Ada Lace on the Case
There is so much for your 5—10 year-old to like about the chapter book, ADA LACE: ON THE CASE! Poor Ada has just moved to a new city, and has a broken ankle, too! Plus, her mother goes out of town, and she will be starting the third grade in a week. Reminiscent of the Alfred Hitchcock movie, “Rear Window,” Ada entertains herself by making observations of her apartment’s courtyard. True to Hitchcock, a lovely mystery unfolds.
As a science teacher, I love that Ada keeps a “field guide” of her observations. Note-booking is an essential skill for young scientists! I also like the discussion of an urban ecosystem, the interactions of the people, birds, squirrels, pets, and plants!
Ada makes a new friend, who views the world a bit differently than Ada does. This book would be a great conversation starter about observations, inferences, and opinions, as well as friendship! I would especially like to use this book to initiate a discussion about evidence!
Renée Kurilla’s illustrations add to the charm of the book and help to hold a child’s attention. I’m sure if you have a young scientist they will want to read all five of the Ada Lace books.
For the child that wants to know more, there is back matter that explains in more detail some of the scientific terms used in the story, such as drones, ecosystem, and gecko gloves (I don’t want to spoil it!).
My only disappointment is that I did not see an alignment to the NGSS. Of course a parent or teacher can always use these books where they fit the best: for the child to read just for fun, as an introduction to a unit, or as a supplementary reading (or as an example of how to write a field guide!).
My oldest Muse, now eight years old, loves the books, and says she would recommend them highly! “They are good, Nana!” (She is not the talkative one!)
Calandrelli, Emily, et al. Ada Lace, on the Case: an Ada Lace Adventure. Simon & Schuster Books for Young Readers, 2017.
Use observations to describe patterns of what plants and animals (including humans) need to survive.
Use and share observations of local weather conditions to describe patterns over time.
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
Construct an argument that some animals form groups that help members survive.
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.