April 6, 2017 § 4 Comments
Last summer, we vacationed in Acadia National Park in Maine. It was our family’s first foray into one of the major National Parks, and we had gotten the idea six months earlier while watching National Parks Adventure, the astoundingly beautiful and nail-biting IMAX movie (can we talk about those mountain bikers?!), directed by Greg MacGillivray and narrated by Robert Redford. All four of us left the Smithsonian theater feeling like we were missing out. Our regular hikes around our local wetlands preserve—beloved as they are—suddenly didn’t feel like…enough. Turns out we were right. In Acadia, after days of hiking around sparkling lakes and in and out of deliciously fragrant pine forests, of scrambling over vast expanses of rocks flanked by crashing waves, my son exclaimed, “This is what we should do on every vacation! Which National Park should we visit next?”
Next week is our spring break, and we’ll be stay-cationing. But, while our feet will be traversing our neighborhood parks, our imaginations will be taking flight on the adventures in the mountain of spring releases that have recently landed on our doorstep. Of all the new spring titles, probably the one I’ve most anticipated is Jason Chin’s Grand Canyon (Ages 9-13), a staggering and richly informative window into the ecology, geology, and history of the Grand Canyon. « Read the rest of this entry »
November 13, 2014 § 11 Comments
At a recent Parents Night, JP’s elementary teacher said something that I haven’t stopped thinking about. We were having a conversation about whether we as parents have a responsibility to teach our children, to reinforce what they are learning at school, to push them in subjects in which they might be struggling. No, she said. “The most important thing you can do for your children,” she said, “is to love life—and to let your children witness and share in that love.”
When we take our children to a museum, she continued, we should take them to the exhibits that we are dying to see; we should read to them from a plaque because we want to find out more information about that painting. If we take them on a nature walk, we should point out leaves or pontificate on seasons—not because we are trying to teach them—but because we want to share with them the very things that are amazing to us in that moment. In other words, we want to inspire our children to learn by letting them see how much fun we’re having doing it. « Read the rest of this entry »
January 15, 2014 § 1 Comment
While my son and I were on the subject of excavating fossils, it seemed it might be logical to jump from paleontology to archaeology. It didn’t hurt that, over winter break, JP’s teacher had emailed me about tracking down some good books about Ancient Egypt (see list at the end). And so, one snowy night, JP and I sat down on the couch to read the Treasure Trove that is The 5,000-Year-Puzzle-Old Puzzle: Solving a Mystery of Ancient Egypt (Ages 6-12), by Claudia Logan, illustrated by Melissa Sweet.
An hour later, we were still reading it, my daughter and husband had joined us, and I almost couldn’t tear myself away to meet my girlfriends for a scheduled drink. Almost. I can’t think of a better introduction, not only to Ancient Egypt, but also to the painstaking role that archaeologists play in unearthing clues about ancient life. While the American boy and his father in the book are fictitious, they join an actual historic dig, led by a Harvard team of scientists, which occurred in 1924 at the Egyptian site of Giza 7000X, where a secret and unusually well-preserved tomb was discovered. Through a combination of actual historic records and the young boy’s first-person narrative, we learn about the team’s efforts to excavate this ancient site over the course of a year—including their continual revisions to hypotheses over whose tomb it was and why it was constructed in such a way. « Read the rest of this entry »
January 6, 2014 § 4 Comments
The last week of my winter break was spent in a cloud of plaster dust. No, we’re not putting an addition on our house; and no, my husband did not finally repair our bedroom ceiling. I’m referring to the Excavation Kits that my son received for Christmas, the kind that come with kid-sized tools for chipping away at blocks of pink plaster, in an attempt to unearth miniature replicas of prehistoric bones. We are talking about a six year old engaged in hours upon hours of independent, uninterrupted work. Are you hearing this, my fellow parents? You need to get Santa to come back. Right now. And you won’t even mind the mess—in fact, you’ll never be happier to clean plaster dust off the floor.
There are kids so obsessed with dinosaurs that they not only know the names of them, but they can pronounce them correctly, tell you in which periods they lived, and rattle off lists of what they ate. JP is not one of those kids. He might be able to identify 15 dinosaurs, despite our reading extensively about them over the years (and I wouldn’t fare much better). For him, the lure lies in the process of dinosaur discovery, the means by which fossilized bones get from some remote dusty location to the pristine museum halls. I’ve mentioned before how much we love Jessie Hartland’s How the Dinosaur Got to the Museum (Ages 4-8), arguably one of the simplest and best introductions to the science of paleontology. And don’t even get me started on the downright fascinating portrayal of field work in Barnum’s Bones: How Barnum Brown Discovered the Most Famous Dinosaur in the World (Ages 5-10), by Tracey Fern and Boris Kulikov.
But (and I do apologize for this) I’ve been holding out on telling you about another of our favorites: the Pièce de Résistance of Dinosaur Books. I’m talking about National Geographic’s The Dinosaur Museum: An Unforgettable, Interactive, Virtual Tour Through Dinosaur History (Ages 5-10). « Read the rest of this entry »
October 18, 2013 § 2 Comments
I may have given an audible little yelp the other day when I discovered that Jessie Hartland had published a new title in her “museum” series, but it was nothing like the squeal of joy that my six year old emitted when I brought it home and gave it to him. You see, How the Dinosaur Got to the Museum (Ages 4-8) and How the Sphinx Got to the Museum (Ages 5-10) are among our All Time Favorites, rivaled only by Hartland’s newest addition to the series, How the Meteorite Got to the Museum (Ages 5-10). All three books are brilliantly simple slices of science and history; they introduce children to paleontology, Egyptology, and now astronomy by following a specific artifact from its discovery in the field to its place in the exhibition hall of a museum.
Most great science books take their inspiration from true historical events. Here’s an especially awesome one: on a clear night in October of 1992, a meteor that had been predictably orbiting the sun for four billion years suddenly and inexplicably changed course, entered the Earth’s atmosphere, flew over Kentucky, West Virginia, and Pennsylvania, and crashed into the trunk of a Chevy Malibu parked outside a house in Peekskill, New York (that’s right, crashed—as in, totaled the back of the car and sprung a leak in the fuel tank and precipitated a 911 call to police and fire fighters—pretty much the coolest thing my six year old has ever conceived of). « Read the rest of this entry »