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Review of Physical Science for Kids by Andi Diehn
Updated: Jan 22, 2021
Yesterday Amazon delivered my set of Physical Science for Kids books, part of Nomad's Picture Book Science series. I wanted to take the opportunity to review this wonderful series for those of you that may not be familiar with it. Designed for early elementary age students (K-3) this series of 4 books by Andi Diehn is a fun, thought provoking and age appropriate introduction to physical science for kids.
The format of each of the four books (Waves, Matter, Forces, and Energy) is similar. They begin with a 1 page poem about the topic, followed by 27 pages of expository non-fiction with full color illustrations and ends with a glossary page. The non-fiction section of the book is told in narrative format. It begins with a non-scientific definition of the title term that relates directly back to the child's experience in a funny, relatable way. After a couple of pages a scientific definition of the term is presented using real world examples to illustrate the concept.
The books are peppered throughout with questions to the reader that encourage them engage with the text. Bold text brings attention to important ideas or concepts and each book contains 1 or 2 experiments and associated questions to demonstrate the concept. Aside from the format, each books is full of scientifically accurate information. The books always remain age appropriate without making concessions to the depth of the scientific information presented or the detail. Concepts covered in each book are outlined below:
Waves: 1. Wave motion is up and down, not side to side. 2. Waves happen because of energy. 3. Waves describe the movement of light. 4. Invisible waves are all around us and include sound waves. 5. Earthquakes are the result of energy waves.
Matter: 1. What is matter. 2. Almost everything, including air is made of matter. 3. Matter comes in many shapes and sizes and can exist in 4 states (solid, liquid, gas, plasma). 5. Light is not matter.
Forces: 1. What are forces. 2. Gravity is a force that holds everything together. 3. Magnetism is a force that can repel or attract. 4. Forces can pull or push and have different strengths. 5. Friction is a force.
Energy: 1. People and animals need energy as do animals. 2. Animals and plants do different things to get more energy. 3. Types of Energy including chemical, electrical, and light. 4. Other than light energy, all energy is invisible..
With humor and beautiful full-color illustrations by Shululu throughout, the books are a great first non-fiction read for children.
While my son is still too young for a read-aloud of these books at 2, I can easily see where 4 and 5 year old would enjoy these. I'd recommend using them as a read-out-loud for younger kids while kids on the higher end of the age range for the book would find them a great self read.
The subject of exploring the paths taken by graduates feels more interesting when there is room for a reader to stop and ask their own questions. A career story can show the changes and decisions that a short job title leaves out. That connection helps me see why graduate career pathways can be worth a closer look. I am more curious about the process than a polished result, because the steps in between are usually where questions appear. Which questions would make an interview with a graduate useful for current students?
I find making maths understandable through clear examples easier to think about when there is a concrete question to start from. Following one worked example slowly can reveal the reasoning behind a method. This is why I would approach mathematics learning support with a specific question rather than a fixed expectation. I am still thinking through the details, and a small example would help me picture how this works in practice. What helps a learner move from copying a solution to choosing a method independently?
The topic of finding agreement through respectful discussion gives me a few things to think about, especially when the discussion moves beyond general advice. Listening for a shared concern can make disagreement easier to work through. It gives me a more concrete starting point for thinking about consensus building skills. The part I would like to explore further is what happens when the idea meets a real situation with its own limitations. What helps a group move towards a decision while keeping different views visible?
Thinking about keeping educational competitions enjoyable, I find the smaller practical questions more interesting than a quick conclusion. A challenge can be motivating when the experience matters alongside the final result. I would use that point as a starting question when considering student learning competitions. I would probably come back to this question after trying to work through one concrete example rather than deciding immediately. How can a competition reward curiosity and persistence as well as correct answers?
There is something approachable about discussing choosing books for a varied reading collection through situations people can actually picture. A balanced collection can include familiar interests and a few titles that invite something new. It also gives the phrase book selection ideas a clearer meaning than a label on its own. The part I would like to explore further is what happens when the idea meets a real situation with its own limitations. How do you choose books for readers with very different tastes?