Best fiction book

• Title: The Science of Breakable Things
  • Author: Tae Keller
  • Publication Date: March 6, 2018
  • Publisher: Random House Books for Young Readers
• Description: This book is about a young seventh grade girl named Natalie and her journey to help her mother suffering from depression through the scientific method. In science class her teacher Mr. Neely gives students the task to use the scientific method in an experiment of their choice. At the end of the year the class will host their own science fair and the winner gets $500. Natalie has decided she is going to win the competition and use the money to send her mother to a flower orchid so she can see her favorite flower and begin to love life again. This book would be easy to incorporate into teaching the scientific method as well as trying some of the experiments Natalie does in the book such as the egg drop contest. Adding in the topic of depression in adults will show kids not only what mental illness is but that it can happen to anyone.
• Excerpt: “He [Mr. Neely] has big plans for this lab notebook. Apparently, he thinks it’s important to teach students “dedication to long- term projects,” and this assignment is his grand solution. Basically, we’re supposed to observe something that interests us and spend all year applying the scientific process to our capital- Q Question…..And technically, this is supposed to be homework, but I don’t see why I shouldn’t get a head start. Without further ado, dearest lab notebook, I present Natalie Napoli’s Scientific Observations:
  • 1. Mr. Neely waves his arms in big circles when he talks, which makes him look like an overeager hula dancer. His white button-down—bright against his dark brown skin—wrinkles as he moves. He tells us he wants us to “embrace the joys of science.” Mikayla Menzer raises her hand. Mikayla Menzer answers without being called on. She says, “Science is literally the joy of my life. I am literally embracing it right now.” Mikayla Menzer is not literally embracing anything. She’s just sitting at her desk, catty-corner to mine, with her hands clasped in front of her, and her thick dark braid twisting over her shoulder. Mikayla Menzer smells like sunscreen, which kind of makes the entire classroom smell like sunscreen, and the air in here is damp and hot. I wish Fountain Middle had air-conditioning. I wish we had enough money for me to go to Valley Hope Middle, which does have AC, but now that Mom’s “sick,” Dad says we need to “tighten our belt a notch.” And anyway, Twig’s here, even though her family can definitely afford Valley Hope, so I guess this place isn’t so bad.
  • 2. Mr. Neely is saying my name, but I haven’t been listening, so I just nod at him and give him my best I’m embracing science smile. Mr. Neely says, “I’m glad you’re having so much fun with the assignment, but making observations is supposed to be homework, Natalie. Please pay attention in class.” I am paying attention. And Mikayla Menzer still smells like sunscreen.”
• Core Integration: After reading The Science of Breakable Things students will explore the scientific method by recreating one of the activities performed by characters in the book, an egg drop test. Students will build containers to reduce the impact of the force of gravity on an egg. Students will make and test predictions based on a number of variables that will affect the outcome of an egg drop and compare the effects of different materials, shapes, and forces on the strength and stability of their built structures. After several revisions students should have a good idea of which materials protect the eggs well and which don’t. The provided materials should be reviewed as a class and sorted as “good protectors” and “poor protectors”. The teacher then leads a class discussion to sum up students findings, then turns the conversation back to the book and mental health. Students will be asked what are some “good protectors” of mental health? What could be some “poor protectors”? Examples of “good protectors” could be talking to a mental health professional, knowing the signs of depression or other mental health disorders, or knowing multiple strategies for managing stress and anxiety. Examples of “poor protectors” could be drug use, abusive relationships, or lack of activity.
• Standards:
  • NEHS7: Students will demonstrate will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks
    • MEH7.8.1: Explain the importance of being responsible for personal mental and emotional health behaviors
    • MEH7.8.2: Analyze personal mental and emotional health practices and behaviors that reduce or prevent health risks
    • MEH7.8.3: Demonstrate healthy mental and emotional health practices and behaviors to improve the health of oneself and others
    • MEH7.8.4: Make a commitment to practice healthy mental and emotional behaviors
  • MS-ETS1-1:Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2:Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
    • MS-ETS1-4:Develop a model to generate data for iterative and modification of a proposed object, tool, or process such than an optimal design can be achieved.

Best nonfiction book:

• Title: Beyond the Blues: A Workbook to Help Teens Overcome Depression
  • Author: Lisa M. Schab
  • Publication Date: May 01, 2008
  • Publisher: Instant Help
• Description: This is a workbook for young adults to help them examine their emotions and learn how to healthily cope with depression. Many people experience depression at one time or another in their lives, but during the adolescent years, the vast number of physical, emotional, and mental changes that occur make teens even more susceptible to feelings of confusion or sadness. With increasing numbers of teens reporting feelings of depression, it is vital for teachers and parents to be aware and assist in teaching about mental health. The activities in Beyond the Blues can help students cope difficult feelings, find new ways to make friends, deal with conflicts, and manage the stresses of daily life. Since everyone is different and heals in slightly different ways, this book presents a wide variety of exercises. This workbook offers things students can do, both on their own and with a counselor (or trusted adult).
• Excerpt:“Cameron had just gotten home from the jazz band competition, and he was feeling depressed. His mom noticed that he looked sad and asked him how the competition had gone. Cameron said that something upsetting had happened: he had received an award for his performance on the saxophone. His mom asked why that made him feel upset. Cameron said that he didn’t think he deserved the award, and now he would feel pressured to live up to it. Then he said that the band director was giving a party for him. Cameron’s mom said that sounded like fun, but Cameron told her that the party would be as a restaurant that held bad memories for him. It was the last place he had been with his girlfriend before she broke up with him. When Cameron’s mom suggested he try to go anyway, Cameron told her there was more. The band director was presenting him with a gift certificate to a music store at a nearby mall. Cameron’s mom thought that was a n appropriate and generous gift, but Cameron reminded her that he hated going to the mall because it was so noisy and crowded. Cameron’s mom finally told him, “Situations are not negative or positive withing themselves. It is the thoughts we choose to think about them that make us feel happy or depressed. You are feeling depressed because you are choosing to think negative thoughts about everything. If you choose to think positive thoughts, you will feel much better.” They talked about it together and When Cameron changed his thoughts from negative to positive, his mood changed too.
  • Think of a situation in your life that you feel depressed about. Below the picture on the left, write the negative thoughts you are thinking that make you feel depressed. Draw your face to show how you feel. Below the picture on the right, write positive thoughts you could think to feel good instead of depressed. Draw your face to show how these positive thoughts would make you feel.”
• Core Integration: This workbook is the perfect activity for students who finish early to work on. Even students who are not currently struggling with their mental health may face it in their future. Students can fill out a page of their choice and save it for later. Teachers could keep multiple photocopies of various pages from this book for students to work on when they are finished with assignments or just need a break. Students should be encouraged to grab a page of the workbook whenever they are in need, even after leaving your class. This would also be a great opportunity for students to practice writing narratives and using real emotions and experiences to create realistic characters.
• Standards:
  • NEHS1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
    • MEH1.8.4:Explain appropriate ways to express needs, wants, emotions, and feelings
      •  HBO1: Express feelings in a healthy way
      • HBO2: Engage in activities that are mentally and emotionally healthy
      • HBO3: Prevent and manage interpersonal conflict, in healthy ways
      • HBO4: Prevent and manage emotional stress and anxiety in healthy ways
      • HBO5: Use self-control and impulse-control strategies to promote health
    • MEH1.8.11:Describe how mental and emotional health can affect health-related behaviors
      • HBO2: Engage in activities that are mentally and emotionally healthy
      • HBO3: Prevent and manage interpersonal conflict, in healthy ways
      • HBO4: Prevent and manage emotional stress and anxiety in healthy ways
  • NEHS3: Students will demonstrate the ability to access valid information and products and services to enhance health.
    • MEH3.8.5:Determine the availability of valid and reliable mental and emotional health products
    • MEH3.8.6:Access valid and reliable mental and emotional health information from home, school, or community
• CCSS.ELA-LITERACY.W.8.3:Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
  • CCSS.ELA-LITERACY.W.8.3.A:Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
  • CCSS.ELA-LITERACY.W.8.3.B:Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
  • CCSS.ELA-LITERACY.W.8.3.C:Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
  • CCSS.ELA-LITERACY.W.8.3.D:Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
  • CCSS.ELA-LITERACY.W.8.3.E:Provide a conclusion that follows from and reflects on the narrated experiences or events.