Cross-Curricular Connections: Using The Little Thesis in Math, ELA, and Science
TL;DR
The Little Thesis is not just a science book. Its six chapters connect naturally to Math (data, graphing, measurement), ELA (reading, writing, speaking, listening), and Science (inquiry, investigation, analysis) standards. This post maps each chapter to specific cross-curricular activities and standards so you can justify the coloring book across your entire instructional day.
Why Cross-Curricular Matters
Elementary teachers are stretched thin. Every minute of instruction needs to count, and administrators want to see standards alignment. The good news: teaching the research process touches nearly every core subject area. When you use The Little Thesis, you are not pulling time away from Math or ELA - you are reinforcing those subjects through a research lens.
Below, each chapter is mapped to specific connections in Math, ELA, and Science.
Chapter 1: The Spark of Curiosity
Science Connection - Asking Questions (NGSS Practice 1) Students learn that science begins with observation and questioning. Activity: Take a nature walk. Students observe and generate "I wonder..." questions, then color Chapter 1 pages and label their favorite question.
ELA Connection - Speaking and Listening (CCSS.ELA-LITERACY.SL.1.1) Pair-share and whole-group discussion of questions builds oral language skills. Activity: Wonder Circle - each student shares one question aloud. Classmates respond with "I wonder that too" or "That makes me think of..."
Math Connection - Sorting and Classifying (CCSS.MATH.CONTENT.K.MD.B.3) Sort student questions into categories: questions about animals, plants, weather, people, etc. Activity: Create a human bar graph where students stand in lines based on their question category.
Chapter 2: The Library of Leaves
Science Connection - Obtaining Information (NGSS Practice 8) Students learn that researchers review existing knowledge. Activity: Read two short nonfiction texts related to a class question. Compare what each source says.
ELA Connection - Reading Informational Text (CCSS.ELA-LITERACY.RI.1.1) Students practice asking and answering questions about key details in a text. Activity: After reading a nonfiction passage, students highlight or circle one fact that connects to their research question.
Math Connection - Counting and Comparing (CCSS.MATH.CONTENT.1.NBT.B.3) Count how many facts the class found. Compare: "Who found more facts about animals than plants?" Activity: Create a class tally chart of facts by topic.
Chapter 3: The Great Guess
Science Connection - Constructing Explanations (NGSS Practice 6) Students form hypotheses - testable predictions based on prior knowledge. Activity: Use the sentence frame "I think _____ because _____" to write a hypothesis.
ELA Connection - Writing Opinion Pieces (CCSS.ELA-LITERACY.W.1.1) A hypothesis is structurally similar to an opinion with supporting reasoning. Activity: Students write their hypothesis as a complete sentence, then illustrate it on the coloring page.
Math Connection - Prediction and Estimation (CCSS.MATH.CONTENT.2.MD.D.10) Students predict outcomes and estimate quantities. Activity: "How many students in our class think plants grow faster in sunlight? Let's estimate, then count." Record predictions versus actual counts.
Chapter 4: The Adventure Kit
Science Connection - Planning Investigations (NGSS Practice 3) Students design simple experiments with clear steps. Activity: Write a 3-step procedure for a class experiment. Identify what materials (tools) are needed.
ELA Connection - Writing Informative Texts (CCSS.ELA-LITERACY.W.2.2) Writing a procedure is informational writing with sequential structure. Activity: Students write their experiment steps using transition words (first, next, then, finally).
Math Connection - Measurement (CCSS.MATH.CONTENT.2.MD.A.1) Many experiments require measuring. Activity: Practice measuring objects with rulers, cups, or scales. Record measurements in a simple table.
Chapter 5: Counting the Treasure
Science Connection - Analyzing and Interpreting Data (NGSS Practice 4) Students examine results and look for patterns. Activity: Conduct the class experiment. Record data in a table and discuss: "What do you notice? What pattern do you see?"
ELA Connection - Using Text Features (CCSS.ELA-LITERACY.RI.2.5) Graphs, tables, and charts are text features. Activity: Read a simple bar graph from a book or worksheet. Answer questions about it. Then create one from their own data.
Math Connection - Representing Data (CCSS.MATH.CONTENT.2.MD.D.10) This chapter is the most natural math connection. Activity: Students create bar graphs, pictographs, or tally charts from their experiment data. Compare results across groups.
Chapter 6: Telling the Story
Science Connection - Communicating Information (NGSS Practice 8) Students share findings with an audience. Activity: Mini research presentations where students explain their question, hypothesis, method, and results.
ELA Connection - Narrative and Presentation (CCSS.ELA-LITERACY.SL.2.4) Students tell a story about their research journey. Activity: Students write 3-4 sentences summarizing their project and present to the class or a partner.
Math Connection - Interpreting Results (CCSS.MATH.CONTENT.3.MD.B.3) Students revisit their graphs and explain what the numbers mean. Activity: "My graph shows that _____ happened more than _____. This means _____."
Putting It All Together
A single chapter of The Little Thesis can serve as the anchor for an entire day's instruction across subjects. Color the pages during morning work, discuss the science concept during science block, practice the related math skill during math time, and write about it during writer's workshop. One coloring book, three subjects, zero wasted time.
FAQs
Do I need to cover every connection listed here?
No. Pick the connections that fit your current standards focus. This list is a menu, not a mandate. Even using one cross-curricular connection per chapter adds significant value.
What about Social Studies connections?
Great question. Chapter 6 (publishing and sharing) connects to community and communication themes. Chapter 2 (library research) connects to information literacy and civic responsibility. These connections are lighter but real.
How do I communicate this to administrators?
Use the standards codes listed above in your lesson plans. When administrators see NGSS, CCSS-ELA, and CCSS-Math standards all addressed through one resource, it demonstrates instructional efficiency.
Can I use this with co-teachers or specials teachers?
Absolutely. Share the coloring book with your art teacher (coloring techniques), librarian (Chapter 2 research skills), or math specialist (Chapter 5 data). Each specialist can reinforce the same concepts in their own setting.