Creating A,B,C Books is an appropriate learning activity for K-16 classrooms!

We have created books using this technique for over 10 years and have found it enhances both the learning process and course content. Our primary interest, though, is in making the human-environment connection apparent. In doing so, we hope all students will think about this connection as they make decisions and choices that impact healthy communities and healthy environments.

The process of creating pages, sections, or an entire book encourages inquiry about the topic, promotes engagement in a student’s interest, uncovers human-environment connections and processes not previously considered, produces high level products, and allows a student to work alone and in groups.

For our purposes, “A,B,C” means Abiotic, Biotic, and Cultural Aspects of the topic being studied. For example, when college students were asked to create a single page exploring neighborhood trees, one purpose was to encourage them to take their elementary students outdoors. Another was to create an awareness of the diversity of urban street trees from a biological perspective. A third was to uncover the diverse values of trees not only from books, but also from talking with homeowners and neighbors of the school. And finally, an ecological perspective linked the tree in a web of life with other urban organisms and factors.

Below you can see two examples of recent A,B,C, Books: The ABC's of the Native Garden (2001), The ABC's of Logan Canyon (2004), Brisk Mornings, White Cloud Pack (2008), and also Grand Teton, Moose Herd (2008). We have also included a book that represents a variation on the ABC Book theme; a countingbook: We All Count .

 

Why use ABC Books?

The use of the ABC's takes on several meanings.

At first look, ABC Books are something familiar to all of us. This was meant to be a pleasant task to reinforce environmental education. For most of us, ABC books are friendly and engaging memories of childhood, rather than a daunting task.

Second, for the purposes of this book, “A” means abiotic, “B” represents biotic, and “C” stands for the cultural aspects of Logan Canyon. To reinforce a local landscape connection, this meaning for ABC was used. Students looked at the many ways we connect to Logan Canyon or any landscape.

Third, writing and contributing to a printed book as part of a class is an empowering experience. Students created their own meaning and connection through their page. They were proud of their accomplishment and were challenged through a different form of expression.

 

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The ABC's of the Native Garden (2001)

(created by 1st, 2nd, and 5th graders)

The ABC's of the Native Garden was completed by a combined first/second grade and fifth grade classroom at Edith Bowen Laboratory School in Logan, Utah. Using their native garden to learn about “A” abiotic, "B" biotic, and "C" cultural aspects of the local environment, the book integrated science, social studies, language arts, art, and italic writing. It involved the commitment of two classroom teachers, an art teacher, four graduate students at Utah State in the Department of Environment and Society using the program for their graduate studies and research, and one university instructor. Meeting state standards, using inquiry methods for learning, involving parents in child learning, and traveling to local outdoor sites were also part of the program. The book was completed in four months (September-December).

For many of these students, the ABC book excited them about science, reawakened their interest in nature, and gave them ownership of their schools landscape.

Click here to view the entire book.

What did the project hope to accomplish?
Several objectives helped organize this ABC book. 

First, two different aged classrooms wanted to partner to foster cross-age learning.

Second, good science understanding through process skills was good, but we wanted to use art and writing to get to good science.

Third, teachers wanted to connect the children to the surrounding landscape of the native garden.

And finally, we wanted to experiment with an instructional writing style—Italic Writing—as a process for developing lifetime handwriting skills.

What methods were included?
Over 20 hours of instruction—Italic Writing—were given to the 1st/2nd graders.  Both classrooms experimented with a dozen different art techniques and art materials.  Accompanied by parents, all the children participated in six different field trips to local sites.  Both grades were responsible for monitoring an aspect of the book project.  Local resource specialists visited the classroom, sharing knowledge and passion for their subject area.  Children participated in partnered book pages using materials and parts created by other students.  Children dedicated their book to someone special by explaining the importance of the connection and significance of that person.

The ABC's of Logan Canyon (2004)

(created by college students)

The ABC's of Logan Canyon was created as an assessment tool for an undergraduate/graduate class, Introduction to Environmental Education. Students were assigned letters and then invited to explore the local site of Logan Canyon. Students chose a Logan Canyon site, an EE concept (multiple intelligences, object-based learning, awareness to action, etc.), and created an activity to reinforce their concept. The project lasted for one semester, approximately four months, and was then shared with the
elementary partner classroom in Crystal Lake, Illinois in May.

For many of the college students, whose focus is in natural resources or teaching, this project allowed them to explore and express their creative side. The creation of the book encouraged them to learn more about their “backyard” and get reacquainted with a beautiful natural resource close at hand.

Click here to view the entire book.

What did the project hope to accomplish?
The project objective was for college students to practice how to synthesize a principle or concept learned in their Environmental Education class and applied to an actual project.

A second objective was to connect the content of their Field Teaching Experience----weather, water, or recycling.

And finally, college students created and activity that could be used anywhere but had a direct connection to Logan Canyon. For example, we were partnered with Mrs. Trummel's fourth grade class, Husmann Elementary School, in Crystal Lake, Illinois.  They took the book and used it in their class to study about Logan Canyon and apply the concepts and activities locally to their northern Illinois landscape.

What methods were included?
Sketches, tracings, quotes, diagrams, maps, pictures from other places such as magazines, photos, poems, short writings, etc., were all appropriate.

Each alphabet page included a capital and small letter for each page, a highlighted word or phrase emphasizing the letter, a text area explaining the main concept, illustrative material, an activity to be used in another location that taught about the EE concept, and a page frame all presented in a colorful, educational and attractive manner.

 

Grand Teton National Park: White Cloud Pack (2008)

(created by USU students in the Environmental Education class)

Grand Teton National Park: Moose Herd (2008)

(created by USU students in the Environmental Education class)
Both of these books were created within several hours as a way to highlight the events of the 3-day class field trip. Each van produced their own booklet since they experienced sites differently and they had different discussions. The assignment was to use each letter to showcase an abiotic, biotic or cultural aspect of a place visited, new information, or new people they met. They had 30 minutes in class to get started, then worked over the weekend via email, and had another 30 minutes in class the following week to finish. Both groups then presented their colorful and creative books.

 

We All Count Books

The "We All Count" books have been created to illustrate how people count from one to 10 in several Native American cultures (Native Nations such as the Northern Ute and Shoshone). Each book provides details on the specific culture and how their people consider mathematics. Number names and symbols for numerals one through ten are listed in each native language. Beautifully painted pictures are included denoting important objects in the culture. Each number page and picture is accompanied with a short description of the cultural importance of the object(s) represented.

While each book was written with beginning readers in mind, we have found people of all ages can learn from them and enjoy them. Readers discover that some people believe numbers have a life of their own and do not only represent a quantity but also take on qualities of the objects being described. Readers learn how each culture shapes a purpose and a use for mathematics and of the role played by numbers and mathematics in creating that culture.

Our books were created to illustrate how mathematics helps us gain meaning in our lives. Our books were created to help all children know that we are all important; that we all count!

Click here to view an entire counting book.