Building Bookworms

Manga, Comics, & Graphic Novels for Kids: An Updated School Librarian Guide (2026)

Friday, January 16, 2026

In 2016, I wrote my first post about comics, manga, and graphic novels for tweens after a student asked me for recommendations — and I completely froze.

At the time, my experience was mostly limited to titles like Smile, Sisters, and El Deafo. Manga felt unfamiliar, and age-appropriate options for elementary readers were far more limited than they are today. With help from colleagues (and a lot of reading), I created a list that became a go-to resource for my library.

Nearly ten years later, the world of manga and graphic novels for kids has grown tremendously.

This updated post reflects:

Newer, school-appropriate manga
Manga adaptations and hybrid formats
Clear grade guidance for families
And thoughtful recommendations for today’s readers

📘 Manga Formats to Know

Manga Adaptations

Manga adaptations are based on familiar franchises — games, shows, or movies kids already love. These are often excellent entry points for reluctant readers.

Examples include:

Pokémon

Animal Crossing

Minecraft

Splatoon

Disney Manga titles (Kilala Princess, Stitch!)

Hybrid Manga Formats

Hybrid manga blend manga-style art with Western graphic novel storytelling. These often read left-to-right and feel especially approachable for beginners.

Hybrid formats are wonderful bridge books for readers moving from graphic novels into traditional manga.

Captain Underpants Manga (Coming April 2026)

🌟 Updated Manga & Graphic Novel Recommendations

🪄 Fantasy & Magical Adventures

Unico — Grades 3–6

A modern reimagining of a classic unicorn story. Gentle fantasy, emotional depth, and themes of kindness and resilience.

Disney Manga: Kilala Princess — Grades 3–6

An original Disney manga following a girl who journeys through classic Disney worlds while discovering her own inner strength.

Hilda / Hildafolk — Grades 2–5

Whimsical adventures inspired by folklore. Still incredibly popular thanks to the animated series.

🐾 Animal & Slice-of-Life Stories

Saphie: The One-Eyed Cat — Grades 2–5

A gentle, empathetic story about a one-eyed cat navigating everyday life.

Chi’s Sweet Home — Grades K–3

Short, expressive chapters perfect for emerging readers.

Happy Happy Clover — Grades 2–4

A sweet woodland story centered on friendship and community.

🤖 Sci-Fi, Robots & STEM-Curious Readers

Mecha-Ude: Mechanical Arms — Grades 4–7

A sci-fi adventure featuring a sentient mechanical arm and a student learning responsibility and teamwork.

Zita the Spacegirl — Grades 3–6

A strong sci-fi adventure that continues to hold up beautifully.

🎮 Manga Adaptations for Gamers & Franchise Fans

Pokémon Adventures — Grades 3–6

Action-driven stories set in the Pokémon universe.

Animal Crossing: New Horizons – Deserted Island Diary — Grades 2–5

Low-stakes, cozy storytelling focused on community.

Minecraft: The Manga — Grades 3–6

Highly engaging for reluctant readers.

The Legend of Zelda (manga) — Grades 4–7

Fantasy adventure tied to a familiar game world.

😂 Humor & Everyday Life

Yotsuba&! — Grades 2–5

A joyful look at everyday life through a curious child’s eyes.

Phoebe and Her Unicorn — Grades 2–5

Humor-driven with heart and strong appeal to fantasy lovers.

Babymouse — Grades 1–4

Still a fantastic bridge from early readers to graphic novels.

⭐ Still Recommended from My 2016 List

Some recommendations truly stand the test of time. These titles were strong picks in 2016 — and they’re still excellent choices today:

Amulet
Bone
HiLo
The Lunch Lady
Bird & Squirrel
Sidekicks
Roller Girl
Sunny Side Up
Awkward
Raina Telgemeier titles (Smile, Sisters, Ghosts)

📌 These books continue to circulate well and remain favorites for many students.

👉 You can view my original 2016 list here:

[Graphic Novels, Comics, and Manga for Tweens (2016)]

⚠️ Popular Manga to Read With Guidance

Some manga frequently requested by students were not written specifically for elementary readers. These may be appropriate for older readers with guidance:

Warriors Manga — Grades 5–7

Spy x Family — Grades 5–7

Haikyu!! — Grades 6+

One Piece — Grades 6+

Dragon Ball / Dragon Ball Z — Grades 6+

👨‍👩‍👧 Tips for Families Choosing Manga

Check the rating on the back cover
Flip through a few pages together
Read Amazon reviews, especially low-star reviews that mention content concerns
Remember that popular doesn’t always mean age-appropriate
When in doubt, ask a librarian

❤️ Final Thoughts

Manga, comics, and graphic novels are not a shortcut around reading — they are reading.

What’s changed since 2016 isn’t the value of these formats, but the breadth of thoughtful, age-appropriate options now available. With intentional curation, manga can be a powerful way to help kids fall in love with reading.

___________________________________________________________________________________

If you’re looking for more support as you help kids build strong reading habits, I’ve created a free K–6 Reading Guide filled with practical recommendations, reader-friendly strategies, and tools for families and educators.

It’s designed to complement formats like graphic novels and manga while supporting long-term reading growth.

👉 Grab the free K–6 Reading Guide here:

Start the Semester Strong: 50 Shelf Starter Warm-Ups for Calm, Focused Library Routines

Monday, January 12, 2026

January always feels a little different.

Students return from break with big energy, tired routines, and brains that need time to settle back into learning. For many educators, this time of year brings the same question:

“How do I reset expectations and rebuild routines without starting over?”

One simple answer in my library has been Shelf Starters — short, predictable warm-up activities students complete at the beginning of class to help them transition, focus, and settle into learning.

Over the years, I’ve built a bank of 50 Shelf Starter warm-ups that I rotate depending on student age, energy level, and lesson focus. They’ve become one of the most reliable ways I anchor calm, focused routines — especially during seasonal transitions like the start of a new semester.

Why January Is the Perfect Time for a Routine Reset

The start of a new semester is a natural opportunity to:

Revisit expectations
Establish consistency
Create calm transitions
Support student focus

Rather than adding something new to your plate, a short, predictable warm-up can anchor your class and set the tone for everything that follows.

That’s where Shelf Starters shine.

What Are Shelf Starters?

Shelf Starters are 5–10 minute warm-up activities students complete at the beginning of every library or media class. The routine stays the same, but the activity changes.

That consistency is what makes them powerful.

Shelf Starters help students:

transition smoothly into learning
focus their attention
build confidence and independence
understand expectations as soon as class begins

When students know exactly how class will start, the room feels calmer — and learning can begin more quickly.

Shelf Starters in Practice: One Routine, Many Possibilities

The same Shelf Starter routine can look different depending on the age of your students. Here are a few examples of how I adapt them.

📘 Shelf Starter Example: Book Guess (Visual Thinking)

Younger Students (K–2)
Show a small portion of a familiar book cover or illustration and have students guess the title using clues.

Older Students (3–5)
Show a symbol or partial image from a well-known book or series. Students write a quick inference:
“I think this is ___ because…”

Why this works:
It builds observation, inference, and confidence in a calm, low-pressure way.

🎭 Shelf Starter Example: Character Movement (Focus + Comprehension)

Younger Students (K–2)
Act out story elements (building a house, huffing and puffing, tiptoeing quietly) and freeze on cue.

Older Students (3–5)
Freeze in a pose that shows a character’s action, emotion, or problem.

Why this works:
It provides movement while reinforcing comprehension and self-control.

✍️ Shelf Starter Example: One-Sentence Story (Executive Functioning)

Younger Students (K–2)
Finish a sentence starter orally or in writing.

Older Students (3–5)
Write a complete story in one sentence that includes a character, problem, and solution.

Why this works:
It strengthens planning, focus, and clarity — key executive functioning skills.

Shelf Starters and Executive Functioning

One reason I value Shelf Starters so much is that they quietly support executive functioning — skills like task initiation, focus, self-regulation, and following routines.

Because Shelf Starters are predictable and clearly structured, students know exactly how to begin class without confusion or stress. This routine lays the foundation for stronger focus and independence throughout the lesson.

50 Shelf Starter Warm-Ups for Calm, Focused Library Classes

You don’t need to use all 50 ideas — even choosing a few consistent favorites can make a noticeable difference in how class begins. I rotate these based on student age, energy level, and lesson focus.

📚 Literacy-Focused Shelf Starters

(Books, characters, stories, and creativity)

Book Guess – Show part of a cover or illustration and have students infer the title using clues.
Would You Rather…? (Book Edition) – Ask a choice question tied to characters, settings, or themes.
Word of the Day – Introduce a library-related word and briefly discuss its meaning.
Quote or Riddle – Solve a short riddle or quote connected to a book or author.
Book Emoji Puzzle – Use emojis to represent a book title and have students decode it.
Genre Sort – Show a title or cover and identify the genre with a reason.
Character Hot Seat – Give clues about a character while students guess who it is.
Two Truths and a Tale – Identify the false statement about a book or story.
Mystery Object – Predict a book based on an object related to the story.
Brain Stretch Movement – Use light movement connected to book choices or genres.
Quick Book Review Snap – Share a one-sentence opinion about a recent read.
Title Scramble – Unscramble the words of a book title or author’s name.
Book Cover Redesign – Describe or sketch a new cover concept.
Quick Character Sketch – Draw or describe a character using minimal details.
Fact or Fiction? – Decide if a statement about a book or author is true.
Book Quote Match – Match a quote to its book or character.
Quick Plot Prediction – Predict a story using the cover or first line.
Story Mix-Up – Put story events back in the correct order.
Book Connection Question – Make a text-to-text or text-to-self connection.
I Notice / I Wonder – Observe a cover or illustration and share thoughts.
Quick Genre Challenge – Identify a genre using limited clues.
Mini Book Recommendation – Give a one-line recommendation to a peer.
Character Action Freeze – Freeze in a pose showing a character’s action or emotion.
One-Sentence Story – Write a complete story using one carefully planned sentence.
Library Story Starters – Finish a creative sentence related to books or reading.

🗂️ Library Skills–Focused Shelf Starters

(Navigation, organization, and independence)

Library Layout Hunt – Locate a section or area of the library.
Shelf Scavenger Hunt – Find books by author, topic, or Dewey number.
Library Bingo Mini-Challenge – Complete one quick library task.
Mystery Book Reveal – Guess a book using a set of clues.
Library Object Guess – Identify the purpose of a library tool or material.
Check-In Class Jobs – Review student responsibilities or routines.
Seasonal Book Hunt – Find books connected to a season or holiday.
Book Sorting Practice – Sort books by genre, author, or format.
Nonfiction Quick Fact – Share one fact from a nonfiction book.
Cover Detective – Predict nonfiction topics from book covers.
Author Match-Up – Match authors to their books.
Book Spine Poetry – Create a poem using book spines.
Library Rules Quick Quiz – Review expectations in a low-pressure way.

💻 Media Technology Shelf Starters

(Digital skills with intention — not overload)

Digital Mini-Challenge – Add one slide, image, or idea to a shared project.
Quick Typing Sprint – Type a short sentence or response.
Emoji Book Challenge – Represent a story using emojis digitally.
Digital Fact Collector – Add one fact to a shared document.
Quick Canva Design – Create a simple visual or title slide.
Digital Brain Teasers – Solve a short online logic puzzle.
Story Mapping – Outline story elements using a digital tool.
Quick Coding Logic – Solve unplugged or basic coding challenges.
Shared Polls or Voting – Vote on books, endings, or ideas.
Collaborative Brainstorm – Add ideas to a shared digital board.
Digital Mystery Reveal – Guess a book or fact using digital clues.
Student Mini-Tutorial – Teach a quick tech tip to a peer.

Tips for Using Shelf Starters Successfully

Keep them 5–10 minutes max
Rotate activities to maintain curiosity
Mix movement, discussion, writing, and digital options
Connect them to lessons, displays, or seasons

For younger students, Shelf Starters often work best as a whole-group activity.
For older students, they become a calm, independent entry point into learning.

Maddie’s Fridge: How Books Build Empathy, Awareness, and Action

Friday, January 9, 2026

One of the greatest powers of books is their ability to help students understand experiences beyond their own. Stories give children language for feelings, context for complex issues, and a safe way to explore realities they may not yet fully understand.

Maddie’s Fridge by Lois Brandt is a powerful example of this. Through a simple story about friendship, the book gently introduces students to the reality of food insecurity and invites meaningful conversations about empathy, responsibility, and community support.

This book also aligns beautifully with the United Nations Sustainable Development Goals, particularly SDG #2: Zero Hunger and SDG #10: Reduced Inequalities, making it a strong choice for classrooms looking to connect literacy with global citizenship.

The story is told through the eyes of Sofia, a child who begins to notice something troubling: her friend Maddie’s fridge is always empty. As Sofia struggles with what she has seen and what she should do, the book carefully explores the tension between wanting to help and respecting a friend’s wishes — all while centering compassion over judgment.

The Good

This book handles a sensitive topic with care, honesty, and respect. It acknowledges that food insecurity exists — sometimes within our own communities — without placing blame or shame on families.

Because the story is told from a child’s perspective, students can easily connect to Sofia’s confusion, concern, and growing understanding. This makes it especially effective for SEL instruction, helping students practice empathy and problem-solving in a developmentally appropriate way.

From a curriculum standpoint, Maddie’s Fridge works well for:

SEL lessons on empathy, kindness, and responsibility
Social studies discussions about community needs
Global citizenship and SDG-aligned learning

The Not-So-Good (From a School Librarian Lens)

Because the book addresses food insecurity, the topic may feel personal or emotional for some students. It’s important to approach the story thoughtfully and create a safe, supportive environment for discussion.

That said, the author handles the subject in an age-appropriate way, and with guidance, this book becomes a powerful opportunity for understanding rather than discomfort.

Discussion Guide: Talking About Empathy and Helping Others

Use these questions to guide thoughtful, student-centered conversations. Consider reminding students that families are different and that needing help is never something to be ashamed of.

Before Reading

Look at the cover. What do you notice about the characters?
What do you think the title Maddie’s Fridge might mean?
What do you think a fridge is usually used for?

During Reading

How does Sofia feel when she notices Maddie’s fridge is empty?
Why do you think Maddie asks Sofia not to tell anyone?
What choices does Sofia have? What might be hard about each one?

After Reading

Why do you think the author chose to tell this story from Sofia’s point of view?
How do the grown-ups help in the story? Why is that important?
What does this book teach us about friendship?

SEL-Focused Questions

How can we tell when someone might need help?
What are respectful ways to help someone without embarrassing them?
Why is empathy important when we don’t know someone else’s full story?

From Understanding to Action: Classroom & School Ideas

One of the most powerful things about this book is how naturally it leads students from awareness to action. After reading, many students want to help — and this book provides an excellent opportunity to show them how.

Here are meaningful, age-appropriate ways to respond:

Start a food drive to support a local food pantry
Create a classroom share table for unopened snacks
Invite a community helper to explain how food pantries work
Discuss how helping should always be respectful and kind, not embarrassing

These actions reinforce the idea that even small efforts can make a real difference.

Family & Community Resources

This book can also be a gentle entry point for sharing support resources in a respectful, non-assumptive way. Schools may choose to quietly include information such as:

Local food pantry locations
School meal programs
Community assistance organizations

Providing this information helps ensure families know support is available if needed.

Overall

Maddie’s Fridge is a quiet but deeply impactful book. It reminds us that stories don’t just teach — they build empathy, foster understanding, and inspire action.

For educators looking to connect literacy with SEL, global citizenship, and real-world impact, this book is a meaningful and powerful choice.

Recommended Grade Levels

Grades K–3
(With thoughtful discussion, it can also be effective in upper elementary classrooms.)

Why Your Students Will Love It

Students will connect to the friendship at the heart of the story. They’ll recognize Sofia’s concern, feel her uncertainty, and often leave the conversation wanting to help someone else — a powerful reminder that books can change how we see the world.

How School Librarians Can Teach Technology Skills Without Screens Taking Over

Monday, January 5, 2026

One of the most common concerns I hear from teachers and families is this:

“How do we teach technology skills without adding more screen time?”

It’s a fair question — especially in elementary schools, where students are still developing focus, self-regulation, and executive functioning skills. As a School Library Media Specialist, I’ve felt this tension myself.

What has grounded my practice is this understanding:
technology education does not have to mean more screens or longer screen sessions.

In fact, research and professional guidance consistently show that in grades K–5, the most meaningful technology learning happens when screens are used intentionally, briefly, and with purpose.

What Technology Skills Do Elementary Students Actually Need?

When we talk about “technology skills,” it’s easy to imagine advanced coding, strict typing benchmarks, or even artificial intelligence. But current research and elementary technology frameworks emphasize that the most important skills at this age are foundational, not advanced.

For elementary students, those foundational skills include:

Recognizing letters and symbols on a keyboard

Opening, closing, and navigating programs or apps

Using simple recording or creation tools to share ideas

Understanding how technology helps communicate thinking

Collaborating and communicating responsibly in shared digital spaces

Recent research on technology use in elementary education shows that technology is most effective when it supports communication, literacy, and meaning-making, rather than functioning as an isolated technical skill. A 2024 meta-analysis published in Educational Technology Research and Development reinforces that purposeful integration — not tool complexity — is what supports learning in early grades.

In other words, students don’t need more technology.
They need clear reasons for using it.

Navigating the Pressure Around Coding, Typing, and AI

Many educators feel increasing pressure to introduce coding early, track typing speed, or prepare students for emerging technologies like AI. At the same time, some schools and states are reducing screen time altogether.

These conversations can feel conflicting.

What anchors my approach is this: before students can code, type quickly, or evaluate AI-generated content, they need to understand how technology works, why it’s used, and how to use it responsibly.

Foundational technology skills build confidence and flexibility — preparing students to adapt to any future tool, digital or otherwise.

The Library’s Unique Role in Teaching Tech Skills

The library is one of the few spaces in a school where technology naturally supports learning rather than driving it. In the library, tech tools are used to:

Communicate ideas
Create something meaningful
Support inquiry and exploration

This makes the library an ideal place to model balanced technology use — showing students that screens are tools, not the focus.

Executive Functioning, Focus, and the Library Space

Executive functioning skills — such as focus, planning, self-control, and task persistence — are still developing throughout elementary school.

The library offers a unique environment where students can practice these skills in a calm, structured way.

Library lessons naturally support executive functioning when students:

Listen and follow multi-step directions
Plan before creating
Manage short periods of screen use
Reflect on their work

By intentionally limiting screen time during projects, librarians help students strengthen their focus muscles rather than overload it.

Teaching Technology Through Media Projects

One of the most effective ways to teach technology skills without screen overload is through short, project-based media experiences.

Student Commercials

When students create short commercials, they practice:

Speaking clearly
Planning a message
Understanding persuasion
Using simple recording tools

The screen is only used briefly — the real learning happens during discussion, rehearsal, and reflection.

Student Newscasts

Newscasts help students:

Organize information
Collaborate with peers
Practice basic filming skills
Understand how media communicates information

Again, technology supports the project — it doesn’t dominate it.

Book Trailers and Storytelling

Book trailers and digital storytelling allow students to:

Summarize and reflect
Make creative choices
Learn basic editing or recording skills
Connect reading and technology

These projects reinforce literacy while introducing essential tech concepts.

Teaching Tech Skills Without a Device in Every Hand

Not every student needs a screen to learn technology skills.

Some of the most important learning happens before a device is ever turned on:

Planning a message
Deciding what images or words to use
Practicing speaking and listening
Learning to collaborate and take turns

This approach reduces screen fatigue and keeps students engaged.

Modeling Balanced Screen Time Matters

Students learn how to use technology not just from what we say — but from what we model.

When librarians:

Limit unnecessary screen time
Build in discussion and reflection
Show that devices are tools, not entertainment

Students learn that balance is an essential life skill.

Modeling healthy technology habits in our own classrooms and library spaces helps students develop the self-awareness they need to manage screens responsibly.

An Invitation to Rethink Technology Time

Teaching technology skills doesn’t require more screens — it requires intentional choices.

Start small:

A short recording instead of a long session
One shared device instead of many
Planning and discussion before pressing record

When technology is used with purpose, students learn more — and screens don’t take over.

January Picture Books That Build Focus Stamina and Spark Care for Our World

Friday, January 2, 2026

After the rush of the holidays, January is a time to settle back into routine.

As part of my January series focused on rebuilding focus, routines, and reading habits, I wanted to share a curated list of picture books that support that work in a natural, meaningful way.

When students return from break, teachers are often looking for read-alouds that feel purposeful without being overwhelming. January is an ideal month for picture books that help students slow down, practice focus stamina, and reconnect with learning — all while fitting easily into existing lessons.

Below is a collection of picture books I intentionally use in January. These titles support sustained attention and also open the door to conversations about caring for our world, community, and environment.

🧠 Why Focus Stamina Matters in January

Many students are capable readers — but struggle to stay focused long enough to read longer texts.

This isn’t about ability.
It’s about focus stamina.

Picture books are powerful tools for rebuilding that stamina because they:

model slower pacing
invite careful listening and observation
allow students to practice sustained attention in a manageable format

The right picture book quietly strengthens the same skills students need for longer reading later on.

📖 Picture Books That Build Focus Stamina

These books are especially effective for January read-alouds because they reward patience and attention.

🧠 Owl Moon by Jane Yolen

A quiet, beautifully paced story that asks students to slow down and notice small details.

Why it works:
The calm language and gentle plot require sustained listening, making it an excellent model of focused attention.

🧠 A Seed Is Sleepy by Dianna Hutts Aston

Short bursts of nonfiction text paired with rich illustrations encourage lingering and reflection.

Why it works:
Students can pause, reread, and think deeply without feeling rushed or overwhelmed.

SDG Connections: Climate Action (SDG 13), Life on Land (SDG 15)

A strong choice for discussions about plant life, growth, soil, and ecosystems.

🧠 Just a Second by Steve Jenkins

A thought-provoking look at time that encourages comparison and reflection.

Why it works:
The structure builds attention gradually, stretching focus stamina in a natural way.

🌍 Picture Books That Support Sustainability & the SDGs

January is also a meaningful time to introduce conversations about caring for our world. These books align naturally with the UN Sustainable Development Goals (SDGs) and fit easily into science, social studies, and SEL conversations.

🌍 Tiny Creatures by Nicola Davies

SDG Connections: Life on Land (SDG 15), Life Below Water (SDG 14)

Highlights the importance of even the smallest organisms and their role in healthy ecosystems.

🌍 Each Kindness by Jacqueline Woodson

SDG Connections: Reduced Inequalities (SDG 10), Peace & Strong Communities (SDG 16)

A reflective story that encourages students to think about how everyday choices impact others.

🌍 Say Something! by Peter H. Reynolds

SDG Connections: Quality Education (SDG 4), Peace & Strong Communities (SDG 16)

Empowers students to use their voices and recognize that small actions matter.

⭐ Picture Books That Do Both: Focus + Sustainability

Some books quietly do double duty — and these are especially powerful in January.

⭐ A Seed Is Sleepy – Builds focus stamina while supporting environmental awareness
⭐ Owl Moon – Encourages sustained attention and appreciation of nature
⭐ Tiny Creatures – Supports focus through short text chunks and introduces ecosystem thinking

These titles work beautifully as read-alouds, display features, or quiet library moments.

📚 How I Use These Books in January

These picture books are flexible and easy to integrate. I use them to:

open lessons with calm, focused listening
support science or climate-related units
anchor conversations about patience, care, and responsibility
model what focused reading looks and sounds like

They don’t require extra planning — just intentional selection.

❄️ A January Reminder

January doesn’t need fast reads or flashy lessons.

It’s a time for steadiness, reflection, and rebuilding habits that support learning long-term. The right picture books help students practice focus, build empathy, and begin to see themselves as part of a larger world — without pressure.

That’s exactly what strong library collections are meant to do.

🔗 Part of the January Series

This post is part of my January series focused on rebuilding focus, routines, and reading habits in the school library.

Why Climate Action Belongs in the Library: Teaching the SDGs Through Soil

Monday, December 29, 2025

The school library is more than a place for books and technology. It’s one of the few spaces where learning naturally crosses subjects — science, literacy, social studies, media, and the arts all come together.

That’s why climate action belongs in the library.

As a School Library Media Specialist, I have the opportunity to help students make meaningful connections between what they are learning in the classroom and the world beyond it. The library is a natural home for conversations about environmental stewardship, global responsibility, and the Sustainable Development Goals (SDGs).

What Are the Sustainable Development Goals?

The Sustainable Development Goals are a set of global goals designed to help people work toward a healthier, more sustainable world. While there are 17 official SDGs, many schools — including ours — focus on a smaller, developmentally appropriate set to help students understand big ideas without feeling overwhelmed.

These goals focus on things like:

Caring for the environment
Protecting life on land
Addressing climate change
Ensuring access to food and resources
Understanding how individual actions impact the world

Rather than teaching the SDGs as abstract concepts, we approach them through hands-on, real-world learning that students can see and experience.

🌱 Lesson at a Glance: Soil, Place, and Climate Action

Grade Levels: Elementary (adaptable for K–5)
Setting: Garden group, library media class, enrichment block, or aftercare

Focus Areas:

Soil types across the United States
Native plants and local ecosystems
Layers of soil
Climate action and the Sustainable Development Goals (SDGs)

Key Skills & Concepts:

Observation and comparison
Understanding how environment shapes ecosystems
Environmental stewardship
Connecting local learning to global goals

Activities Included:

Exploring soil from different U.S. regions using a Smithsonian resource
Discussing why native plants grow in specific areas
Identifying and modeling soil layers
Creating edible “pudding soil” models with chocolate pudding and gummy worms
Art project using torn construction paper to represent soil layers

Big Idea:
Local soil tells a global story. Understanding our environment helps students see how they can care for the Earth.

Exploring Soil Across the United States

We began by examining soil from different states around the country using a resource from the Smithsonian. Students were fascinated to see how different soil can look depending on where it comes from.

Some samples were dark and rich, while others were sandy, rocky, or clay-like. This led to a discussion about how soil is shaped by climate, plants, water, and time. Students quickly realized that soil reflects the environment it comes from.

This comparison helped students understand that soil is deeply connected to place.

Why Native Plants Matter

From there, we talked about native plants. Students learned that native plants are special because they grow in specific regions for a reason — they are adapted to the unique soil and climate of that area.

We discussed how native plants:

Thrive in local soil
Often require less water and maintenance
Support local animals and pollinators

Understanding this helped students see that caring for soil also means caring for the ecosystems that depend on it.

Digging Into the Layers of Soil

Next, students explored the layers of soil, learning that soil is made up of distinct layers, each with an important role.

We discussed:

Topsoil – where most plants grow
Subsoil – where minerals collect
Parent material – broken rock that helps form soil
Bedrock – solid rock beneath it all

Seeing soil as layers helped students understand how long soil takes to form — and why it’s something worth protecting.

🍫 Making Soil Hands-On (and Edible!)

We transitioned to a hands-on science model using food.
“Now we’re going to model the soil layers using food.”
Students created an edible soil model using pudding and crushed cookies to represent each layer

Edible Soil Layer Order:

Bedrock: crumbled graham cracker or cereal
Parent Material: lighter crushed cookie layer
Subsoil: a spoonful of pudding
Topsoil: darker crushed Oreos
Decomposers: a gummy worm

🪨 Soil Layers Printable (Simple & Free)

To keep this activity easy to implement, I created a simple, one-page soil layers printable that students can use alongside the art project.

Students can:

Color each soil layer
Label the layers
Glue torn pieces of construction paper directly onto the page

The printable is intentionally straightforward so it works well for science notebooks, centers, garden groups, or whole-class lessons.

👉 Download the soil layers printable here

Connecting Soil to the Sustainable Development Goals

Our school is deeply committed to helping students learn about and engage with the Sustainable Development Goals. Soil exploration naturally connects to several SDGs, including:

Climate Action
Life on Land
Zero Hunger

By understanding soil, students begin to see how caring for the Earth supports ecosystems, food systems, and long-term sustainability.

An Invitation to Start Small

You don’t need a full unit or special program to begin teaching the SDGs.

Start with:

A science lesson about soil
A conversation about native plants
An art project inspired by the environment
A read-aloud focused on stewardship

When students understand their local environment, they are already taking meaningful steps toward climate action.

Helping students see themselves as part of the story — and part of the solution — is where sustainability education begins.