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Thematic Text Set Development

Jennifer Coley

American College of Education

LIT 5353: Selecting Text for Literacy Instruction

Dr. Nancy Legath

September 18, 2025

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Introduction
Understanding energy is a fundamental science concept that influences students’ daily

lives. Exploring potential and kinetic energy allows 4th grade students to observe how motion,

forces, and energy affect the world around them, from playground swings and bicycles to simple

machines and everyday activities (Carone et al., 2023). Introducing energy concepts at this stage

not only provides foundational knowledge in physical science but also promotes hands on

learning, curiosity, and real world problem solving. Integrating these concepts across multiple

genres and formats, including nonfiction, fiction, poetry, infographics, and interactive

simulations, enables students to engage with the content in ways that align with their individual

learning styles, interests, and literacy levels. Furthermore, combining science and literacy

instruction helps students analyze, synthesize, and apply information, building both conceptual

understanding and critical thinking skills (Love et al., 2023).

The texts selected for this thematic set were chosen to provide multiple entry points to the

energy concept, ensuring accessibility and engagement for all students. Nonfiction texts

introduce key terminology and explain scientific principles clearly, while fiction and poetry

allow students to explore these concepts in narrative and figurative contexts, making abstract

ideas more relatable (Love et al., 2023). Infographics and interactive simulations provide visual

and experiential learning opportunities, helping students observe energy transfer and

conservation in dynamic, hands on ways (Volioti et al., 2022). Together, these texts complement

each other to create a scaffolded learning experience, moving students from foundational

understanding to applied knowledge and encouraging connections between science and real-

world phenomena (Carone et al., 2023).

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The selection process was guided by several criteria. First, scientific accuracy and

alignment with 4th grade standards were essential; texts needed to support NGSS standards 4-

PS3-1 through 4-PS3-4, addressing energy transfer, conservation, and motion (Carone et al.,

2023). Second, accessibility and engagement were considered, including reading level, visual

support, and the potential to spark curiosity. Third, the texts had to be practical within budget

and resource constraints, favoring widely available books, freely accessible articles, and online

interactive simulations (Santos & Sá-Silva, 2022). Finally, representation and inclusivity were

considered, ensuring that students encountered diverse perspectives and contexts, such as young

inventors or engineers from various backgrounds and communities.

In planning instruction, the texts are sequenced to support gradual knowledge building

and engagement. Instruction might begin with nonfiction texts to introduce potential and kinetic

energy, using simple experiments to illustrate concepts. Fiction and poetry can follow, providing

narrative and metaphorical contexts to help students make personal connections and practice

literacy skills, including summarizing, making inferences, and citing evidence (Love et al.,

2023). Infographics and interactive simulations are then introduced to reinforce learning visually

and experientially, allowing students to manipulate variables and observe energy transfer in

simulated or real-world scenarios (Volioti et al., 2022). Finally, students can apply their

understanding through hands on projects or inquiry-based investigations, such as designing

simple machines or renewable energy models, linking classroom learning to real world

applications (Carone et al., 2023).

Differentiation is embedded throughout the sequence. Students with lower reading levels

or English language learners benefit from multimodal resources such as videos, infographics, and

interactive simulations, while more advanced readers can engage with extended nonfiction texts,

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in-depth articles, and critical analysis activities. Group collaboration and discussion activities

support peer learning and active engagement, while hands on experiments and projects cater to

students who learn best through kinesthetic experiences (Santos & Sá-Silva, 2022). The thematic

text set thus ensures that students of varied abilities and interests can access the material

meaningfully, promoting equity and inclusion.

Finally, this collection balances high quality instruction with practical constraints. By

prioritizing freely accessible simulations, public articles, and affordable or library available texts,

the set maximizes engagement and instructional quality without exceeding typical classroom

budgets. The combination of fiction, nonfiction, poetry, infographics, and multimedia ensures

that students are exposed to multiple genres and perspectives, aligning with literacy and science

standards while fostering both curiosity and comprehension (Carone et al., 2023; Volioti et al.,

2022).

Overall, this thematic text set offers a cohesive, scaffolded, and engaging approach to

exploring energy in 4th grade classrooms. Through careful selection of complementary texts,

thoughtful instructional sequencing, and deliberate differentiation strategies, students will gain

both a strong understanding of energy concepts and the literacy skills necessary to analyze,

synthesize, and communicate scientific ideas effectively.

Theme Overview

Understanding energy is a fundamental science concept that influences students’ daily

lives. By exploring potential and kinetic energy, 4th grade students can see how motion, forces,

and energy affect objects in their environment, from playground swings to bicycles (Carone et

al., 2023). Introducing energy concepts at this grade level fosters hands on learning, curiosity,

and real-world problem solving, which are critical for developing both scientific reasoning and

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engagement in STEM topics. The theme also aligns with broader educational goals, allowing

students to connect abstract physics ideas to concrete experiences while promoting literacy

through analysis of diverse texts.

The significance of this theme extends beyond content knowledge. Incorporating energy

into literacy instruction, such as reading science texts, narratives, poetry, and multimedia, allows

students to develop comprehension, critical thinking, and collaborative skills (Love et al., 2023).

Integrating science and language arts encourages students to analyze, infer, and synthesize

information across multiple modalities, ensuring that learning is meaningful, engaging, and

accessible. By connecting energy to both real world phenomena and literacy practices, this theme

promotes a holistic approach to elementary education.

This thematic approach aligns with science standards for 4th grade, including NGSS 4-

PS3-1 through 4-PS3-4 and concepts such as energy transfer and conservation (Carone et al.,

2023). It also supports ELA standards focused on reading, writing, and multimedia literacy

([Link].1–6), allowing students to engage with texts critically and creatively. The learning

objectives for this text set include:

 Defining and providing examples of potential and kinetic energy

 Explaining how energy moves and transforms in everyday scenarios

 Comparing information across multiple genres (fiction, nonfiction, poetry, infographics,

interactive simulations)

 Applying knowledge through hands on activities and real-world connections

 Developing literacy skills through summarizing, analyzing, and discussing diverse texts

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Selection Process and Rationale

The six children’s texts, while not scholarly sources themselves, were deliberately chosen

to form a cohesive thematic text set. Research based rationale from scholarly and professional

sources (e.g., Carone et al., 2023; Love et al., 2023; Santos & Sá-Silva, 2022; Volioti et al.,

2022) supports their appropriateness, effectiveness, and alignment with instructional goals.

The selection process prioritized texts that provide multiple entry points to the theme,

supporting diverse learning styles and interests. Criteria included scientific accuracy, grade-

appropriate reading levels, engagement potential, and representation of diverse perspectives and

formats (Santos & Sá-Silva, 2022). The text set includes nonfiction books and articles to

introduce core energy concepts, fictional stories and poems to connect learning to narrative and

figurative contexts, and multimedia such as infographics and simulations to provide visual and

interactive experiences (Volioti et al., 2022).

The texts complement each other to scaffold student understanding. Foundational

nonfiction provides key terminology and conceptual knowledge, while fiction and poetry allow

students to explore energy in relatable, imaginative contexts (Love et al., 2023). Interactive

media and simulations reinforce learning through experiential engagement, helping students

visualize energy transfer, experiment with variables, and make connections to real world

applications (Carone et al., 2023). Together, the texts create a coherent learning pathway that

supports knowledge acquisition, skill development, and engagement.

Consideration was given to the needs of diverse student groups. Visual aids, interactive

simulations, and shorter texts support struggling readers or English language learners, while

opportunities for collaboration and discussion engage students with varied social and cognitive

strengths (Santos & Sá-Silva, 2022). Resource and budget constraints influenced the inclusion of

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widely accessible texts, publicly available articles, and freely available simulations, ensuring

equitable access for all students.

Instructional Implementation

The instructional sequence begins with nonfiction resources, establishing foundational

understanding of potential and kinetic energy. Students then explore fiction and poetry,

connecting abstract energy concepts to narratives, real life scenarios, and figurative language

(Love et al., 2023). Infographics and interactive simulations are introduced next, providing visual

and hands on reinforcement of energy transfer and conservation concepts (Volioti et al., 2022).

Finally, students engage with real world applications, including articles on renewable energy or

hands on projects, bridging classroom learning with societal relevance (Carone et al., 2023).

Differentiation strategies include multiple formats of the same content (text, audio,

multimedia), guided reading for students below grade level, and extension activities for advanced

learners. Collaborative learning through partner discussions and small-group investigations

allows students to share ideas and develop critical thinking skills. Cross-cultural opportunities

are embedded by including texts that highlight diverse inventors, scientists, and communities

engaged in energy related projects (Santos & Sá-Silva, 2022).

To support students with varied reading levels, poetry, infographics, and interactive

simulations provide alternative modes of engagement, while nonfiction and fiction texts allow

deeper analysis for advanced learners. This integrated, multi-genre approach ensures that all

students can engage meaningfully, build scientific understanding, and develop literacy skills

while exploring energy in the world around them.

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Text 1 | Potential Energy vs. Kinetic Energy – Physics Made Simple

Bibliographic Information: Baby Professor. (2017). Potential energy vs. kinetic
energy – physics made simple: 4th grade children’s physics books.
Summary: This children’s informational book introduces potential and kinetic
energy using simple language and colorful illustrations. It explains how energy
works in motion and at rest, helping students build foundational knowledge
about energy transfer.
Details: Breaks down the concepts of potential and kinetic energy into age-
appropriate examples with visuals.
Explanation
Genre/Format Informational text / children’s science book
 Elementary (approx. Grade 4, 800L)
Reading
 Accessible to independent readers but also useful for guided
Level/Lexile
reading or read aloud
General science perspective designed for children
Perspectives Does not highlight cultural or historical viewpoints but provides
equitable access through simplified explanations.
 Central to the “Energy in Our World” theme
 Introduces and explains the essential contrast between
potential and kinetic energy.
Theme Connections
 Serves as a foundational text that other, more complex or
creative selections in the set can build on.

 Read aloud or guided reading to introduce energy concepts.

 Students can use diagrams from the book to create their own
labeled examples.
 Supports NGSS 4-PS3-2: Make observations to provide
evidence that energy can be transferred.
Instructional Uses
 Can be revisited as a reference text during experiments or
projects.
 Differentiation: Struggling readers benefit from visuals;
advanced students can extend learning by applying concepts
to real world machines.
 Widely available through school libraries and online retailers
Access Information  Amazon Link: [Link]
Kinetic-Childrens/dp/B0DKJBZY5T

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Text 2 | Energy Makes Things Happen

Bibliographic Information: Bradley, K. B. (2019). Energy makes things happen.
HarperCollins.
Summary: This picture book explains how energy is present everywhere and
demonstrates its role in powering everyday activities. Through engaging
illustrations and simple explanations, it connects the concept of energy to
experiences students already understand, such as playing, moving, and eating.
Details: Presents energy as a force in everyday life, making abstract ideas
tangible
Explanation
Genre/Format Picture book / narrative nonfiction
Reading
Approx. 580L (Grades 2–4)
Level/Lexile
Uses a child centered perspective to make science approachable
Perspectives
for young learners
Reinforces the overarching theme by illustrating energy’s role in
Theme Connections
everyday life in ways that are accessible for elementary readers.
 Ideal for read-aloud to introduce vocabulary and spark
discussion.
 Students can journal examples of energy in their own lives
after reading.
 Connects to NGSS 4-PS3-4: Apply scientific ideas to
design/test a device that converts energy.
Instructional Uses
 Can be paired with poetry (Wheels Go Round) to compare
narrative and figurative approaches to motion.
 Differentiation: Younger readers benefit from illustrations;
advanced readers can be tasked with connecting examples in
the book to scientific terminology.

 Widely available in elementary school libraries.

 Retail cost: approx. $8–12.
Access Information  Publisher link: [Link]
makes-things-happen-kimberly-bradley?variant =
32154158497826

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Text 3 | Explainer: Kinetic and Potential Energy

Bibliographic Information: Muro, T. (2023, February 17). Explainer: Kinetic and
potential energy. Science News for Students.
[Link]
Summary: This clear explainer defines kinetic and potential energy, shows how
kinetic energy depends on mass and (especially) speed, and illustrates energy
conversion and conservation with vivid child friendly examples (swings, roller
coasters, skateboarders). The article also includes vocabulary support ("Power
Words") and links to related classroom resources.
Details: Explains energy transfer and conservation with accessible examples.
Explanation
Nonfiction/Online science explainer (educational magazine article)
Genre/Format
with images, vocabulary support, and embedded media.
Readability score ~7.2 (approx. Grade 7). Teacher note: the
Reading article is above typical 4th grade independent reading level, so use
Level/Lexile as a read-aloud, excerpt key paragraphs, or pair with
visuals/simulations for scaffolding
Science education perspective; emphasizes everyday examples
Perspectives
instead of cultural stories
Directly addresses the core concepts of your theme, potential vs.
Theme Connections kinetic energy, energy transfer, and conservation, making it an
excellent conceptual anchor for lessons on “Energy in Our World.”
 Teacher read aloud or small group guided reading.
 Supports NGSS 4-PS3-1: Relating speed of an object to its
energy.
 Compare with simpler texts (Energy Makes Things Happen) to
highlight complexity of explanations.
Instructional Uses
 Pair with Energy Skate Park simulation to make abstract
content hands on
 Differentiation: Use diagrams for ELLs; extend learning with
research tasks for advanced students.

 Free online resource; no cost.

Access Information  Available at: [Link]
kinetic-potential-energy-physics

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Text 4 | Energy Skate Park: Basics Simulation

Bibliographic Information: PhET Interactive Simulations. (2021). Energy skate
park: Basics simulation. University of Colorado Boulder.
[Link]

Summary: This interactive simulation allows students to experiment with

skateboarding ramps to explore energy transfer, conservation, and motion. It
provides real time visualization of energy changes in dynamic contexts.

Details: Allows students to experiment and see energy in action.

Explanation
Genre/Format Interactive digital simulation
Reading
Not applicable; interactive format suitable for Grades 3–8
Level/Lexile
 Encourages an inquiry-based learning perspective by letting
Perspectives students experiment and observe outcomes
 Highlights the scientific process of testing and revising ideas
 Reinforces “Energy in Our World” by letting students actively
explore how energy transforms between potential and kinetic
Theme Connections forms.
 Supports NGSS 4-PS3-2: Making observations to show that
energy transfers through motion
 Demonstrate concepts as a whole-class activity, then allow
students to explore in small groups.

 Students can predict outcomes before changing ramp height,

then compare predictions with results.

Instructional Uses
 Pairs effectively with nonfiction texts to provide concrete
illustrations of abstract ideas.

 Differentiation: Provides visual/kinesthetic engagement for

struggling readers, while advanced students can design their
own experiments
 Free, public resource.

Access Information
 Available at: [Link]
skate-park

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Text 5 | Wheels Go Round (Poem)

Bibliographic Information: Smith, J. (2019). Wheels go round. Poems about
motion. Children’s Press.

Summary: This poem uses rhythm and imagery to describe circular motion and
momentum. It provides a literary perspective on the movement of wheels,
connecting physics concepts with expressive language.

Details: Expresses movement and energy concepts through poetry

Explanation
Genre/Format Poetry / anthology selection
Reading
Approx. 600L (Grades 3-5)
Level/Lexile
 Presents an artistic perspective, encouraging students to see
science concepts through figurative language and imagery.
Perspectives
 Gives voice to creative interpretations of scientific phenomena.

 Bridges science and literature, reinforcing the theme “Energy in

Our World” in a nontraditional format.
Theme Connections
 Pairs well with nonfiction texts to highlight multiple ways of
representing energy.
 Read aloud and discuss figurative language and imagery.

 Students can write their own short poems about motion or

energy.

Instructional Uses  Compare poetic expression of energy with scientific

explanation in other texts.

 Differentiation: Supports creative learners and provides

alternative access for students who may struggle with dense
scientific prose.
 Available in anthologies (approx. $12–15)
Access Information
 Widely accessible in school or public libraries

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Text 6 | The Amazing Rube Goldberg Machine

Bibliographic Information: Snider, B. T. (2021). Rube Goldberg and his amazing
machines (E. Steckley, Illus.). Amulet Books.
Summary: This illustrated chapter book introduces the whimsical chain-reaction
machines inspired by Rube Goldberg. It shows how energy transfers in
imaginative and exaggerated ways while encouraging creativity and problem-
solving.
Details: Uses storytelling to explain complex engineering and energy transfer
concepts.
Explanation
Genre/Format Fictional illustrated chapter book
Reading
Approx. 750L (Grades 3–5)
Level/Lexile
 Encourages problem solving and engineering thinking through
Perspectives storytelling
 Highlights engineering creativity and design thinking
 Reinforces the theme “Energy in Our World” by demonstrating
energy transfers in imaginative, narrative contexts.
Theme Connections
 Supports NGSS 4-PS3-4: Applying ideas to design devices
that convert energy.
 Launch a project-based learning unit where students design
their own chain reaction devices
 Facilitate group collaboration as students explain where energy
transfers occur in their designs
Instructional Uses  Pairs with nonfiction texts to connect creativity with scientific
accuracy
 Differentiation: Engages kinesthetic and creative learners;
advanced students can document and explain each energy
transfer in their designs
 Widely available in libraries; retail cost approx. $12–14
Access Information  Amazon link: [Link]
Amazing-Machines/dp/1419750046/

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References
Carone, D., Perkins, A., & Scott, C. (2023). Modeling energy: Stations to support fourth-grade

students’ learning of energy concepts. Science & Children, 60(3), 34–37.

[Link]

Love, T. S., Napoli, M., & Lee, D. (2023). Examining pre-service elementary educators’

perceptions of teaching science when integrated with poetry. School Science and

Mathematics, 123(2), 42–53. [Link]

Santos, M. M., & Sá-Silva, J. R. (2022). Science and technology workshops as a pedagogical

strategy for teaching science in elementary schools. Ciência & Educação, 28, Article

e220035. [Link]

Volioti, C., Keramopoulos, E., Sapounidis, T., Melisidis, K., Zafeiropoulou, M., Sotiriou, C., &

Spiridis, V. (2022). Using augmented reality in K-12 education: An indicative platform

for teaching physics. Information, 13(7), 336. [Link]

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