NStA publishes a wide variety of resources for science teachers that link to national and state standards. This team of authors have now published four full volumes of various activities designed to help kids and teens think for scientifically. For example, one of the activities in this book provides the students with a list of common things and asks them to decide which of the items such as cookies, sugar, salt, vitamin pills would be considered “food.” The object, of course, is to get the kids to perfect the definition of “food” in order to place items in or outside of the scientific definition. For the teacher librarian, such activities are not the kinds of projects that promote the student’s entrance into the world of information and technology. As such, they do not promote what we would term as collaboration although they could be part of a larger unit about food that did send the learners into a more inquiry-focused learning activity. Science teachers may request such professional resources to be acquired for the professional collection and of course, teacher librarian would respond favorably but begin the conversation about the difference between isolated classroom activities and the more active inquiry projects that push the science class into the library/learning commons for research. Realizing this, and knowing that scientific thinking is a valued part of information literacy, then these types of activities play a role in larger learning activity construction. The activities in these and other of the author’s works can be used from elementary through high school. Bottom line: Purchase this one with a larger goal in mind since the authors are not going to recommend the larger explorations you as teacher librarians would like to promote.