Our Scientific Mine/ It's Time to Rhyme/It's Science Time

Our Scientifi c Mine/Our Scientifi c Mine/Secrets of Science/ Secrets of Science/ It’s Time to Rhyme, It’s Science Time

Ditmas I.S. 62 Classes 602,607,618, 638, and 718

Barry Kevorkian, Principal

We, the Students – Writing Institute Press

Luisa Cavagna, Science Teacher

Dr. Rose Cherie Reissman, Director of the Writing Institute

Ditmas IS 62

Our Scientifi c Mine/Secrets of Science/ It’s Time to Rhyme, It’s Science Time

Cavagna PoetryDitmas I.S. 62

Classes 602,607,618, 638, and 718

Barry Kevorkian, Principal

We, the Students – Writing Institute Press

Luisa Cavagna, Science Teacher

Dr. Rose Cherie Reissman, Director of the Writing Institute

Ditmas Writing Institute Press700 Cortelyou Road

Bklyn, NY 11218Dr. Rose Cherie Reissman, Founder

Production/ Press Preparation TeamProduction/ Press Preparation TeamEditor-in-Chief: Editor-in-Chief: Jonathan CazaresJonathan Cazares

Associate Editors: Associate Editors: Eduardo Rosas, Angel Hernandez, and Shahzoda BazarovaEduardo Rosas, Angel Hernandez, and Shahzoda Bazarova

Poetry Editor: Poetry Editor: Donovan SantiagoDonovan Santiago

Art Editor: Art Editor: Angel Hernandez Angel Hernandez

Book Designer: Book Designer: Ismael Batista Ismael Batista

Contributing Student Artist: Contributing Student Artist: Abdiel Santiago, Tyrese Persaud, Nadine CruzAbdiel Santiago, Tyrese Persaud, Nadine Cruz

Explanation of cover art by Angel Hernandez: Explanation of cover art by Angel Hernandez: I was inspired by the concept of mining for scientifi c facts and exploring the ways I was inspired by the concept of mining for scientifi c facts and exploring the ways by which we can dig for deeper scientifi c meanings. The question mark in the drawing by which we can dig for deeper scientifi c meanings. The question mark in the drawing was placed there because of the unknown in science, which enables us to constantly was placed there because of the unknown in science, which enables us to constantly inquire about the world around us.inquire about the world around us.

Class 602

Bushra AbdullaMukhammad AboukakhorovAdam AhmedKevin AlmendarezMichelle CarpinteyroJonathan CazaresRayhanatou DialloTerrence FernandezLuis GuerreroAngel HernandezRahman HussainZacharia HusseyHasnain IftikharRosa JavierNaseem KassemAnthony PierreJosiah PonceTahmidur RahmanMichael RondaEduardo RosashernandezJasmin SalasDonovan SantiagoAyesha SiddikaJuwairiyyah TariqZion VialvaSean VixamaTony Yang

Class 607

Darlyn AriasJustin BernalFuaad BhuttaMahnoor BibiErika CandelarioMia CarterHaseeb CheemaIsaiah CruzJulian DardarDenny DelossantosKansas FournierAsmaa GulzarMohammed HoqueBrenda MacuitlHassan MahmoudDenise MeloKenaida MonkKristina RamsumairTianah Roker-MosesLeonid RomanovCristobal SanchezMichael SmithTyemel SmithDakaibo TallerandErika TlatelpaPema TseringMerium ToppaAngelica UrenaNour VakilAkilah Vincent

Class 618-ESL CLass

Noor BhattiRabia KhanSaima MiliRofi qul MowlaIfrath NasarZainab QaiserNimra RaoWatchedna Rigodon

Ditmas Student ContributorsDitmas Student Contributors

Class 638-ESL Class

Bekzod AninjonovSunnat AzimovSaran DiawaraMadina HakimovaIbrohimbek HalimovRuhshona HalimovaAziza JalolovaFurkat MahmudovFarrukh SamatovSterlande TaverneTakhmina Usmonova

Class 718-ESL Class

Marjona Abdurafi kovaMaaz AhmadFiruz AhmedovNashrin AktarZain AliOmar AltohamiAyesha AmjadNoor Fatima AmjadMohammad AttaurrabZakar BashirShahzoda BazarovaSharjeel BhattiJimsley BernardTayaba BibiNozima EshonovaCharles Fils-BarkleyArafat HossenIrfan KhanRani RimshaWoodiana RinvilWebster RomulusNoushin SharminShahram TurakulovSamia Zaman

Ditmas Student ContributorsDitmas Student Contributors

Foreword:Foreword: Douglas Florian

Student Forewords:Student Forewords: Eduardo Rosas and Angel Hernandez

Introduction: Introduction: Eduardo Rosas

Message from Ms. Luisa Cavagna Message from Ms. Luisa Cavagna

Introduction:Introduction: Dr. Reissman- Alignment to 2012-2013 Common Core Standards, Danielson Framework for Teaching and Universal Design for Learning.

Chapter 1:Chapter 1: Hello Haikus and Poem Potpourri, Nature Observer Poem Perspective

Chapter 2:Chapter 2: Laddering Informational Science Concepts

Chapter 3:Chapter 3: Cavagna’s Cosmic Adventures

Chapter 4:Chapter 4: Dichotomous Keys

Chapter 5:Chapter 5: Florian Flourish, Exploring “Florian” Poetry Books in Verse-

Chapter 6:Chapter 6: Experiencing Science in Cavagna Context, Dr. Rose Literacy Laced

Student BiosStudent Bios

Un”bee”lievables poetic commentary - Ross Navarro- Student Director of the Writing Un”bee”lievables poetic commentary - Ross Navarro- Student Director of the Writing Institute 2012-2013 Institute 2012-2013 Student Refl ections on Science Investigation and Science Integrated into Literacy StudiesStudent Refl ections on Science Investigation and Science Integrated into Literacy Studies

Alignment to Science Standards Alignment to Science Standards

Table of ContentsTable of Contents

Foreword by Douglas FlorianForeword by Douglas Florian

The students of Brooklyn’sI.S. 62Wrote a fabulous bookCalled Cavagna for you.With poems about turtlesThat have squiggly legs,and brown-spotted dogs,and birds that lay eggs.There’s fantastic fi shand there’s even a whale.So read it todayFor it tells quite a tale.

ForewordForeword

Student ForewordsStudent ForewordsDear Readers, Our experience with Dr. Rose, the person who published this book, was amazing. We from Ditmas created this book because we were inspired by a poet named Mr. Florian. We were also inspired by our wonderful science teacher named Ms. Cavagna. In every chapter you read ,you’ll be happy to learn science in a fun way. We want you to be excited about each chapter and about science learning.

Sincerely, Eduardo Rosas

Dear Readers, Our experience in Dr. Rose’s class taught and gave us the inspiration to write this wonderful book. We the six graders learned many scientifi c concepts based on poetry. Thanks to Dr. Rose and Ms. Cavagna, we got to meet a great poet, Mr. Florian. He gave us an idea of how a poet studies/researches science and then illustrates and writes poetry. Read this wonderful book created by the Ditmas sixth grade Exploratory Academy. This is like opening the doors to the universe. Sincerely, Angel Hernandez

IntroductionIntroduction This book was created by Classes 602, 607, 618, 638 and 718 of Ditmas I.S. 62. This book was made by wonderful sixth graders that learned from a great teacher named Ms. Cavagna. During the whole year we’ve been learning science with her. We had many lessons focusing on science terms, methods and facts, but my fa-vorite one was making poems because all kids in my class were inspired. We would like to thank Dr. Rose for helping us create this book. If you are reading this book, you’ll be amazed to see the poems. You will enjoy it. I hope that at the end of this book you know we’ve worked very hard so that you could enjoy it.

Sincerely, Eduardo Rosas

Message from Luisa CavagnaMessage from Luisa CavagnaDr. Rose Cherie Reissman and I collaborated on this book in hopes that students would be able to access dense science concepts in a meaningful way. Students were encouraged to explore their artistic talents and enhance their literacy skills while simultaneously learning about fundamental science concepts. We hope that you enjoy the work of our students as much as our students enjoyed creating them.

Introduction by Dr. Rose Cherie Reissman, Founder of the Writing Institute Introduction by Dr. Rose Cherie Reissman, Founder of the Writing Institute How this Science Driven Literacy Partnership Evolved:How this Science Driven Literacy Partnership Evolved:

In the beginning , I was drawn into Luisa Cavagna’s captivating circle of science investigator In the beginning , I was drawn into Luisa Cavagna’s captivating circle of science investigator and learners when I noted that a seventh grade class of students working on my Memoir and learners when I noted that a seventh grade class of students working on my Memoir book with Ms. Rodriguez , were also trying to embellish their cell models for Ms. Cavagna. book with Ms. Rodriguez , were also trying to embellish their cell models for Ms. Cavagna. Even when Ms. Rodriguez and I found out that they would not have Ms. Cavagna’s sci-Even when Ms. Rodriguez and I found out that they would not have Ms. Cavagna’s sci-ence class that day because she out at a professional development meeting, her class were ence class that day because she out at a professional development meeting, her class were busily engaged in making their models visually exciting and scientifi cally accurate. I knew an busily engaged in making their models visually exciting and scientifi cally accurate. I knew an educator who could so excite her students about science content was someone I wanted educator who could so excite her students about science content was someone I wanted to serve.to serve.

Captivating Cavagna Literacy and Science, Technology Common Core ConnectionsCaptivating Cavagna Literacy and Science, Technology Common Core Connections

Given my lack of science content expertise, Ms. Cavagna outlined for me her science top-Given my lack of science content expertise, Ms. Cavagna outlined for me her science top-ics for her sixth graders and her seventh grade 718- an ESL class. I took the topics and ics for her sixth graders and her seventh grade 718- an ESL class. I took the topics and set off to fi nd informational texts, mixing key symbols, terms, domain specifi c words and set off to fi nd informational texts, mixing key symbols, terms, domain specifi c words and phrases, visual representations, technical analysis, and multi-step procedures (2012-2013 Com-phrases, visual representations, technical analysis, and multi-step procedures (2012-2013 Com-mon Core Science and Technology Standards Connections) which would also allow students mon Core Science and Technology Standards Connections) which would also allow students to focus on textual evidence citation, elements of a text, meanings of words and phrases to focus on textual evidence citation, elements of a text, meanings of words and phrases as used in a text, sequence of events, point of view, structure, craft, inferences, and as used in a text, sequence of events, point of view, structure, craft, inferences, and analysis (2012-2013 Common Core English Language Arts Standards). First we tried with analysis (2012-2013 Common Core English Language Arts Standards). First we tried with some success using magazine periodical and online informational texts about sharks and some success using magazine periodical and online informational texts about sharks and other Cavagna themed ecosystem topics to get students to develop found poems extract-other Cavagna themed ecosystem topics to get students to develop found poems extract-ing key words or lines from the text. As we were working together on that strategy ing key words or lines from the text. As we were working together on that strategy with some success, I realized that as a poetry lover, I had a potential mine of rich science with some success, I realized that as a poetry lover, I had a potential mine of rich science information content presented in a text structure that would meet the Citywide Instructional information content presented in a text structure that would meet the Citywide Instructional Expectations for 2012-2013 to require students to ground reading, writing, and discussion in Expectations for 2012-2013 to require students to ground reading, writing, and discussion in evidence from text plus afford the 6th and 7th graders the opportunity to respond/to read evidence from text plus afford the 6th and 7th graders the opportunity to respond/to read a combination of literacy and informational texts. I had supported another science con-a combination of literacy and informational texts. I had supported another science con-tent professional with poetry works by Douglas Florian and Haikus. I made a special trip tent professional with poetry works by Douglas Florian and Haikus. I made a special trip to Barnes and Nobles to rediscover Florian’s works to Barnes and Nobles to rediscover Florian’s works and other science/nature/ecostudy rich informational/poetry texts. Then Ms. Cavagna and and other science/nature/ecostudy rich informational/poetry texts. Then Ms. Cavagna and I reviewed the text to use them as tools for infusing into our shared teaching/publishing I reviewed the text to use them as tools for infusing into our shared teaching/publishing project the following Charlotte Danielson Framework for Teaching quality teaching competen-project the following Charlotte Danielson Framework for Teaching quality teaching competen-cies: designing coherent instruction, using questioning and discussion techniques, using as-cies: designing coherent instruction, using questioning and discussion techniques, using as-sessment in instruction. We also discovered that using Ladder foldables/ paper engineering sessment in instruction. We also discovered that using Ladder foldables/ paper engineering in literacy terms for lexicography and comics (storyboards- graphic narratives ) allowed in literacy terms for lexicography and comics (storyboards- graphic narratives ) allowed Ms. Cavagna’s instruction to provide multiple access points and ways of demonstrating Ms. Cavagna’s instruction to provide multiple access points and ways of demonstrating understanding so that she could infuse two components of Grant Wiggins Universal Design understanding so that she could infuse two components of Grant Wiggins Universal Design for Learning (UDL). This allowed the excitement of her science topic grade 6 and 7 studies for Learning (UDL). This allowed the excitement of her science topic grade 6 and 7 studies to access rigorous learning experiences for all students including resource room and ESL/to access rigorous learning experiences for all students including resource room and ESL/newcomer learners. Ms. Cavagna clearly presented and worked with students to help them newcomer learners. Ms. Cavagna clearly presented and worked with students to help them access the summative success of their creative ladders and comics using a literacy and sci-access the summative success of their creative ladders and comics using a literacy and sci-ence content inclusive rubric.ence content inclusive rubric.

Beyond the Cavagna Creative Science ClassroomBeyond the Cavagna Creative Science Classroom

The excitement of the students with Ms. Cavagna’s cosmic comics and creativity inspired The excitement of the students with Ms. Cavagna’s cosmic comics and creativity inspired me to take the Florian poems to two classes she does not serve, Mr. Guardino’s 638 – me to take the Florian poems to two classes she does not serve, Mr. Guardino’s 638 – class of bright competent students new to the United States and its English Language class of bright competent students new to the United States and its English Language instruction and Ms. Helm’s class 618 – another group of bright students new to the United instruction and Ms. Helm’s class 618 – another group of bright students new to the United States and its English Language instruction. The power of Florian’s poetry was potent States and its English Language instruction. The power of Florian’s poetry was potent for both of these classes. It literally served as the Universal Design for Learning infor-for both of these classes. It literally served as the Universal Design for Learning infor-mational and literary text for Danielson questioning and discussion techniques and offering mational and literary text for Danielson questioning and discussion techniques and offering students immediate access to rigorous and authentic learning experiences. The works of students immediate access to rigorous and authentic learning experiences. The works of these newcomer and ESL students- many arrived in October 2011 or after- included in this these newcomer and ESL students- many arrived in October 2011 or after- included in this book testify to the tremendous literacy magic that poetry can evoke-building bridges to book testify to the tremendous literacy magic that poetry can evoke-building bridges to second language fl uency. I thank educators Helms and Guardino for allowing me to include second language fl uency. I thank educators Helms and Guardino for allowing me to include their ESL students work in this collection. Several of these students expressed a love their ESL students work in this collection. Several of these students expressed a love for science and poetry to me. They confi ded that in their native countries they had written for science and poetry to me. They confi ded that in their native countries they had written poetry and/or been excellent students in science. The works of Florian immediately allowed poetry and/or been excellent students in science. The works of Florian immediately allowed them to demonstrate, share and enjoy that competency here at Ditmas IS 62, Brooklyn, them to demonstrate, share and enjoy that competency here at Ditmas IS 62, Brooklyn, NYC.NYC.

To Ms. Cavagna, who allowed her students time in science to rhyme and used poetry and To Ms. Cavagna, who allowed her students time in science to rhyme and used poetry and comic texts to mine the secrets of science, bravo!! comic texts to mine the secrets of science, bravo!!

This book demonstrates formatively how you have affected student scientifi c and literacy This book demonstrates formatively how you have affected student scientifi c and literacy learning.learning.

Chapter 1:Chapter 1:

Hello Haikus and and

Poem Potpourri,Poem Potpourri, Nature Observer Poem PerspectiveNature Observer Poem Perspective

Ms. Cavagna and Dr. Reissman decided to use the Haiku template/format because it so Ms. Cavagna and Dr. Reissman decided to use the Haiku template/format because it so beautifully dovetailed with our shared desire to tap the students’ capacity for: observation, beautifully dovetailed with our shared desire to tap the students’ capacity for: observation, refl ection, selected craft, specifi c domain words, and collaboration. Students were presented refl ection, selected craft, specifi c domain words, and collaboration. Students were presented with anchor poems by recognized Japanese and other international poets ( to offer the with anchor poems by recognized Japanese and other international poets ( to offer the diverse students internal poetry models) to use as anchors for their own ecosystem and diverse students internal poetry models) to use as anchors for their own ecosystem and nature poetry. Depending on the student learning style, talents and in some instances nature poetry. Depending on the student learning style, talents and in some instances current command of written English vocabulary , some students chose to create observa-current command of written English vocabulary , some students chose to create observa-tion art for this section. Some learners composed poems which deviated from the haiku tion art for this section. Some learners composed poems which deviated from the haiku formula, but were “haiku style” inspired.formula, but were “haiku style” inspired.

Have a Haiku read and/or pick a poem from our potpourri.Have a Haiku read and/or pick a poem from our potpourri.

Turtles, TurtlesTurtles, Turtles

Turtles, turtlesRun fast,

Brown and yellowWith squiggly legs.

Turtles, turtlesMove fast on -The bus wheels

They have.

Turtles, turtlesGo fast,

Running to theSunshine.

-Angel Hernandez

Spring is . . . Spring is . . .

Spring is full ofFlowers and farmers

That plow their plants.Spring is the time

When animals come out-From a long winter

Nap they get up seeing-Worn and nice day.

SpringIs the time when we go,To the park to have fun.

-Hassan Mahmoud

Riddle me this. . . Riddle me this. . .

It is black.It is big.

It has four legs.It can be found in shelters.

It is a dog!

-Rosa Javier

My dogMy dog

My dog loves to be in grass.My dog loves to be in grass.He rolls in mud.He rolls in mud.

He gets dirty and bumps in glass.He gets dirty and bumps in glass.I am his bud.I am his bud.

His paws are black like my shoes.His paws are black like my shoes.His fur is as white as snow.His fur is as white as snow.

Although I lose,Although I lose,He’s there for me.He’s there for me.

He makes my day bright,He makes my day bright,Even in the dark.Even in the dark.He makes it light.He makes it light.But he barksBut he barks

A lot!A lot!

-Jasmin Salas-Jasmin Salas

FishFish

The little tinyThe little tinyShiny fi sh swimming.Shiny fi sh swimming.On the ocean blueOn the ocean blueWith its little fi ns.With its little fi ns.Help him swim from Help him swim from

The predators.The predators.

The little tiny shinyThe little tiny shinyFish eating plankton,Fish eating plankton,On the ocean blue.On the ocean blue.Where will the tiny,Where will the tiny,

Shiny fi shShiny fi shGo next forGo next forHis adventure?His adventure?

-Michelle Carpinteyro-Michelle Carpinteyro

Turtle PoemTurtle Poem

Turtles come in different sizes and shapes.Turtles come in different sizes and shapes.They like lying down all day.They like lying down all day.

And when frightened by somethingAnd when frightened by somethingThey hide under their shells.They hide under their shells.

They take about a yearThey take about a yearWalking from one side to another.Walking from one side to another.And instead of having a leash likeAnd instead of having a leash likeDogs, they don’t because they’reDogs, they don’t because they’re

Not dangerous.Not dangerous.Prefer living on land or water Prefer living on land or water Because it’s better and healthierBecause it’s better and healthier

For them.For them.

While capable of having eggsWhile capable of having eggsAnd then letting them growAnd then letting them grow

By themselves,By themselves,The best come in different colorsThe best come in different colors

All over the world and can easily be found.All over the world and can easily be found.

So go ahead andSo go ahead andBuy a turtle because Buy a turtle because It is a good pet,It is a good pet,

Will keep you company,Will keep you company,And doesn’t need much effort on your part.And doesn’t need much effort on your part.

-Jonathan Cazares-Jonathan Cazares

DogsDogs

Spots of brown,Spots of brown,White and black,White and black,

Runs like the wind,Runs like the wind,Big earsBig ears

And smarter And smarter Than others.Than others.

It has many talents,It has many talents,Sniffi ng, but bad Sniffi ng, but bad

Eyesight.Eyesight.

-Luis Guerrero-Luis Guerrero

A whale of a poem- Willy!!A whale of a poem- Willy!!

It’s a bird!It’s a bird!It’s a whale!It’s a whale!

Nope, it’s just Willy!Nope, it’s just Willy!It’s Willy, our loveable It’s Willy, our loveable

And fun whale!And fun whale!He lucked out andHe lucked out and

Got wings!Got wings!And now he’s And now he’s A Flying Willy.A Flying Willy.

He’s our best friendHe’s our best friendHis name is Flying Willy.His name is Flying Willy.

-Donovan Santiago-Donovan Santiago

All Kinds of InsectsAll Kinds of Insects

All kinds ofAll kinds ofInsectsInsects

With differentWith differentColors.Colors.Black,Black,White,White,Blue,Blue,Pink,Pink,Red,Red,PurplePurple

Some insects haveSome insects haveTwo colors or moreTwo colors or more

They all eat allThey all eat allKinds of stuffKinds of stuffThey have cellsThey have cellsJust like us.Just like us.

Some insects areSome insects areAnts, spider, red ants, orAnts, spider, red ants, or

All other kinds atAll other kinds atInsects. Insects.

-Hasseb Cheema-Hasseb Cheema

Shih-Tzu (Flake)Shih-Tzu (Flake)

My short best friend,My short best friend,My hairy little friend,My hairy little friend,My partner forever,My partner forever,My playful buddy.My playful buddy.

You are soft as a pillowYou are soft as a pillowYou are playful as a toyYou are playful as a toy

You are active as a running cheetahYou are active as a running cheetahYou are colorful as a rainbow.You are colorful as a rainbow.

You are like the brotherYou are like the brotherI never had, you areI never had, you areMy friend, you areMy friend, you areMy buddy, you areMy buddy, you are

My partner.My partner.

We are brothers We are brothers Until we R.I.P.Until we R.I.P.

-Kevin Almendarez-Kevin Almendarez

TreesTrees

The trees blossomThe trees blossomBloom in the sunlight.Bloom in the sunlight.Then they grow apple Then they grow apple

And other fruits.And other fruits.

-Tony Young-Tony Young

Riddle this- Can You? Poetry Science Info-QRiddle this- Can You? Poetry Science Info-Q

What kind of creatureWhat kind of creatureHides in a shell?Hides in a shell?

What creature is greenWhat creature is greenAnd can repel?And can repel?

What kinds of creatures What kinds of creatures Are prey to birds that fl yAre prey to birds that fl y

And in theAnd in theWinter probablyWinter probably

Die? Die? A turtle.A turtle.

-Josiah Ponce-Josiah Ponce

Desert- Poetry Posed QuestionDesert- Poetry Posed Question

In the Sonoran DesertIn the Sonoran DesertStands two yellow-orange feet-Stands two yellow-orange feet-

It has black dots,It has black dots,And a blueish-black beak.And a blueish-black beak.

What is it?What is it?

A prairie falcon. A prairie falcon.

-Isaiah Cruz-Isaiah Cruz

It’s a worm!It’s a worm!

It’s sort of a beige color.It’s sort of a beige color.It’s squishy and silky.It’s squishy and silky.It’s little body crawls It’s little body crawls

From the dirt From the dirt To my hand.To my hand.

It’s kind of smooth.It’s kind of smooth.It tickles my hand.It tickles my hand.I make a hole.I make a hole.In the dirt In the dirt

With my other hand.With my other hand.I placed it down in the holeI placed it down in the hole

It crawls away inside the hole.It crawls away inside the hole.

-Denise Melo-Denise Melo

Birds in the skyBirds in the sky

Birds in the sky,Birds in the sky,I see birds in the sky.I see birds in the sky.

They fl y so high,They fl y so high,They are always in the sky.They are always in the sky.

-Rayhanatou Diallo-Rayhanatou Diallo

Nature SnapshotNature Snapshot

Holding the fi shes,Holding the fi shes,Held by the river,Held by the river,With the shiny,With the shiny,

Crystal clear water.Crystal clear water.

Sun set falls onSun set falls onThe balcony, The balcony,

Makes the afternoonMakes the afternoonMore beautiful.More beautiful.

Suddenly,Suddenly,It is raining cats and dogsIt is raining cats and dogs

Like a tornado hittingLike a tornado hittingUs really hard.Us really hard.

-Tahmidur Rahman-Tahmidur Rahman

Two doves= loveTwo doves= love

Two doves bring love.Two doves bring love.Keep one and give the secondKeep one and give the second

To your love.To your love.

Pure white furPure white furIt fl ies and purrsIt fl ies and purrs

Flies to the sky high.Flies to the sky high.

It could make a perfectIt could make a perfectChristmas gift.Christmas gift.

How it fl ies with its wings,How it fl ies with its wings,It fl ies when the tower bell rings.It fl ies when the tower bell rings.

Two doves, one hides.Two doves, one hides.One just ridesOne just rides

Those chicken-like feetThose chicken-like feetThey seem to be not neat.They seem to be not neat.

Those two doves are just birds.Those two doves are just birds.

-Asmaa Gulzar-Asmaa Gulzar

ZebraZebra

I could be gray like a donkeyI could be gray like a donkeyOr brown like my cousin,Or brown like my cousin,

The mule. The mule. But instead I have stripes-But instead I have stripes-

Which my friends likeWhich my friends likeSince they make me feelSince they make me feel

Handsome and cool.Handsome and cool.

-Mahnoor Bibi-Mahnoor Bibi

My BrainMy Brain

In my brain I imagineIn my brain I imagineMyself with a parrot.Myself with a parrot.A parrot that says ,A parrot that says ,

I say.I say.Parrot who followsParrot who follows

Me around andMe around andWho loves me.Who loves me.In my brain I In my brain I

Imagine I actuallyImagine I actuallyHad a parrot.Had a parrot.

-Rahman Hussain-Rahman Hussain

Butterfl yButterfl y

It fl ies with the wind It fl ies with the wind It fl ies his wingsIt fl ies his wings

Black and white dotsBlack and white dotsIt goes on the fl owerIt goes on the fl owerThen it fl ies away.Then it fl ies away.

-Unknown-Unknown

My BunnyMy BunnyIt’s blackIt’s black

It runs aroundIt runs aroundIt licks my handIt licks my hand

Ouch!Ouch!It just bit meIt just bit me

It’s fl uffy and cute!It’s fl uffy and cute!We named it B-RabbitWe named it B-Rabbit

It’s silly…It’s silly…But I love it!But I love it!

-Unknown-Unknown

NatureNature

Nature is the earth’s atmosphere.Nature is the earth’s atmosphere.Nature has trees, plants, and animals.Nature has trees, plants, and animals.Nature changes after each season.Nature changes after each season.

When it’s fall, the leaves on the tree fall.When it’s fall, the leaves on the tree fall.When it’s winter, the water is freezing.When it’s winter, the water is freezing.

When it’s summer, everything starts to fall.When it’s summer, everything starts to fall.When it’s spring, everything comes back.When it’s spring, everything comes back.What are we going to do with spring?What are we going to do with spring?

-Tianah Moses-Tianah Moses

Nature Can Be Beautiful and DangerousNature Can Be Beautiful and Dangerous

Nature is beautifulNature is beautifulThe birds are singing.The birds are singing.The sun is shiningThe sun is shining

All the animals are happy.All the animals are happy.Sometimes it can beSometimes it can be

Dangerous, Dangerous, Like when Like when

People kill poor littlePeople kill poor littleChimpanzees. Chimpanzees. People also People also

Kill other poor animals.Kill other poor animals.


LionLion

The lion is an animalThe lion is an animalThat’s so beautiful,That’s so beautiful,They are my favorite They are my favorite

Animals.Animals.

They are the They are the King of all the animalsKing of all the animals

They are strong They are strong They are famousThey are famousBecause they areBecause they areThe king, as inThe king, as inA popular animal.A popular animal.

-Charles Fils-Barkley-Charles Fils-Barkley

Turtle Swimming Around the FishTurtle Swimming Around the Fish

A turtle, a turtleA turtle, a turtleSwimming aroundSwimming around

The fi sh.The fi sh.He is a brave turtle,He is a brave turtle,He never cowers.He never cowers.

He can walk, walk He can walk, walk But too slowlyBut too slowly

He moves, movesHe moves, movesBut too slowly.But too slowly.

-Omar Altohami-Omar Altohami

I am a MantisI am a Mantis

I am a mantisI am a mantisI am a beautiful animal like a roseI am a beautiful animal like a rose

I like a snake but with my own shape.The color of my skin is green,The color of my skin is green,

Like me.Like me. I work hard I work hard

And am an animal that eats nearby insects.And am an animal that eats nearby insects.


I I


I am a butterfl yI am a butterfl yI don’t ever lie.I don’t ever lie.I tell the truthI tell the truth

The behavior that is so good.The behavior that is so good.

I live in a beautiful cage.I live in a beautiful cage.I am an adult in my age.I am an adult in my age.

Two beautiful wings I have. Two beautiful wings I have. It is much prettier than It is much prettier than A red-shelled crab. A red-shelled crab.

North and south, our long raceNorth and south, our long raceWe always have to mate, by face to face.We always have to mate, by face to face.

-Sumaya-Sumaya

BirdsBirds

Some birds live in trees,Some birds live in trees,Some birds like singing songs,Some birds like singing songs,

Birds are beautiful.Birds are beautiful.Some birds smell,Some birds smell,Some birds fl y.Some birds fl y.

-Rimsha Rani-Rimsha Rani

Sweet Cat Sweet Cat

Cats thinkCats think“East or west“East or west

Cats are the best.” Cats are the best.”Cats are cute,Cats are cute,Cats are sweet.Cats are sweet.

They have soft skin.They have soft skin.They have different They have different

Colored eyes.Colored eyes.They mostly likeThey mostly likeTo eat meat.To eat meat.

-Noor Fatima Amjad-Noor Fatima Amjad

Legs MarchingLegs Marching

Eight legs, six legs marchingEight legs, six legs marchingBy one.By one.

Dangerous and harmless Dangerous and harmlessHaving their fun.Having their fun.

Venom VenomThat stings can also That stings can also

Poison you.Poison you.

Bright lights, giving treesBright lights, giving treesNothing that can bite can hurtNothing that can bite can hurt

More than light.More than light.

-Julian Dardar-Julian Dardar

The Beautiful LionThe Beautiful Lion

The sun is brightThe sun is brightThe grass is green.The grass is green.

The zoo is quiet becauseThe zoo is quiet becauseThe lions are sleeping.The lions are sleeping.

Can someone pleaseCan someone pleaseWake up the lions?Wake up the lions?

-Woodiana Rinvil-Woodiana Rinvil


Flap, fl ap goes my wingsFlap, fl ap goes my wingsI am always out in the springI am always out in the springLooking for fl owers for meLooking for fl owers for me

I spread pollen everywhere I go--I spread pollen everywhere I go--From city to cityFrom city to cityThat’s how I roll.That’s how I roll.

-Mia Carter-Mia Carter

BettaBetta

My little, little fi shMy little, little fi shIt doesn’t have a leash.It doesn’t have a leash.He is red and blueHe is red and blueYou can’t regretYou can’t regretAnd trust me, that little fi sh has guts.And trust me, that little fi sh has guts.When you try to feed him, he’ll try to biteWhen you try to feed him, he’ll try to biteHe is a really cocky fi sh, he fi ghts a lot!He is a really cocky fi sh, he fi ghts a lot!One day he got sick, because he got ichOne day he got sick, because he got ichIch is a parasite that’s really annoying.Ich is a parasite that’s really annoying.

That little thing thinks he is bigThat little thing thinks he is bigBut then if you think again, But then if you think again, He needs a host to survive.He needs a host to survive.I knew the symptoms so I looked at my fi shI knew the symptoms so I looked at my fi shIt wasn’t eating well, it had white spotsIt wasn’t eating well, it had white spotsSo I thought I should get some remedySo I thought I should get some remedyThen, I gave him some, I waited, I waited, I waited.Then, I gave him some, I waited, I waited, I waited.Next day I fed him, he was eating well.Next day I fed him, he was eating well.After a week he was jumping againAfter a week he was jumping againThat went on for two years, until nowThat went on for two years, until nowHe is still alive!He is still alive!

Nature Nature

Every day I wake up,Every day I wake up, All I see All I see Shining on my window is a shinyShining on my window is a shinyBright star that makes me wake Bright star that makes me wake Up.Up. While I wake up, While I wake up, I smell the fresh air,I smell the fresh air,I hear birdsI hear birdsSinging lovely songs, Singing lovely songs, See fl owers See fl owersSmelling lovely while restingSmelling lovely while restingTheir feet on the dirt,Their feet on the dirt, At night the dark takes over. At night the dark takes over.All I see are shiny eyes All I see are shiny eyes On the sky, watching usOn the sky, watching usTomorrow is a new beginning.Tomorrow is a new beginning.


CheetahsCheetahs

The best Is in the West

It also wears a vestSometimes I get upset

The cheetah is so fastIt runs 70 miles per hour

Don’t believe it?Research it.

I think this is impossibleBut I can see it in my mind

That it really doesGo as fast as people

Say they do.

-Hasnain Iftikhar

Summer ShineSummer Shine

In summer,The sunlight is

Shining on the cat,The dog

And the spider web.

-Rosa Javier

Roses Roses

My little roseVery quickly arose

It gave meNo worries Or woes.It grows

And grows.

-Juwairiyyah Tariq

LionLion

Lion hairy and very scaryLion hairy and very scaryLike to play, but also likes to eat its preyLike to play, but also likes to eat its prey

It’s as quick as a mouse but it won’t.It’s as quick as a mouse but it won’t.Follow you to your house.Follow you to your house.

It’s on top of the food chain and has no shame.It’s on top of the food chain and has no shame.It’s the all mighty lion!It’s the all mighty lion!


My birthdayMy birthday

This is for my momThis is for my momRoses are redRoses are redViolets are blueViolets are blue

You are so prettyYou are so prettyYou make fl owers bloomYou make fl owers bloomI love to see you whenI love to see you whenYou are happy because You are happy because You make me happyYou make me happy

Too!Too!

-Michael Ronda-Michael Ronda

Monkey Monkey

Hi, I am a living thing.Hi, I am a living thing.I jump around the tree,I jump around the tree,

I live in a forest.I live in a forest.I can’t speak,I can’t speak,

But I can make a sound.But I can make a sound.The sound I make is The sound I make is

“Koue Koue“Koue KoueKoue Koue.”Koue Koue.”Who am I?Who am I?

I am a monkey.I am a monkey.“Koue Koue“Koue KoueKoue Koue.”Koue Koue.”

-Noushin Sharmin-Noushin Sharmin

CheetahsCheetahs

The best Is in the WestIt also wears a vestSometimes I get upset

The cheetah is so fastIt runs 70 miles per hourDon’t believe it?Research it.

I think this is impossibleBut I can see it in my mindThat it really doesGo as fast as peopleSay they do.

-Hasnain Iftikhar

Summer ShineSummer Shine

In summer,The sunlight isShining on the cat,The dog And the spider web.

-Rosa Javier

Chapter 2:

Laddering Informational Science ConceptsScience Concepts

Cavagna’s Ladder Book LexicographyCavagna’s Ladder Book LexicographyMs. Cavanga with Dr. Reissman’s support focused on infusing language and specifi c domain Ms. Cavanga with Dr. Reissman’s support focused on infusing language and specifi c domain vocabulary plus research using multiple texts including graphics into fostering ELA and Sci-vocabulary plus research using multiple texts including graphics into fostering ELA and Sci-ence informational/literary text comprehension and writing. Use of the foldable ladder orga-ence informational/literary text comprehension and writing. Use of the foldable ladder orga-nizer concretely engaged learners from her seventh grade ESL class in integrating vocabu-nizer concretely engaged learners from her seventh grade ESL class in integrating vocabu-lary, organizational and collaborative learning competencies through developing personalized lary, organizational and collaborative learning competencies through developing personalized visually evocative products.visually evocative products.

For this task students were asked to combine science content with literacy skills. For For this task students were asked to combine science content with literacy skills. For this task students chose a key vocabulary term and were asked to write the vocabu-this task students chose a key vocabulary term and were asked to write the vocabu-lary term and a defi nition of that term in their own words. Students were also asked lary term and a defi nition of that term in their own words. Students were also asked to draw a picture or diagram relating to that term and to write a sentence or joke that to draw a picture or diagram relating to that term and to write a sentence or joke that highlights the meaning of that word. Ultimately, this reinforced science content while also highlights the meaning of that word. Ultimately, this reinforced science content while also fortifying their English language skills.fortifying their English language skills.

Ms. Cavagna focused her ESL Learners on a formative Rubric assessment which helped Ms. Cavagna focused her ESL Learners on a formative Rubric assessment which helped them assume ownership for their end product. She provided a summative rubric rating for them assume ownership for their end product. She provided a summative rubric rating for various products not published here.various products not published here.

Student RubricStudent RubricYou will be graded based on a rubric that will evaluate your creativity, your neatness, your You will be graded based on a rubric that will evaluate your creativity, your neatness, your writing quality, and the factuality/accuracy of your ladder book. writing quality, and the factuality/accuracy of your ladder book.

• A score of a 4 will have:• A score of a 4 will have: o Creativity & Completion—A great design that includes all of the required components o Creativity & Completion—A great design that includes all of the required components o Neatness—A neat and presentable fi nal product free of stray marks and tears in o Neatness—A neat and presentable fi nal product free of stray marks and tears in the paper the paper o Writing Quality—No more than one grammatical error or spelling error o Writing Quality—No more than one grammatical error or spelling error o Factuality/Accuracy—Contains no errors in content. o Factuality/Accuracy—Contains no errors in content.• A score of a 3 will have:• A score of a 3 will have: o Creativity & Completion—A good design but it may be missing one of the required o Creativity & Completion—A good design but it may be missing one of the required components components o Neatness—A few stray marks, but overall neat product o Neatness—A few stray marks, but overall neat product o Writing Quality—Fewer than 3 grammatical or spelling errors o Writing Quality—Fewer than 3 grammatical or spelling errors o Factuality/Accuracy—Contains 1 error in content o Factuality/Accuracy—Contains 1 error in content• A score of a 2 will have:• A score of a 2 will have: o Creativity & Completion—A below average design that is missing more than one of o Creativity & Completion—A below average design that is missing more than one of the required components the required components o Neatness—Several stray marks which negatively impacts the quality of the product o Neatness—Several stray marks which negatively impacts the quality of the product o Writing Quality—Fewer than 6 grammatical or spelling errors o Writing Quality—Fewer than 6 grammatical or spelling errors o Factuality/Accuracy—Contains fewer than 2 errors in content o Factuality/Accuracy—Contains fewer than 2 errors in content• A score of a 1 will have:• A score of a 1 will have: o Creativity & Completion—An unacceptable design that is missing more than one of o Creativity & Completion—An unacceptable design that is missing more than one of the required components the required components o Neatness—Messy fi nal product that is unsuitable for submission o Neatness—Messy fi nal product that is unsuitable for submission o Writing Quality—More than 6 grammatical or spelling errors o Writing Quality—More than 6 grammatical or spelling errors o Factuality/Accuracy—Factually inaccurate submission o Factuality/Accuracy—Factually inaccurate submission


Cavagna’s Cosmic Cavagna’s Cosmic AdventuresAdventures

The use of storyboards- a graphic organizer with sequencing, explanatory text , proce-The use of storyboards- a graphic organizer with sequencing, explanatory text , proce-dural narrative, and presentation of alternative claims/evidence possibilities nicely dovetailed dural narrative, and presentation of alternative claims/evidence possibilities nicely dovetailed with Common Core 2012-2013 Science and ELA expectations. Specifi cally the use of what with Common Core 2012-2013 Science and ELA expectations. Specifi cally the use of what Ms. Cavagna called captivating comics and Dr. Reissman references in terms of literacy as Ms. Cavagna called captivating comics and Dr. Reissman references in terms of literacy as storyboard /graphic narrative sequencing allowed students to use this graphic art- seemingly storyboard /graphic narrative sequencing allowed students to use this graphic art- seemingly “easy” and “fun” organizer to address many of the 2012-2013 Common Core Science Academic “easy” and “fun” organizer to address many of the 2012-2013 Common Core Science Academic Purposes. Among these are: summarize complex concepts, process information, address Purposes. Among these are: summarize complex concepts, process information, address a question or solve a problem, corroborate conclusions with other sources of information. a question or solve a problem, corroborate conclusions with other sources of information. It is important to note that this activity as demonstrated by one of the featured comics It is important to note that this activity as demonstrated by one of the featured comics can be integrated with technology instruction. Special thanks to Mr. Carideo- technology can be integrated with technology instruction. Special thanks to Mr. Carideo- technology instructor, who supported the graphic comic done in our room 102 Lab as part of his class instructor, who supported the graphic comic done in our room 102 Lab as part of his class integrating literacy, technology, and science content.integrating literacy, technology, and science content.

Cavagna’s Cosmic ComicsCavagna’s Cosmic Comics

For this task students were asked to create comic strips relating to fundamental science For this task students were asked to create comic strips relating to fundamental science concepts. In doing so, students were asked to highlight the meaning of the term in a fun concepts. In doing so, students were asked to highlight the meaning of the term in a fun and creative way. The ultimate goal was to have individuals look at the comic and be able and creative way. The ultimate goal was to have individuals look at the comic and be able to learn a science concept for themselves. Having students create comic strips forced stu-to learn a science concept for themselves. Having students create comic strips forced stu-dents to illustrate topics and explain them in writing, which once again strengthened science dents to illustrate topics and explain them in writing, which once again strengthened science concepts and literacy skills while also allowing students to be creative. Many students col-concepts and literacy skills while also allowing students to be creative. Many students col-laborated doing both this and the previous ladder activity which fostered for the broad range laborated doing both this and the previous ladder activity which fostered for the broad range of students (including ESL and resource room learners) the critical academic and personal of students (including ESL and resource room learners) the critical academic and personal behaviors necessary for college readiness including: work habits, organization, communica-behaviors necessary for college readiness including: work habits, organization, communica-tion, collaboration, and self regulation. Most importantly these “fun” comics enhanced stu-tion, collaboration, and self regulation. Most importantly these “fun” comics enhanced stu-dent skills in tasks that were contextualized and assessed by students who owned them.dent skills in tasks that were contextualized and assessed by students who owned them.

Ms. Cavagna focused student learning using her own rubric. She encouraged students to Ms. Cavagna focused student learning using her own rubric. She encouraged students to reference the rubric as they developed their comics and offered them a formative rubric rat-reference the rubric as they developed their comics and offered them a formative rubric rat-ing which is not published here.ing which is not published here.

Student Rubric:Student Rubric:You will be graded based on a rubric that will evaluate your creativity, your neatness, your You will be graded based on a rubric that will evaluate your creativity, your neatness, your writing quality, and the factuality/accuracy of your comic strip, poem, or short story. writing quality, and the factuality/accuracy of your comic strip, poem, or short story.

• A score of a 4 will have:• A score of a 4 will have: o Creativity & Completion—A great design that includes all of the required components o Creativity & Completion—A great design that includes all of the required components o Neatness—A neat and presentable fi nal product free of stray marks and tears in o Neatness—A neat and presentable fi nal product free of stray marks and tears in the paper the paper o Writing Quality—No more than one grammatical error or spelling error o Writing Quality—No more than one grammatical error or spelling error o Factuality/Accuracy—Contains no errors in content. o Factuality/Accuracy—Contains no errors in content.• A score of a 3 will have:• A score of a 3 will have: o Creativity & Completion—A good design but it may be missing one of the required o Creativity & Completion—A good design but it may be missing one of the required components components o Neatness—A few stray marks, but overall neat product o Neatness—A few stray marks, but overall neat product o Writing Quality—Fewer than 3 grammatical or spelling errors o Writing Quality—Fewer than 3 grammatical or spelling errors o Factuality/Accuracy—Contains 1 error in content o Factuality/Accuracy—Contains 1 error in content

• A score of a 2 will have:• A score of a 2 will have: o Creativity & Completion—A below average design that is missing more than one of o Creativity & Completion—A below average design that is missing more than one of the required components the required components o Neatness—Several stray marks which negatively impacts the quality of the product o Neatness—Several stray marks which negatively impacts the quality of the product o Writing Quality—Fewer than 6 grammatical or spelling errors o Writing Quality—Fewer than 6 grammatical or spelling errors o Factuality/Accuracy—Contains fewer than 2 errors in content o Factuality/Accuracy—Contains fewer than 2 errors in content• A score of a 1 will have:• A score of a 1 will have: o Creativity & Completion—An unacceptable design that is missing more than one of o Creativity & Completion—An unacceptable design that is missing more than one of the required components the required components o Neatness—Messy fi nal product that is unsuitable for submission o Neatness—Messy fi nal product that is unsuitable for submission o Writing Quality—More than 6 grammatical or spelling errors o Writing Quality—More than 6 grammatical or spelling errors o Factuality/Accuracy—Factually inaccurate submission o Factuality/Accuracy—Factually inaccurate submission


Dichotomous Dichotomous KeysKeys

Explanation by Ms. Luisa CavagnaExplanation by Ms. Luisa Cavagna

Students from 718 were asked to make dichotomous keys in conjunction with their Students from 718 were asked to make dichotomous keys in conjunction with their unit on the classifi cation of living organisms. A dichotomous key is a series of yes or no unit on the classifi cation of living organisms. A dichotomous key is a series of yes or no questions that help to identify that organism. First, students were asked to create several questions that help to identify that organism. First, students were asked to create several fi ctional alien species. Next, students were asked to identify the traits of their alien species fi ctional alien species. Next, students were asked to identify the traits of their alien species and to create trait charts. Lastly, students used those trait charts to create their dichoto-and to create trait charts. Lastly, students used those trait charts to create their dichoto-mous keys. Some students then opted to write poems or short stories inspired by their mous keys. Some students then opted to write poems or short stories inspired by their fi ctional alien species, thereby incorporating science content with creative writing.fi ctional alien species, thereby incorporating science content with creative writing. This stimulating and contagiously engaging task developed by the innovative Ms. This stimulating and contagiously engaging task developed by the innovative Ms. Cavagna nicely connects the science fi ction reading genre with science facts, procedures and Cavagna nicely connects the science fi ction reading genre with science facts, procedures and methods. Specifi cally this task developed by Ms. Cavagna addresses 2012-2013 Common Core methods. Specifi cally this task developed by Ms. Cavagna addresses 2012-2013 Common Core Science Content mandated content as follows: visual representations, domain specifi c words, Science Content mandated content as follows: visual representations, domain specifi c words, complex multistep procedure, text structures, hierarchies, use of graphic organizer charts, complex multistep procedure, text structures, hierarchies, use of graphic organizer charts, and qualitative analysis.and qualitative analysis.

Chapter 5:

Florian Flourish, Exploring “Florian” Exploring “Florian”

Poetry Books in Verse-Poetry Books in Verse-

Explanation by Ms. Luisa CavagnaExplanation by Ms. Luisa Cavagna

As students explored the science concepts relating to ecology, students were inspired As students explored the science concepts relating to ecology, students were inspired by Douglas Florian’s poetry to create their own poems about nature and living things. Stu-by Douglas Florian’s poetry to create their own poems about nature and living things. Stu-dents were inspired by Douglas Florian’s juxtaposition of science facts with science fi ction dents were inspired by Douglas Florian’s juxtaposition of science facts with science fi ction and used that template as a basis for their own writing. While making their own poems, and used that template as a basis for their own writing. While making their own poems, students were encouraged to improve their observation skills. Considering the fi ve senses students were encouraged to improve their observation skills. Considering the fi ve senses of sight, smell, touch, taste and sound, students then combined their observations, scientifi c of sight, smell, touch, taste and sound, students then combined their observations, scientifi c facts and creativity to develop their own poems about nature and living things.facts and creativity to develop their own poems about nature and living things.

Five Senses PoemsFive Senses Poems

Turtle, turtleTurtle, turtleHard shellHard shell

Can you see its headCan you see its headSticking outSticking outTurtle, turtleTurtle, turtle

How do you do?How do you do?A buddyA buddy

Just for you.Just for you.

-Terrence Fernandez-Terrence Fernandez

Box turtleBox turtle

No fearNo fear I’ve come to save you I’ve come to save you You’ll be safe now You’ll be safe now And no… And no…

I won’t make youI won’t make you Into turtle soup. Into turtle soup. I’ll prove to you I’ll prove to you I’m not so bad. I’m not so bad.

I’ll even give youI’ll even give you A turtle to breed with. A turtle to breed with.

-Bushra Abdulla-Bushra Abdulla


The wheels on the turtleThe wheels on the turtleGo round and round.Go round and round.The turtle is walkingThe turtle is walking

On the street, on the street.On the street, on the street.

The turtle has squiggly linesThe turtle has squiggly linesSquiggly lines all over his body.Squiggly lines all over his body.

The turtle is yellow and brownThe turtle is yellow and brownYellow and brownYellow and brown

Walking on the sunset.Walking on the sunset.

The turtle on the streetThe turtle on the streetHas a shell shaped like a Has a shell shaped like a

Box, like a box.Box, like a box.

-Unknown-Unknown

Give me a T… tGive me a T… tGive me a U… uGive me a U… uGive me an R… rGive me an R… rGive me a T… t Give me a T… t Give me an L… lGive me an L… lGive me an E… eGive me an E… e

Now give me a B…bNow give me a B…bGive me an O… oGive me an O… oGive me an X….xGive me an X….x

What does it spell?What does it spell?Turtle BoxTurtle Box



Is there a turtle in a box?Is there a turtle in a box?Or is it just the name?Or is it just the name?

Green, friendly my nice pet.Green, friendly my nice pet.He is so nice.He is so nice.Always quiet.Always quiet.

I thought he was sad,I thought he was sad,Because he can’t go outside,Because he can’t go outside,

So, I let him free into the wildSo, I let him free into the wildNever know where he is.Never know where he is.

Box in a turtle or turtle in a box?Box in a turtle or turtle in a box?Don’t know, what?Don’t know, what?But I love my petBut I love my petGreen and niceGreen and niceGentle and calmGentle and calm

I miss him.I miss him.I don’t know,I don’t know,

Is he thinking of me? Is he thinking of me?

-Tahmidur Rahman-Tahmidur Rahman

Boxed TurtlesBoxed Turtles

They’re like carsThey’re like carsWith wheelsWith wheels

That drive aroundThat drive aroundThe road.The road.

They’re boxed turtles.They’re boxed turtles.They drive into my heartThey drive into my heart

They’re sweet, small turtles.They’re sweet, small turtles.

-Michael Ronda-Michael Ronda

TriumphantTriumphantUnderstandingUnderstandingReasonableReasonable

Treasure of a friendTreasure of a friendLikeable Likeable EducatedEducated

-Zion Vialva-Zion Vialva

Here’s a BoxHere’s a BoxHere’s a box.Here’s a box.

He lives in his shell.He lives in his shell.He loves it when I He loves it when I Bring him treats.Bring him treats.

He climbs on the rock.He climbs on the rock.He likes his home.He likes his home.

He knows how to play dead.He knows how to play dead.Very well.Very well.

In fact, he sometimesIn fact, he sometimesPokes his head out,Pokes his head out,

When he wants to playWhen he wants to playAnd eat.And eat.

He pulls it back He pulls it back When he wantsWhen he wants

To sleep.To sleep.


T- TurtlesT- TurtlesU- Underwater swim, eat and liveU- Underwater swim, eat and liveR- Right where you want themR- Right where you want themT- Take about a year to walkT- Take about a year to walkL- Live in water and on landL- Live in water and on landE- Eat what they fi nd or are givenE- Eat what they fi nd or are given

S- Swim only with other species underwaterS- Swim only with other species underwaterH- Have the color green and brown in their H- Have the color green and brown in their bodiesbodiesE- Eat, swim and walk in order to liveE- Eat, swim and walk in order to liveL- Look large when seen but indeed are smallL- Look large when seen but indeed are smallL- Look, groves on their bodiesL- Look, groves on their bodies

S- Survive in air and in water.S- Survive in air and in water.H- Have prey looking to eat themH- Have prey looking to eat themO- Overlap but can’t as well as other thingsO- Overlap but can’t as well as other thingsC- Can be considered as petsC- Can be considered as petsK- Known who or what is surroundingK- Known who or what is surrounding

-Jonathan Cazares-Jonathan Cazares

Box TurtleBox Turtle

What’s your name, little turtle?What’s your name, little turtle?Maybe it’s “box.”Maybe it’s “box.”

That’s what it says on your shell.That’s what it says on your shell.Why do you wheel?Why do you wheel?

Why are your colors like a bus?Why are your colors like a bus?You look like a bus.You look like a bus.

You’re walking so slowlyYou’re walking so slowlyIt’s so hot outsideIt’s so hot outsideYou’re walking outYou’re walking out

Come backCome backTurtle namedTurtle named

“Box.”“Box.”He comes back now.He comes back now.

-Haseeb Cheema-Haseeb Cheema

Turtle –Orange StripedTurtle –Orange Striped

There’s an orange striped turtleThere’s an orange striped turtleIt’s driving on wheelsIt’s driving on wheels

On the bottom of its shellOn the bottom of its shellIt’s probably fastIt’s probably fast

It may crashIt may crashIt is also yellow as the sun.It is also yellow as the sun.

Has stripes like a tigerHas stripes like a tigerIt’s probably shipping,It’s probably shipping,Boxes on the road.Boxes on the road.

It probably It probably Weighs a ton.Weighs a ton.

-Isaiah Cruz-Isaiah Cruz

Little TurtleLittle Turtle

I live in a worldI live in a worldWhere people love turtles,Where people love turtles,

Adopt turtles.Adopt turtles.Where people also abandonWhere people also abandon

Turtles.Turtles.I live in a world whereI live in a world where

Turtles areTurtles areGreen.Green.

-Rahman Hussain-Rahman Hussain

YellowYellow

I am yellow.I am yellow.I have a yellow shell.I have a yellow shell.

There’s the word box carved.There’s the word box carved.On my shell.On my shell.

I’m not the sun.I’m not the sun.It’s hitting me.It’s hitting me.

I am near a desert.I am near a desert.I left a box.I left a box.

The wheels on the The wheels on the Turtle bus go.Turtle bus go.

Round and roundRound and roundAll the way to theAll the way to the

Desert.Desert.

-Unknown-Unknown

Little Box TurtleLittle Box Turtle

I’m having so much fun.I’m having so much fun.But it is going to be,But it is going to be,

Sun down .Sun down .I have manyI have manyBaskets.Baskets.

Then walking on the Then walking on the Back street.Back street.

Many turtles have Many turtles have Stripes.Stripes.

The yellow sky The yellow sky Represents happiness.Represents happiness.Then the car has tiresThen the car has tires

And it goes And it goes Round and round.Round and round.

My turtle is brown and yellowMy turtle is brown and yellowThere is a boxThere is a box

In front of it nowIn front of it nowMy day is over.My day is over.

-Tianah Moses-Tianah Moses

TurtleTurtle

Feet as wheelsFeet as wheelsGo round and roundGo round and round

With stripes,With stripes,But no tail.But no tail.

-Mahnoor Bibi-Mahnoor Bibi

My Turtle BoxMy Turtle Box

My turtle box My turtle box Is smaller than a fox, word!Is smaller than a fox, word!

Turtle moves slowly as waves Turtle moves slowly as waves In a glass of water.In a glass of water.

Dear turtle box, you are as smartDear turtle box, you are as smartAs a fox.As a fox.

-Akilah Vincent-Akilah Vincent

TurtlesTurtles

Turtles walk reallyTurtles walk reallySlow, really slow-Slow, really slow-Really slow, reallyReally slow, really

Slow. Slow. Turtles walkTurtles walkReally slow.Really slow.

It might take two It might take two Minutes for it toMinutes for it toGet a quarter andGet a quarter and

A half near the ocean.A half near the ocean.The turtles are in danger.The turtles are in danger.They are getting turned They are getting turned

Into turtle soup.Into turtle soup.So let’s help-So let’s help-

The poor turtles.The poor turtles.


No SocksNo Socks

My turtle box hasMy turtle box hasNo socks. No socks.

Sometimes, I pullSometimes, I pullIt’s not very cool.It’s not very cool.But going downBut going downFrom the hill,From the hill,

It’s running fastIt’s running fastBecause of the wheel.Because of the wheel.

I always tell himI always tell himDon’t be shy,Don’t be shy,Please, fl y!Please, fl y!

-Leonid Romanov-Leonid Romanov

TurtleTurtle

I’m a turtleI’m a turtleWith small eyes,With small eyes,Legs and feet.Legs and feet.Also I go slow.Also I go slow.

I’m a turtle I’m a turtle Trying to goTrying to go

Home.Home.But takes me daysBut takes me days

And nights.And nights.

The hot sun is my life,The hot sun is my life,How many nights I sleepHow many nights I sleepThe way my life goes,The way my life goes,

It’s like the waves of the sea.It’s like the waves of the sea.

-Erika Tlatelpa-Erika Tlatelpa

Turtle BoxTurtle Box

I have a turtle that saw boxI have a turtle that saw boxIt totally rocks.It totally rocks.

It’s shooting a fi lmIt’s shooting a fi lmThat it explains the fi lm tape.That it explains the fi lm tape.I wonder if it eats grapes.I wonder if it eats grapes.

I love my turtle boxI love my turtle boxBecause I don’t have to cry.Because I don’t have to cry.

It never dies!It never dies!

I think it’s on the roadI think it’s on the roadTo carry my loadTo carry my load

I’m moving, that’s why I’m moving, that’s why Bye bye , old house.Bye bye , old house.

The turtle is brown.The turtle is brown.I think it’s sliding down.I think it’s sliding down.

It’s the star of the show.It’s the star of the show.That’s why he’s the only one,That’s why he’s the only one,

In the rowIn the rowAnd plus, it’s slow.And plus, it’s slow.

-Asmaa Gulzar-Asmaa Gulzar

DolphinsDolphins

Dolphins swimming in the seaDolphins swimming in the seaSearching for a home to live inSearching for a home to live in

Searching for yummy, delicious fi sh Searching for yummy, delicious fi sh To eat.To eat.

A home where they could liveA home where they could liveIn peaceful ocean water In peaceful ocean water Taking care of theirTaking care of their

Beautiful babiesBeautiful babiesSearching for a home-Searching for a home-

A home to live in,A home to live in,To rest in,To rest in,To live in,To live in,To eat in,To eat in,A home.A home.


A Beetle BugA Beetle Bug

I know a beetleI know a beetleWho lives in dirty water.Who lives in dirty water.Her skin is so sticky.Her skin is so sticky.

When she comes to my houseWhen she comes to my houseAnd I am eating my foodAnd I am eating my foodShe says, “Please give me She says, “Please give me

A little piece, I am very hungry.”A little piece, I am very hungry.”I say to her: “First, take a shower.I say to her: “First, take a shower.

You are a dirty bug.”You are a dirty bug.”She came to my house againShe came to my house again

And she said to me, “I took a shower,And she said to me, “I took a shower,Can I please eat?Can I please eat?Then I said, “Yes”Then I said, “Yes”

Now we are good friends.Now we are good friends.

-Ayesha Amjad-Ayesha Amjad

Turtle!Turtle!

The turtle that is so calledThe turtle that is so calledA box, has wheels,A box, has wheels,

Just like me! Just like me! It has a word that saysIt has a word that says

“Box.” “Box.” It is huge but itIt is huge but itMoves slowly. Moves slowly.

It is brown with light brownIt is brown with light brownSpots.Spots.

It goes round and round. It goes round and round.Darlyn AriasDarlyn Arias

Brown Turtle,Brown Turtle,The turtle is brown.The turtle is brown.

It is very big.It is very big.The turtle’s shell is soft.The turtle’s shell is soft.

The turtle’s skin is smooth.The turtle’s skin is smooth.

-Takhmina Usmonova-Takhmina Usmonova


They are like a million boxesThey are like a million boxesSome are empty.Some are empty.Some are full.Some are full.

But there are only some boxes But there are only some boxes With something green inside.With something green inside.Something green with a shell,Something green with a shell,Something green with a shell Something green with a shell

Inside a box.Inside a box.And that something is And that something is

A turtle,A turtle,A box turtle.A box turtle.

-Bashir Zakar-Bashir Zakar

The Box TurtleThe Box Turtle

The turtle that is swimmingThe turtle that is swimmingIn the pool,In the pool,

He’s acting like a fool.He’s acting like a fool.It’s so beautiful.It’s so beautiful.

He’s looking at me He’s looking at me With one eyes,With one eyes,

He makes me dance.He makes me dance.



I am a box turtleI am a box turtleThat lives in a boxThat lives in a boxSwims in water.Swims in water.

Color is greenColor is greenI have a green shellI have a green shellThe shell is hard.The shell is hard.I can hide in a shell.I can hide in a shell.

Box turtle, Box turtle, Box turtle. Box turtle.

-Irfan Khan-Irfan Khan

Turtle Eye to EyeTurtle Eye to Eye

I looked at the turtle,I looked at the turtle,It looked at me.It looked at me.

It was scared moreIt was scared moreAnd more,And more,

It tried to leave soon.It tried to leave soon.I jumped and touchedI jumped and touched

The turtle. The turtle. Put my hand on Put my hand on

Its shell.Its shell.The turtle triedThe turtle triedTo bite me.To bite me.

I moved my fi ngerI moved my fi ngerQuickly.Quickly.

-Nozima Eshonova-Nozima Eshonova

FrogFrog

The frog is veryThe frog is veryUgly sometimes.Ugly sometimes.I like the frog,I like the frog,

Its eyes are orange.Its eyes are orange.The frog is jumpingThe frog is jumpingOn Ocean Parkway.On Ocean Parkway.The frog is very big.The frog is very big.

-Furkat Mahmudov-Furkat Mahmudov

Bee Nicknamed FleeBee Nicknamed Flee

My name is bee.My name is bee.My friends named me Flee.My friends named me Flee.I like to go to the park.I like to go to the park.

I like to playI like to playIn the dark.In the dark.I like to fl yI like to fl yIn the sky.In the sky.I fl y high.I fl y high.

-Zainab Qaiser-Zainab Qaiser

Three Green FrogsThree Green Frogs

Three green frogsThree green frogsSat on a log.Sat on a log.Eating delicious bugs,Eating delicious bugs,Yum yum,Yum yum,One jumped into the pool,One jumped into the pool,Where it was nice and cool,Where it was nice and cool,Then there wereThen there wereTwo green frogs.Two green frogs.Glub glub.Glub glub.

-Irfan Khan-Irfan Khan

Frog’s ProblemFrog’s Problem

If I were one of those frogs I would say:If I were one of those frogs I would say:

I want to get out from this coffee cup, I want to go and be a real frog. I want to learn I want to get out from this coffee cup, I want to go and be a real frog. I want to learn science from Ms. Cavagna. science from Ms. Cavagna.

But I have a problem, which is that I am green. I have sticky feet, I am too small and I But I have a problem, which is that I am green. I have sticky feet, I am too small and I can’t talk. If I were to attend Ditmas then I could learn English from the students of 718. I can’t talk. If I were to attend Ditmas then I could learn English from the students of 718. I would speak well. Then, I want to learn about animals and about me. I need to know why would speak well. Then, I want to learn about animals and about me. I need to know why my feet are sticky, and my eyes are bigger than my feet. I think they will teach me that. my feet are sticky, and my eyes are bigger than my feet. I think they will teach me that. Right, boys and girls? Right, boys and girls?

Oh, I forgot something. What about my friends? You students will teach my friends too, Oh, I forgot something. What about my friends? You students will teach my friends too, right?right?

-Marjona Abdurafi kova-Marjona Abdurafi kova

Turtles Have WheelsTurtles Have Wheels

I see the turtleI see the turtleHe’s got a wheel.He’s got a wheel.He looks like a car.He looks like a car.In the bottom of himIn the bottom of himShell there is a wheelShell there is a wheelOn it.On it.He walks slowly.He walks slowly.It’s too beautiful.It’s too beautiful.

-Sharjeel Bhatti-Sharjeel Bhatti

The Box TurtleThe Box Turtle

The box turtleThe box turtleHas four wheels.Has four wheels.He is so big.He is so big.He has a big houseHe has a big houseCalled a box house.Called a box house.He lives in the house.He lives in the house.He has a swimming poolHe has a swimming poolNext to his house.Next to his house.He swims in the houseHe swims in the houseAnd eats the frogs And eats the frogs And insects.And insects.The box turtleThe box turtleEnjoys them a lot.Enjoys them a lot.

-Arafat Hossen-Arafat Hossen

TurtleTurtle

Turtles are my best friendsTurtles are my best friendsThey live in rivers and eat fi sh They live in rivers and eat fi sh I like they have plates,I like they have plates,They are strong like wood.They are strong like wood.

Turtles are my best friendsTurtles are my best friendsI like to give them fi sh.I like to give them fi sh.I feel so happy when I I feel so happy when I Do that.Do that.It is my best timeIt is my best timeTo spend with turtlesTo spend with turtles

-Nashrin Aktar-Nashrin Aktar

In this poem like how sharks bark and how they can’t fear the other fi sh. I also like his In this poem like how sharks bark and how they can’t fear the other fi sh. I also like his picture about the sharks. It looks cool. I would ask him how he drew that picture. How do picture about the sharks. It looks cool. I would ask him how he drew that picture. How do you know all about sharks and that’s mostly it.you know all about sharks and that’s mostly it.

-Haseeb Cheema -Haseeb Cheema

Frog in a Hot Cup Frog in a Hot Cup

Frog is frog isIn the hot cup

I think they want To come out from

A hot cup

But why?I think Because

Of the hot cup.

They need to comeOut from the

Hot cup.They need help.

Frog is frog isIn the hot cup.

-Tayaba Bibi

These diverse and delicious poetry responses were inspired by student observation of the arts and poetry in the anchor Florian Frog poem. They mix scientifi c fact as presented by Ms. Cavagna and science literacy whimsy.

Florian’s watercolor and word insertion art bridged the English language learner gap and word text gap for learners refl ecting multiple access points and ways of demonstrating under-standing (Universal Design for Learning) for ESL learners as well as spatial arts learners.

The Green FrogThe Green Frog

I made coffee on a windy day.I put in a cup with a frog.

The frog had red eyes and red fi ngers.The eyes were bigger than fi ngers.The eyes had black stripes in them.The frog was green just like my cup.

After some time I was standing,I look at my cup it looks like

A real frog.I let go of the cup from my hands

And it breaks.

-Samia Zaman

FrogsFrogs

Frogs have red eyes. Frogs have red eyes. They are small,They are small,

Their eyes are big, hands are small,Their eyes are big, hands are small,As they jump, it looks like they will fall.As they jump, it looks like they will fall.

There is a frog hiding in the table,There is a frog hiding in the table,There is a plate under the cup.There is a plate under the cup.

The frog will break the cupThe frog will break the cupAnd get his friends.And get his friends.

He will go home with his friends, He will go home with his friends,They will play, they will dance,They will play, they will dance,They will sing, they will relax.They will sing, they will relax.

-Zainab Qaiser-Zainab Qaiser

A frog, always the frogA frog, always the frogHas always been a frog.Has always been a frog.One frog one day decidesOne frog one day decides

To paint the cup.To paint the cup.A frog painted the cup,A frog painted the cup,

A frog wanted to come out,A frog wanted to come out,But he got stuck in the cupBut he got stuck in the cup

A frog has always been a frog.A frog has always been a frog.

-Shahzoda Bazarova-Shahzoda Bazarova

Frog in cup[--remove bracketFrog in cup[--remove bracket

The frog is in a cupThe frog is in a cupThe cup is on a plateThe cup is on a plate

The plate is on the table.The plate is on the table.

Rofi qul MowlaRofi qul Mowla

Frog in colorFrog in color

The color of the frog is green.The color of the frog is green.The eyes are red.The eyes are red.

-Sterlande Taverne-Sterlande Taverne

Smooth ShellSmooth Shell

Like vanilla ice cream.Like vanilla ice cream.Designs as if it were Designs as if it were

On fi re.On fi re.Small wheels two timesSmall wheels two times

Smaller than a Ferris Wheel.Smaller than a Ferris Wheel.A box turtle.A box turtle.

-Julian Dardar-Julian Dardar


Experiencing Science Experiencing Science in Cavagna Context, in Cavagna Context, Dr. Rose Literacy LacedDr. Rose Literacy Laced

Ms. Cavagna,Our science teacher,Is awesomeIs greatOur science teacherPositiveBut she will get madIf we are lateShe mixes up poetryAnd science.Last, but not least,That teacher’s nameIs Ms. Cavagna.

-Nour Vakil

Thank you.We love you.This is all for youA loving teacher.She teaches us all about These creatures.She cares About us.The happiest to see usWhen we came outOff the bus.

-Asmaa Gulzar

Dear Mr. Florian,I just wanted to thank you for the day that you spent here at Ditmas and for teaching us. You made us laugh when you shared how to write magnifi cent poems that only you can write. Your explanations inspired us to write.

-Jonathan Cazares

One of the things I liked about Douglas Florian is that his words were very fl uent. He made a few jokes here and there. I liked how Douglas used some words to describe different wild animals. I also thought that Douglas Florian had lots of experience in connect-ing to the audience. In other words he liked to ask the audience questions and interact with them. I also think that he was very energetic and an artist. I think he deserves a lot of respect and attention. Douglas is also very patient. I hope he visits again soon.

-Josiah Ponce

It was helpful to learn a lot about science and also ELA. I learned things I never knew before. Some things were so interesting and others weren’t, but Ms. Cavagna helped to make it interesting. The best part was knowing a lot that others don’t and meeting authors.

-Rahman Hussain

“Douglas Florian Day” was a great experience for me because I learned a lot about Douglas Florian. I enjoyed this day because I liked how he crafted rhymes in his poems. I also enjoyed that he gave us a drawing lesson.

-Cristobal Sanchez

We did a lot of things for our book with Dr. Rose. We met Douglas Florian, we also met Amy Sacks. What I really liked about working with Dr. Rose was that we learned a lot of information about science and other things.

-Hasnain Iftikhar

My experience with Dr. Rose was very good. I liked most that we are making a book. My work will be in it. Ms. Cavagna’s method is visualization. Power Points, posters, clay models, comic strips, and the atmosphere and making a catapult were among her proj-ects. Now we are doing matter.

-Juwairiyyah Tariq

I think Mr. Florian is cool and funny. I like when he was reading his poem, it was so fun. I also liked when he was drawing the frog and the fox. I hope he writes more poems. Is he famous?

-Tyemel Smith

My day with Douglas Florian was great, I enjoyed singing poems with him. I enjoyed the drawings, the poems and his speech. I also like the drawings he made in our classroom. I mostly like the singing part.

-Pema Tsering

Purpose behind my poetry pickI picked this poem because I love animals. I loved the part about not trying this At home.

-Erika Tlatelpa

Douglas Florian was teaching us art. He helped us with some fi gurative language. He showed us some of his books. Then, Douglas answered our questions and told us some of the struggles he had and some of the people who supported his dream of becoming a poet. It was a very enjoyable experience.

-Asmaa Gulzar

I think Douglas Florian was a cool guy and a fun poet. I love his drawings and writ-ings. I think he has good job. He should keep up the good work. In my opinion, he’s a very cool and funny guy. If he comes back, I will be excited.

-Leonid Romanov

Florian’s poems were funny and cool. Most of his poems rhyme and he is a good artist. What I liked the most was drawing animals. He helped us draw.

-Kansas Fournier

The visit from Douglas Florian was epic. He made jokes, rhymes and more. He’s a great artist with extreme poem writing skills. Mr. Florian is the fi rst poem writing expert in the world I have ever met. Thank you,Mr. Florian for visiting us at Ditmas I.S. 62.

-Fuaad Bhutta

I think Douglas Florian’s visit was funny. He made a lot of very funny books and made them rhyme very well. It’s very nice that he puts his emotions in his books. A lot of the books he made are about funny animals.

-Michael Smith

Meeting Douglas Florian was great. He was funny. I was interested that he memo-rized all his poems. I could never do that. I didn’t think he’d come. I thought he’d ask to come another day, but he came. Each class had its own section. Except for the middle session. Two classes were there. I think it was 718 and 607. Douglas Florian told the girls to repeat after him then the boys. Our banner for him was there because our group won. I really hope he brings his children one day if he decides to come again. Hopefully he will.

-Bushra Abdulla

I enjoyed when Douglas Florian came to Ditmas, it was great. He’s a cool person. I love his poems. He taught me how to draw very well. It was fun meeting an author. I think that Douglas said he would come to our party.

-Unknown

I saw many different things last Wednesday. I saw Douglas Florian. He is a fantastic poet. He made lots of quick rhymes. He also made the kids laugh. He is a very funny poet. Also he makes great poems. He also got the audience very excited. Lastly, I thought it was very nice of him to come visit Ditmas.

-Rayhanatou Diallo

I thought Douglas Florian was a really funny poet. He is good at rhyming which he demonstrated through the different types of poems about animals and more. He was dem-onstrating, rhyming, and using similes. He also talked really fast. But it was a really fun experience.

-Michele Carpinteyro

Douglas Florian is a really fun guy. When he came, my friends and I didn’t think he was going to be so awesome because most of the poets we had met were calm and bor-ing. He was all in action, rhyming nonstop and making the kids laugh. I learned a great deal about writing books, rhyming, and being good with kids. I think everybody loved him including my friends and me.

-Mohammad Attaurrab

What I thought about Douglas Florian was that he is a very creative man and he is a very good poet. He knows how to rhyme well and knows scientifi c facts. He also re-members a lot of his poems which means he has a very good memory. So Douglas Florian is a great guy and a great poet.

-Anthony Pierre

Dear Douglas Florian,I just wanted to thank you for that wonderful and the way you made us laugh with your vivid words as well as your great personality. I also wanted to thank you for inspiring what things or choices we make and what might be a good way to inspire someone in be-coming such a great person and poetry author like you. So thank you for everything you taught which I will keep in my head for when I choose what I will do when I am an adult. Sincerely, Jonathan Cazares

Bees, if you pleaseBees, if you pleaseThis poem is anchored by the Douglas Florian Poem “Queen Bee”This poem is anchored by the Douglas Florian Poem “Queen Bee”

From egg to larval phase to pupa-Honeybees are quite super.

The busy beehiveIs where everything comes alive.

The queenIs the ruler.

She lays 2000 eggs a dayAnd not fewer.

She fi lls her bellyWith royal jelly.

While the worker bees Attend to her needs.

The drones must fi nd A queen to mate And die soon afterThat is their fate.

Honeybees collect the nectarAnd later cover the hives.Honey cells with wax

The best beehive protector.

A bees’ role In pollination

Will leave any readerWith great fascination.

Scout bees are workers tooBut one of their jobs

Is to dance A fi gure 8 or 2.

When the hive gets to crowdedThe bees formA cloud of bees,

That’s called a swarm.

The queenWill begin a new nestWhere her scouts

Find it best.

Beekeepers harvest honeyAnd have done for years,

But mites, viruses, pesticides, or fungiHave increased their fears

With thousands of honeybeesNo longer around

No insect can replace them Whether in the air or on the ground.

Bee- Tween me and you Only a honeybee

Can doWhat they do.

-Ross Navaro

I like working with Ms. Cavagna because she teaches science in a way that everyone can understand. She makes it fun for the whole class. I have enjoyed being an art editor for this book with Dr. Rose because of what she makes us do. She inspires me to work and to draw as I have never before. It helps me a great deal.

-Luis Guerrero

I really enjoy working with all my teachers like Dr. Rose, Mr. Carideo and Ms. Cavagna, my wonderful science teacher. I hope to work with them in the future. Ms. Cavagna teaches me very well.

-Anthony Pierre

I had fun with Dr. Rose writing poems. She helped me be part of a book and publish. I had fun writing about ants and turtles.

-Zain

Poetry Writer BiosPoetry Writer Bios

Hi, my name is Michael Ronda. I am in the 6th grade. My favorite thing to do is skateboard. My favorite subject is science and ELA. I love science because you learn facts that you might need in your life.

-Michael Ronda

My name is Terrence Fernandez. I like to play basketball outside in the schoolyard. My favorite subjects are science, social studies and gym. I also like to write. I have a lot of cool friends. I’m also a big fan of baseball. I play for the school I.S. 62 Ditmas. The name of the team is the Ditmas Bulldogs.

-Terrence Fernandez

My name is Juwairiyyah Tariq. I grew up in Brooklyn, New York. I love teddy bears and chocolate ice cream.

-Juwairiyyah Tariq

My name is Hasnain Iftikhar and I was born in the United States of A. I love playing video games. Fun fact: my name’s initials are HI.

-Hasnain Iftikhar

My name is Julian Dardar. I’m 5’9. I play basketball all day and all night. When I get home I always look for food. I raid my refrigerator like a Sasquatch.

-Julian Dardar

My name is Angelica. I was born in New York City Methodist Hospital on May 29, 1999, which makes me twelve. I have a sister and older brother. My mom is Puerto Rican and my dad is Dominican. I’m a Gemini.

-Angelica Urena

I am eleven years old. I was born in Brooklyn. Something funny is that I fell and my face hit my cake.

-Nimom

My name is Mia. I am the youngest out of four kids. One day, my dad and my sis-ter dressed me up and I walked around the house like I was a model.

-Mia Carter

My name is Kristina and I live in Brooklyn.

-Kristina Ramsumair

My name is Brenda Macuitl. I live in Brooklyn, New York. I am eleven years old. I go to Ditmas I.S. 62. When I was in elementary, I was going up the staircase and there was a class coming down . I opened the door and it hit someone in the nose. That person’s nose turned red.

-Brenda Macuitl

I love to play basketball, it’s my favorite sport. I am twelve years old and my name is Haseeb. Whenever my family goes to sleep at night, I go to the freezer and eat the ice cream or maybe sometimes the left over pizza.

-Haseeb Cheema

My name is Hassan Mahmoud. I was born and raised in Brooklyn, New York. I like playing video games.

-Hassan Mahmoud

My name is Isaiah Cruz. I went to Six Flags. I went on a ride called the Nitro. My hair was sticking up and everyone laughed at me.

-Isaiah Cruz

My name is Mahoor Bibi, I am a sixth grader. I want to become a doctor. It’s hard for me to get a nickname.

-Mahoor Bibi

My name is Erika Candelario. I am from Brooklyn. I’m half Puerto Rican and half Do-minican. I have two brothers and two sisters. The funny fact is that I can’t whistle. Every time I try to whistle I laugh.

-Erika Candelario

My name is Nour Vakil. I am twelve and a half years old. I have four sisters. I am the second youngest child in my house. One day, when I was four, there was a birthday party and I love birthday parties. So I took the cake and ran. When the birthday girl was running after me, I bumped my head into a pole, my face was covered with cake. They called me cake girl.

--Nour Vakil

My name is Mohammad Hoque. I was born in Brooklyn. I am twelve years old and I have a big brother and two small brothers and sisters. I like to play soccer and I was about to score a goal but I slipped on the ball and fell.

-Mohammad Hoque

My name is Lenny Romanov. My cousins are in Russia in St. Petersburg. When I was a little kid I thought shooting stars were balls.

-Lenny Romanov

My name is Kansas. I was born in New York.

-Kansas Fournier

My name is Kenaida. I’m from New York. I’m silly and fun. I love being outside. But I hate the sun.

-Kenaida Monk

Intermediate Science Standards6th grade science standards

Cosmic comics, Lexicography Ladders, Dichotomous Keys and Poetry alignment to Science Standards

This task was aligned to the following Intermediate Science Standards:This task was aligned to the following Intermediate Science Standards:

1.1a Living things are composed of cells. Cells provide structure and carry on major functions to sustain life. Cells are usually microscopic in size.1.1b The way in which cells function is similar in all living things. Cells grow and divide, produc-ing more cells. Cells take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs.1.1c Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or chloroplasts. Many cells have a nucleus.7.2a In ecosystems, balance is the result of interactions between community members and their environment.7.2b The environment may be altered through the activities of organisms. Alterations are sometimes abrupt. Some species may replace others over time, resulting in long- term gradual changes (ecological succession).2.1j Water circulates through the atmosphere, lithosphere, and hydrosphere in what is known as the water cycle.2.2i Weather describes the conditions of the atmosphere at a given location for a short period of time.2.2j Climate is the characteristic weather that prevails from season to season and year to year.2.2k The uneven heating of Earth’s surface is the cause of weather. 2.2l Air masses form when air remains nearly stationary over a large section of Earth’s surface and takes on the conditions of temperature and humidity from that location. Weather conditions at a location are determined primarily by temperature, humidity, and pres-sure of air masses over that location.2.2o Fronts are boundaries between air masses. Precipitation is likely to occur at these boundaries.2.2p High-pressure systems generally bring fair weather. Low-pressure systems usually bring cloudy, unstable conditions. The general movement of highs and lows is from west to east across the United States.2.2q Hazardous weather conditions include thunderstorms, tornadoes, hurricanes, ice storms, and blizzards. Humans can prepare for and respond to these conditions if given suffi cient warning.5.2c Machines transfer mechanical energy from one object to another. 5.2d Friction is a force that opposes motion. 5.2e A machine can be made more effi cient by reducing friction. Some common ways of reducing friction include lubricating or waxing surfaces.5.2f Machines can change the direction or amount of force, or the distance or speed of force required to do work.5.2g Simple machines include a lever, a pulley, a wheel and axle, and an inclined plane. A com-plex machine uses a combination of interacting simple machines, e.g., a bicycle

7th grade science standardsThis task was aligned to the following Intermediate Science Standards:

1.1a Living things are composed of cells. Cells provide structure and carry on major functions to sustain life. Cells are usually microscopic in size.1.1b The way in which cells function is similar in all living things. Cells grow and divide, produc-ing more cells. Cells take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs.1.1c Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or chloroplasts. Many cells have a nucleus.7.2a In ecosystems, balance is the result of interactions between community members and their environment.7.2b The environment may be altered through the activities of organisms. Alterations are sometimes abrupt. Some species may replace others over time, resulting in long- term gradual changes (ecological succession).7.2d Since the Industrial Revolution, human activities have resulted in major pollution of air, water, and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depends on the conservation and protection of Earth’s resources.4.1b Fossilfuelscontainstoredsolarenergyandareconsiderednonrenewableresources. They are a major source of energy in the United States. Solar energy, wind, moving water, and bio-mass are some examples of renewable energy resources.2.1j Water circulates through the atmosphere, lithosphere, and hydrosphere in what is known as the water cycle.2.2i Weather describes the conditions of the atmosphere at a given location for a short period of time.2.2j Climate is the characteristic weather that prevails from season to season and year to year.2.2k The uneven heating of Earth’s surface is the cause of weather. 2.2l Air masses form when air remains nearly stationary over a large section of Earth’s surface and takes on the conditions of temperature and humidity from that location. Weather conditions at a location are determined primarily by temperature, humidity, and pres-sure of air masses over that location.2.2o Fronts are boundaries between air masses. Precipitation is likely to occur at these boundaries.2.2p High-pressure systems generally bring fair weather. Low-pressure systems usually bring cloudy, unstable conditions. The general movement of highs and lows is from west to east across the United States.2.2q Hazardous weather conditions include thunderstorms, tornadoes, hurricanes, ice storms, and blizzards. Humans can prepare for and respond to these conditions if given suffi cient warning.

Science Standards Aligned to Work with Douglas Florian’s Books- Douglas Florian Dovetails Science Standards Aligned to Work with Douglas Florian’s Books- Douglas Florian Dovetails with Standardswith Standards

5.1c All organisms require energy to survive. The amount of energy needed and the method for obtaining this energy vary among cells. Some cells use oxygen to release the energy stored in food.5.1d The methods for obtaining nutrients vary among organisms. Producers, such as green plants, use light energy to make their food. Consumers, such as animals, take in energy-rich foods.5.1e Herbivores obtain energy from plants. Carnivores obtain energy from animals. Omnivores obtain energy from both plants and animals.5.1g The survival of an organism depends on its ability to sense and respond to its exter-nal environment.6.1a Energy fl ows through ecosystems in one direction, usually from the Sun, through pro-ducers to consumers and then to decomposers. This process may be visualized with food chains or energy pyramids.6.1b Food webs identify feeding relationships among producers, consumers, and decomposers in an ecosystem.7.1a A population consists of all individuals of a species that are found together at a given place and time. Populations living in one place form a community. The community and the physical factors with which it interacts compose an ecosystem.7.1b Given adequate resources and no disease or predators, populations (including humans) increase. Lack of resources, habitat destruction, and other factors such as climate limit the growth of certain populations in the ecosystem.7.1c In all environments, organisms interact with one another in many ways. Relationships among organisms may be competitive, harmful, or benefi cial. Some species have adapted to be dependent upon each other with the result that neither could survive without the other7.2a In ecosystems, balance is the result of interactions between community members and their environment.S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations. 6. classify living things according to a student-generated scheme and an established scheme1h Living things are classifi ed by shared characteristics on the cellular and organism level. In classifying organisms, biologists consider details of internal and external structures. Biological classifi cation systems are arranged from general (kingdom) to specifi c (species).

Our Scientific Mine/ It's Time to Rhyme/It's Science Time

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