Date

5-8-2018

Document Type

Thesis

Abstract

In this research study, I explored how teachers bring expository texts into their lessons and find ways in which nonfiction children’s books are used in science lessons. This project had two goals: to research teachers’ use of expository texts in science lessons related to a garden project for students in kindergarten to first grade and to look at the most effective ways to incorporate Massachusetts standards of reading with science in the classroom. Throughout this honors thesis project, I created a book set of nonfiction texts relating to garden topics such as the parts of a plant and how plants grow to be incorporated into lesson plans by kindergarten and first grade teachers. After researching nonfiction texts on a variety of topics in relation to gardening from both the National Science Teachers Association (NSTA) and the International Literacy Association, I compiled books for teachers to utilize within lesson plans. The teachers’ use of the books was observed to draw conclusions of how they applied nonfiction texts to science lessons for young students. The thesis contributed to aiding the teachers in connecting science nonfiction literature to a school garden project in addition to meeting the expectations of the new Massachusetts Science and Technology/Engineering Curriculum Framework.

Department

Elementary Education

Thesis Comittee

Nicole Glen (Thesis Advisor)

Patricia Emmons

Adam Ulenski

Copyright and Permissions

Original document was submitted as an Honors Program requirement. Copyright is held by the author.

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