this post to enter your writing!
Photo: Kai Chiang
Note to Educators: Today’s Writing Wednesday exercise is designed to use in support of CCSS standard W.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Posted by: Seymour Simon
May 9, 2012
Writing Wednesday: Bees and Buds
Welcome to Writing Wednesday! Every week there is a new opportunity to publish your own creative writing on the Seymour Science blog. This week, we are asking you to do your own research, and explain what is happening in the photograph below.
The Facts:
It is spring, and all over the world, bees like this one are drinking nectar from apple blossoms and other spring flowers. When a bee travels from flower to flower, it is moving pollen from one flower to another.
Your Assignment: Working with a partner or several of your classmates, find out about bees, how they help to pollinate flowers, and why that is important for us who eventually eat the fruits and vegetables that come from these flowers. You can use books in your library or sources on the Internet to do your research. Then, write a paragraph explaining pollination and post it here by clicking on the yellow "Comments" button below.
Happy writing!
Educators: Today’s Writing Wednesday is designed to use in support of CCSS Anchor Standard W.7. Conduct short research projects that build knowledge about a topic.
Posted by: Liz Nealon
April 25, 2012
Writing Wednesday: Tsunami Surprise
Welcome to Writing Wednesday! Every week there is a new opportunity to publish your own creative writing on the Seymour Science blog. This week, we are asking you to read a science news story about a long-lost soccer ball, and then answer a question about that story.
The Facts:
It is a good thing that Misaki Murakami’s name was on his soccer ball. He thought it was lost in last year’s tsunami in Japan, but it was returned to him after it washed up on an island in Alaska last weekend.
15-year-old Misaki Murakami was home when the tsunami struck Japan in March 2011, and he grabbed his pet dog and ran to safety on higher ground. His family lost everything, including their house, and have been living in temporary housing ever since.
Misaki and his family members have been looking for their belongings, but the soccer ball is the first thing that has been found. His name and the name of his school were written on the ball with a Sharpie because this was not just any old soccer ball. It was a goodbye gift from his teacher and classmates when he had to change schools seven years ago. He has kept it next to his bed ever since.
Your Assignment: Once you have read and understood the story above, answer this question. Why was it so surprising that Misaki got his soccer ball back, and why was it important to him? Click "comments" below to write your answer.
Photo: NOAA - Jiji Press / AFP
Educators: Today’s Writing Wednesday is designed to use in support of CCSS Anchor Standard W.8: Recall information from experiences or gather information from provided sources to answer a question.
Posted by: Liz Nealon
April 18, 2012
Writing Wednesday: The Coldest Place on Earth
Good morning, and welcome to Writing Wednesday, where every week there is a new opportunity to publish your creative writing on the Seymour Science blog. This week, in honor of Earth Day, we are giving you a sneak preview of Seymour Simon’s upcoming book, SEYMOUR SIMON’S EXTREME EARTH RECORDS! After you read this excerpt, we’re going to ask you to do your own descriptive writing, and imagine what it would be like if you could visit the Coldest Place on Earth!
From SEYMOUR SIMON’S EXTREME EARTH RECORDS:
When you step off the plane onto the rocky ice, you will immediately struggle with challenges that will last anywhere from one to eight weeks, as you acclimate yourself to the coldest place on Earth, Vostok Research Station in Antarctica.
Vostok Station is a lonely, windblown outpost 621 miles (1,000 kilometers) from the South Pole. It holds the record for the lowest recorded temperature on Earth, -128.6ºF (-89.2ºC), recorded in July 1983. Twice a year, tractor-train (a train of tractor trucks) expeditions take as long as a month to crawl dangerously over the cracked, icy landscape carrying food and supplies to about a dozen Russian, American, and French scientists who live there during the winter conducting a variety of experiments.
Your assignment: Read the excerpt above from Seymour Simon’s new book, and think about what it would be like to be at the Vostok Research Station. How would you feel? What would you see around you? Or hear all around you? Write at least three sentences that use your own words to describe a visit to the Coldest Place on Earth
When you are finished writing, click on the yellow "Comments" at the bottom of this post to enter your writing!
Note to Educators: Today’s Writing Wednesday exercise is designed to use in support of CCSS Writing Anchor Standard #9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Posted by: Liz Nealon
April 11, 2012
Writing Wednesday: Polar Bears and Global Warming
Good morning, and welcome to Writing Wednesday, where every week there is a new opportunity to publish your creative writing on the Seymour Science blog. This week, we are asking you to read an excerpt from Seymour Simon’s book GLOBAL WARMING, research your own facts and explain in your own words the point that he is making.
From GLOBAL WARMING, by Seymour Simon:Global warming has changed the feeding patterns and behaviors of polar bears, walruses, seals and whales. It may even impact their surval.
Polar bears live only in the Arctic. They are completely dependent on the sea ice for all their life needs. In the winter, females give birth to cubs. The mother polar bear eats little or no food during the winter.
As spring approaches, the bear family makes a run onto the sea ice to feed on seals, their main source of food. If the ice melts, their food supply will be cut off and this will impact their survival.
Your assignment: Can you find facts to support what Seymour Simon is saying on this page? Use other books in your library, articles about global warming from Seymour’s blog, or other Internet sources to learn about the melting of the Arctic ice. Write a few paragraphs that use your own words and information that you have found to either argue for or against the idea that the survival of polar bears is threatened by the melting of the Arctic ice.
When you are finished writing, click on the yellow "Comments" at the bottom of this post to enter your writing!
Note to Educators: Today’s Writing Wednesday exercise is designed to use in support of CCSS Writing Anchor Standard #1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Posted by: Liz Nealon
