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A Reading Group Guide toCharlie Numbers and the Woolly Mammoth
By Ben and Tonya MezrichAbout the Book
In this third book in the Charlie Numbers Adventures series, Charlie and the Whiz Kids accidentally unearth a mysterious bone fragment in the Boston Public Gardens. Right off the bat, something doesn’t seem right. Along with two new friends, the gang combines their math, science, art, and design skills to uncover eccentric billionaire Blake Headstrom’s nefarious plans to smuggle and traffic illegal elephant ivory. Can Charlie and his friends reveal the truth behind Headstrom’s scheme and save countless elephants in the process?Discussion Questions
1. Charlie Lewis is a numbers guy; he adores math. Discuss the following text from chapter one: “He’d always found comfort in the math, the numbers. Numbers were concrete, something you could count, and count on.” What do you think this means? How can one “count on” numbers? Give examples from your personal experience and from observing the world around you.
2. Readers learn that Charlie and his friends, the Whiz Kids, are targets of a handful of bullies at their middle school. Discuss the scenes in the book in which Charlie and his friends are bullied. Why do you think the bullies pick on the Whiz Kids? What advice do you have for Charlie and his friends?
3. The Whiz Kids use math and science knowledge and skills to solve the mystery of the unearthed tusk fragment. Discuss the following: “But the fact that they could solve mysteries by using their mental tools gave them a sense of purpose, and made Charlie feel special.” Why do you think it’s important to have a sense of purpose? How can having mental tools help you feel that way?
4. Recall the part of the book in which readers learn some background information about Charlie’s friend, Jeremy. Charlie wonders if Dr. Church “might have been able to shed some light on the subject” in terms of Jeremy’s “awkward” behavior, and if “Jeremy’s nurture had trumped his nature.” What is meant by nature versus nurture? Discuss how both aspects contribute to how people act and behave.
5. The Whiz Kids return to the university science labs to learn the results of their find, which turns out to be a tusk fragment from a woolly mammoth, a mammal that lived 20,000 years ago. Dr. Church and his team are working to “bring back the prehistoric creature by synthesizing the animal’s DNA from frozen samples brought from the Arctic Circle.” Discuss the ethical aspects of such a project. How do you feel about human efforts to bring back species that have gone extinct? Explain your viewpoint. What do you think might happen if woolly mammoths did return?
6. Janice and Rod are new additions to Charlie’s team of detectives. Janice uses a wheelchair and does not let her disability hold her back. Discuss this quote from Janice: “‘I know I’m different, but we’re all different, right? We’ve gotten here walking—or rolling—along different roads, but we’re all here now, aren’t we?’” How might our differences be assets? Which parts of your personality, culture, or experiences are you most proud of?
7. After Charlie and his friends are caught in the museum exhibit, they find themselves in a makeshift office within the exhibit’s construction site, where they meet Mr. Headstrom for the first time. In this suspenseful scene, Charlie senses that he and his team are in danger. Referring to his henchman, Headstrom tells Charlie, “‘I know my associates can be a little blunt . . . but sometimes a blunt instrument is as valuable as a sword.’” What does this expression mean? What is Headstrom signaling to Charlie?
8. Crystal reveals that she had stolen a piece of tusk from Headstrom’s desk. One line of text appears near her confession: “Curiouser, and curiouser, and curiouser.” How is curiosity a key component of this book? What role does curiosity play in science? Discuss specific examples from the book in which curiosity leads Charlie and his team to important discoveries. Can you name three things that you’re curious to learn more about?
9. While doing research into Headstrom’s business history, Marion discovers that the multimillionaire hunts big game, such as lions, tigers, and elephants. Discuss what it means for a species to be endangered. Think about current global issues around the hunting and poaching of endangered species, such as killing elephants for ivory. What ideas do you have for young people to participate in helping to stop this practice?
10. Janice demands to accompany Charlie and Alice to their interview with Headstrom. Janice tells Charlie, “‘Sounds too exciting to miss . . . and besides, you’ll see, sometimes my chair can make people more honest than they mean to be. They feel sorry, then they overcompensate. It’s like a magic wand.’” Discuss what Janice means by this statement. What does it mean to overcompensate? Why might seeing a person in a wheelchair cause a person to become “more honest”?
11. The story takes a suspenseful turn when Charlie and the Whiz Kids place themselves in a highly dangerous situation. As Charlie begins to realize that he should have an adult with him, he says he’s “never felt more like a kid than at [this] very moment.” Put yourself in Charlie’s shoes. Why do you think he feels more like a kid in this scene? Have you ever felt similarly? How did you handle the situation?
12. Discuss the evolution of Charlie and Rod’s relationship from the beginning of the story to the end. What does Rod mean when he says to Charlie, “‘You’ve got to be the coolest nerd I’ve ever met’”?Extension Activities
1. Charlie has to decide whether or not to jump off a ship into the freezing water of the Boston Harbor. He uses mental math to calculate the 60-foot drop into both inches and centimeters. Use this scene to introduce or review basic units of linear measure: yards, feet, and inches; meters and centimeters. For advanced students, demonstrate how to convert between systems. Visit the following site for helpful instructions: http://lessons.atozteacherstuff.com/410/metric-conversions/
2. Throughout the text, readers witness Charlie and his friends, as well as professional scientists like Dr. Church, using the branches of natural science, physical science, earth science, and life science to solve the mystery of the tusk fragment. Create a list of the various disciplines within each branch, and allow students to choose a discipline to research. For example, if students are interested in rocks, they can research geology and what geologists do and create a slide presentation about various types of rocks. Allow time for students to present or display their final projects.
3. In each chapter, readers encounter science- and math-related vocabulary. Have students keep a list of these new words. After reading, assign a group of words to each student to define and illustrate. Compile student work into a STEAM dictionary.
4. Marion interrupts Mrs. Hennigan by saying, “‘We have a hypothesis!’” Use aspects of the text to teach students the steps of the scientific method. Using a topic from your school’s science curriculum, place students in small groups and help them to develop and test a hypothesis.
5. Blake Headstrom’s company is creating an artificial African savanna at Boston’s Franklin Park Zoo. Introduce the word biome
to students and share its definition: a large, naturally occurring community of flora and fauna (plants and animals) occupying a major habitat. Examples include forests, savannas, or deserts. Share the following link with students: http://kids.nceas.ucsb.edu/biomes/
. Give students time to read the information on this page, after which they will choose one biome to study. For a final project, each student or pairs of students will create dioramas of their selected biomes.
6. Readers learn that to Charlie, “There was nothing more magical than the science of pulleys and levers.” Introduce students to simple machines by watching the following YouTube tutorial: https://www.youtube.com/watch?v=fvOmaf2GfCY
. Place students in triads or groups of four. Challenge students to use simple machines to complete basic tasks. To get started, visit the following National Geographic site: https://www.nationalgeographic.org/activity/simple-machine-challenge/
7. At the end of the book, Alice appears on the local news to report the ivory poaching and smuggling story. Help students identify major issues in the scientific community, such as climate change and genetic engineering. Have students choose one issue to research. Create a class newscast to report the facts on these issues.
8. Crystal makes a plaster cast of a mysterious footprint. Give students an opportunity to experiment with casting. Go on a nature hike to gather a variety of natural objects, such as rocks, leaves, flowers, and seedpods. Follow the steps from this link to walk students through the simple process of making plaster casts: https://artfulparent.com/leaf-casting-with-plaster-of-paris/ This guide has been provided by Simon & Schuster for classroom, library, and reading group use. It may be reproduced in its entirety or excerpted for these purposes.This guide was written by Colleen Carroll—reading teacher, literacy specialist, education consultant, and author of the twelve-volume series
How Artists See and the four-volume
How Artists See, Jr., as well as
How Artists See Animals and
How Artists See Families, both in second editions (Abbeville Press). Contact Colleen at www.colleencarroll.us.