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| Image from ChronicleBooks.com |
Singer’s poems cleverly incorporate science while also conveying
her amazement and respect for these animals. Poems are written from a third
person perspective and Singer’s words evoke the hot, cold, arid, wet, of these hazardous locales. The preface discusses the possible reasons an animal might move to a harsh environment. A note about poetry forms is included in the
back of the book, explaing that most of the poems use free verse or a regular
rhyme scheme without set rules. Singer also denotes which poems were written
using formalized structures, such as triolets, haikus, cinquains, and terza
rimas. The endnotes include a solid paragraph on each animal, their scientific
name(s), and more about their adaptation to their habitat (although it would be
nice to have a list of sources or recommended further reading). Young’s earthy collage
illustrations use a variety of materials (many papers, cardboard, shiny
plastic, woven mats, etc.) to create layered compositions. Some illustrations
show the animals close up and larger than life, such as the big-eyed petroleum
flies, while others show more of the animals environment, such as the snow
monkeys and the urban foxes.
Singer uses a rich vocabulary to describe the animals and
their homes, making this book ideal for elementary school aged kids. It maybe
helpful to define words, such as “carrion,” “altitude,” “nutrients,” and “adaptation,”
before reading poems. You can also read the poem once through for enjoyment,
define words, and then read it a second time.
Singer does not shy away from depicting adaptations that
some might consider gross, such as the fact that flies can be born in water,
soil, oil, or carrion. However, all “disgusting” elements are rooted in fact
and there’s something attractive about grossness, especially for young boys.
Bring in photographs of the animals, as well as their
habitats, to show to kids. Spread out a map and find the areas that the animals
live in. Bring in non-fiction books about harsh locations and their
inhabitants. Encourage children to pick an animal and write a poem about the
environmental challenges and how the animal has adapted.
Use individual poems from this book as part of a storytime
on a certain animal to widen your audiences’ perception of where that animal
lives, what it eats, etc. For instance, if you have an under the sea theme,
read the poem about blind cave fish, “Out of Sight,” or “Down in the Depths”
about the tube worms that live near deep-sea hydrothermal vents.
Read the poem “City Living” about foxes who have adapted to
living in cities and the perils they face. Ask children for examples of other
animals that have adapted to city living, such as raccoons and pigeons. What
other animals can you find in your city? Have kids keep a log of all the
animals they see during a day or a week. Tell them to write a description of
the animal if they aren’t sure what it’s called. Compare logs at the end of the
day/week. Use the information to make charts or graphs. You can also have
children keep notes on the location they saw the animal and then plot the
points on a map. Maybe many children saw the same animal in the same location.
One of the reasons that animals adapted to these dangerous
habitats is that more temperate climates, although more comfortable and home to
more food sources, are also challenging because there are many predators and
fierce competition for food. Talk about predators and read the poem “Top of the
World,” about goats that have adapted to live high in the mountains to be safe,
“living where enemies cannot intrude / it succeeds indeed at this altitude.”
Follow up by reading all or some of What Do You Do When Something Wants to Eat You? by Steve Jenkins.
-Amy
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