{"id":1561,"date":"2009-08-30T17:38:13","date_gmt":"2009-08-30T22:38:13","guid":{"rendered":"http:\/\/blog.richmond.edu\/openwidelookinside\/archives\/1561"},"modified":"2009-08-30T17:38:13","modified_gmt":"2009-08-30T22:38:13","slug":"teaching-process-skills-with-childrens-literature-the-tree-of-life-2","status":"publish","type":"post","link":"https:\/\/blog.richmond.edu\/openwidelookinside\/2009\/08\/30\/teaching-process-skills-with-childrens-literature-the-tree-of-life-2\/","title":{"rendered":"Teaching Process Skills with Children’s Literature: The Tree of Life"},"content":{"rendered":"

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The Tree of Life<\/a>\u00a0by Peter S\u00c3\u00ads offers an interesting portrayal of Charles Darwin’s life as a scientist.\u00a0This book begins with a very good introduction. \u00a0It begins,<\/p>\n

“Charles Darwin opens his eyes for the first time! \u00a0He has no idea that he will (a) start a revolution when he grows up, (b) sail around the world on a five-year voyage, (c) spend many years studying nature, and (d) write a book that will change the world. \u00a0Luckily, he is unaware that (e) not everyone will see things his way, and that (f) he himself will have doubts about revealing his grand conclusions. \u00a0Here is his story.”<\/p><\/blockquote>\n

This book is written in an unconventional way in which the text is not in paragraph form. \u00a0The different facts, statistics, and information on in the book are dispersed in different areas of each page. \u00a0It offers a look inside (an distinguishes between) Darwin’s ‘public life’, ‘private life’, and ‘secret life.’ \u00a0It also gives a pretty detailed summary of his five year journey around the world in which he studied and recorded data about different animals (with a strong focus on South America). \u00a0There are several illustrations in the book- a few of the pages are fully covered with different species that Darwin studied on his voyage. \u00a0There are also several diagrams and maps that help further explain Darwin’s findings. \u00a0His personal life is also one of the larger aspects of the book and is illustrated throughout it.<\/p>\n

Curriculum Connections<\/strong>
\nSOL 5.1 (e) data are collected, recorded, and reported using appropriate graphical representation6.1 (a)- observations are made involving fine discrimination between similar objects and organisms\u00a06.1 (b)- a classification system is developed based on multiple attributes.<\/p>\n

Additional Resources\u00a0<\/strong><\/p>\n