K-8 teachers who do not consider themselves as scientists may have difficulty connecting literacy development to science standards. However, with effective tools and experience, teachers can integrate literacy skills with scientific inquiry fostering dynamic learning for students. The implications can be a deepening of students' competence with communicating science concepts, while cultivating curiosity about the world around them. The purposes of this paper were to emphasize the importance of children's literature that connects nature to scientific processes; highlight the accessibility of informal science education providers in the community; and offer ideas for extended writing activities that integrate nature and science with students' personal experiences.