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Saul, E.W., et al. (2005) Beyond the Science Fair: Creating a Kids' Inquiry Conference. Portsmouth, NH: Heinemann

It's time to rethink the traditional science fair, with its tired tri-fold posters and first-prize ribbons. It's time to create an event where children share the results of authentic, personally meaningful explorations with one another rather than compete for adults' praise and attention. It's time for a Kids' Inquiry Conference (KIC).

For more information and ordering details, visit the Heinemann site.

Saul, E.W., et. al. (2002) Science Workshop: Reading, Writing, and Thinking Like a Scientist. Portsmouth, NH: Heinemann

The second edition of our signature publication, Science Workshop takes the ideas and methods developed through the reading/writing workshop and applies them to the teaching of science. New features include:


Saul, E.W., ed. (2004) Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice. Newark, DE: International Reading Association/ National Science Teachers Association

What is the connection between literacy and science learning? How does knowledge in one area affect learning in the other? How can you provide meaningful science-literacy connections for your students? This collection answers these questions and mroe so that you can balance the instruction to maximize your students' learning. The chapters are organized into the following sections:

Contributors such as Jay L. Lemke, James Paul Gee, Robert E. Yager, and Christine C. Pappas go beyond the obvious links between science and language to help you comprehend the complex relationship between the two areas of study. Understanding this complex relationship is the first step in transforming your teaching practice.

Crossing Borders in Literacy and Science Instruction will prompt you to consider how to develop better literacy and science curricula to best fit your students' needs.

Pearce, C. R. (1999) Nurturing Inquiry. Portsmouth, NH: Heinemann

"...Don't expect the usual recipes for science experiments-- instead, expect to find ways to empower your students to be scientists and to take the lead in their learning. Read about inquiry time, using an outdoor classroom, discovery boxes, and the amazing Kids' Inquiry Conference. A must-have for anyone who wants their students to research their own questions, design their own experiments, share their new understandings, and develop a genuine love of science." (Reader Review from Amazon.com)

Saul, E.W. & Reardon, J. (eds.) (1996) Beyond the Science Kit: Inquiry in Action. Portsmouth, NH: Heinemann

The goal of this book is not to dispense with science kits, but rather to encourage teachers and their students to see kits as just a beginning of real scientific inquiry. The essays in this volume reveal how elementary teachers have turned around their teaching to make themselves and their students producers as well as consumers of scientific knowledge.

Bourne, B. (ed.) (1999) Taking Inquiry Outdoors: Reading, Writing, and Science Beyond the Classroom Walls. York, ME: Stenhouse

Taking Inquiry Outdoors: Reading, Writing, and Science Beyond the Classroom Walls focuses on strategies and practices that encourage teachers and students to use the world outside their doors as an authentic starting place for science, reading, and writing. Chapters provide glimpses into the teachers' decisions, their concerns, their setbacks and their successes.

Cole, J. & Saul, W. (1996) On the Bus With Joanna Cole: A Creative Autobiography. Portsmouth, NH: Heinemann

Hop aboard and journey from Joanna's first book, a science book about cockroaches, to the adventures of the wildly popular Magic School Bus series. In On the Bus with Joanna Cole, this funny, informative author shares her personal story with the most important audience of all--budding authors and illustrators at home and in the classroom. (From Ingram)

Saul, W. & Jagusch, S.A. (eds.) (1992) Vital Connections: Children, Science, and Books. Portsmouth, NH: Heinemann.

Vital Connections "is designed to urge readers to consider the relationship of children, science, and books important and complicated. Science books may help children realize the pleasures, potential, and limits of science." (From the Introduction by Wendy Saul)

All materials featured on this site are the property of the Elementary Science Integration Projects (ESIP) and/or their respective authors, and may not be reproduced or distributed in any form, printed or electronic, without express written permission.

This material is based upon work supported by the National Science Foundation under Grant No. 9912078. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.