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Editor�s Note...............................................................................2

Secondary Curriculum SCIENCE Ways of Knowing the Atom............................................................. 3

MATHEMATICS Slippery Slope: Investigating Slope-Intercept Form ........................... 7

ENGLISH LANGUAGE ARTS Preparing to Take the SAT Critical Reading Test............................. 11

SOCIAL STUDIES Man Steps on the Moon ............................................................... 15

Elementary Curriculum SOCIAL STUDIES Exploring With Lewis & Clark ........................................................ 19

MATHEMATICS More or Less! Estimation Strategies for Elementary School ............. 22

ENGLISH LANGUAGE ARTS Building Meaningful Connections with Words ................................ 25

Independent Student Activities INTERNET CHALLENGE� Sharks! ........................................................................................ 29

CURRENT EVENTS Living with Wildfire ....................................................................... 35

Professional Development GEEK TUTOR Sharing Slide Shows Online: The Basics ........................................ 40

TECHNOLOGY INTEGRATION Educational Versions of Video Sharing Networks ........................... 44

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Computers and Human Cognition J. Alan Baumgarten

ast week I gave a presentation at an advanced mathematics conference at the New York, New York hotel in Las Vegas, Nevada. I

am not a genius when it comes to math, and to be honest I was more than a little intimidated. What saved me was that my presentation had almost nothing to do with math. It had more to do with making software interfaces work in harmony with human cognition, not against it.

Anyone who works with software�even educational software�instinctively knows that we have learned to do a pretty good job of translating information into a language that computers understand: lists and tables, numbers and statistics. Computers can be quite good at counting, and they can be extremely proficient at performing algorithmic calculations based on those numbers, which is useful if you want to do something really hard like predict the track of a hurricane or forecast consumer demand for a product.

What we are still learning, still trying to figure out, is how to translate the results of the algorithms back into the language of human cognition. We generally don't do a good job of helping people make sense of the information, understand it, and use it to make important decisions. Computers are not very good at making independent decisions.

What does this have to do with educational technology?

As publishers of educational software solutions, we are just as bound by the rules and constraints of human cognition. Our focus must continually be on ways to improve learning experiences by improving the technology through which instruction is delivered. We need to pay close attention to the way our user interfaces are designed and developed, taking care to create interfaces that work with human cognition and perception and not against it.

As we improve the way humans interact with digital information tools, we further erase the dividing lines that are sometimes referred to as the digital divide. User experiences that are more intuitive, more ergonomic, and more natural require less training and less familiarization time. People pick it up instantly and figure it out on their own because the interfaces lend themselves to that kind of discovery. This is the instructional technology of the future, and we can see it emerging in many different areas of Web and software development. At Learners Online we are keeping a watchful eye on these emerging trends and are actively participating in the conversations.

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Ways of Knowing the Atom Lisa Kerscher

Understanding the form, function, and impacts of atomic architecture can be challenging to grasp, yet it provides the foundation for nearly every other chemistry-related concept. Reveal the atom�s hidden dimensions through videos, interactives, and scientific discovery.

y this point, students have probably heard of the atomic bomb and have seen the Periodic Table. They

may also know that both relate to the atom�s basic structure somehow. Some students do well with reading and then visualizing an atom�s structure. For others, the details may remain fuzzy. Providing more than one instructional format can often help fill the gaps and capture a more complete understanding of the atom�s apparent nature.

Some amazing online resources explain similar core content, but use different presentational formats. These resources include insightful video segments, easy-to-understand graphical illustrations, conversational explanations of the atomic theory�s experimental development, and interactive Java applets that students use to get a handle on the atomic world. Related supplemental information varies between resource, which helps offer different ways of �getting at� the same primary concepts while introducing related topics, such as the Periodic Table and radioactive decay.

Before jumping online, fire up some neurons with an offline activity, directing students to reflect on what they may already know about atoms. Ask each student to take a blank sheet of letter-sized paper and draw a table with three columns and four rows. Have them label each box with two sequential letters of the alphabet, starting with

B

NS9-12.2 Physical Science Structure of atoms Structure and properties of matter TEKS §112.35. Chemistry (6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to: (A) understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom; (B) understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light;

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�A-B,� followed by �C-D,� and so forth. Two sets of three letters, �QRS� and �XYZ,� are exceptions to this initial instruction.

When everyone is prepared, tell students to take five minutes to try to write down at least one item in each box that relates to atoms. The item they write down inside a box should start with one of the letters in the label. After five minutes, instruct students to wander around the room for another five minutes and ask other students for items they listed in boxes. Each student�s goal is to fill every box with at least one item. Afterward, ask students to return to their seats to share at least one item listed in an alphabet box. Review each item�s definition and discuss how it may relate to atoms. Ask the student who shared the item to write the word or phrase on a blank sheet of paper, along with a summary of the definition and its relation to atoms. Students may include illustrations, as appropriate. Post these on the classroom wall for ongoing reference.

Atomic Video

In today�s film-rich environment, video segments can offer easy access points for getting students into The World of Chemistry. In this Annenberg Media package, 26 free, half-hour Videos on Demand (VoD) are available. Windows Media Player is required. Four of these videos are especially good for exploring The Atom, The Periodic Table, Molecular Architecture, and Signals From Within, which illustrates the interaction between radiation and matter. Before students begin watching the videos, advise them that they will need to take notes on during each video to identify two or three portions of the �atomic story� they find especially interesting.

When students have completed the videos, ask each student to share at least one new bit of information that they found interesting. As students share, discuss the connections between each part of the atomic story.

Atomic Conversations

Physics 2000 provides insightful conversations between a set of cartoon characters supported by interactive Java applets. To ensure student computers display the applets properly, test them using the Introduction page. Users should see a representation of

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a water molecule and be able to click-and-drag around the single, blue-colored electron. Note that the browser types they recommend are a bit outdated, but that the latest versions of Internet Explorer, Firefox, or Safari should work, as long as Java is installed and enabled. It is worth scrolling down the introduction page to read about the site�s featured cartoon characters.

This site covers a number of relevant topics. Since we are focusing on the atomic structure, point students to the Science Trek section. Students should join the conversation exploring Electromagnetic Waves and then the Quantum Atom. Both conversations explain how physicists, including Ernest Rutherford, Niels Bohr, and Erwin Schrödinger, used experiments to develop theories about the atom�s nature. Encourage students to click the supplemental explanations, like Professor T.K. Mahan�s mathematical explanation of Circular Waves and the Bohr Model. Use the Web browser�s �Back� button to return to the main content.

Pair students or allow individual students to review the conversations in sequence. Ask students to copy each applet as a diagram and write one complete sentence that explains what the applet illustrates. Refer to the Applet Thumbnails from Science Trek gallery as a shortcut to ensure students have covered every applet in the Electromagnetic Waves and Quantum Atom sections. When students have completed both sections, ask students to share their interpretations of the applets with the class. Use this opportunity to correct misinterpretations; ask students to edit their sentences and diagrams, as needed.

Quantum Q&A

The Particle Adventure is an excellent site with relatively short text explanations accompanied by simple illustrations. The site�s content lays out The Standard Model of the atom, hitting the fundamental parts of an atom, as well as delving into quarks, the forces that hold everything together, and particle decay. As students review the content sequentially, they should click any red-colored text to reveal answers to questions and take the related quizzes. Next, ask students to write down the Standard Model�s recipe and define each ingredient�including Quarks and Leptons�

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using both text and drawings, as they come across those explanations in the module. Similarly, students should note the four interactions that hold everything together.

After their online adventure, invite students to summarize what they learned at this site through an illustrative story with characters and dialogue. Encourage students to use the format of comic-strip panels or book-sized pages.

Atomic Wrap-up

Wrap-up the students� learning journey by coming full circle. Repeat the alphabet boxes exercise they did as a warm-up. For this round, encourage students to fill in the boxes using terms or concepts from the Web sites they visited and any related printed materials they have been using. Again, have students fill in the boxes on their own for five minutes, then mix it up with classmates for another five minutes to add more items. This time, ask students to share three items. Review definitions together and each student should post summaries of their items on the classroom wall.

Finally, assign each student to write an essay that explains the connections between four of the terms posted on the wall. Allow students to revisit any of the Web sites to review explanations and gather additional content, as needed.

Reference:

Annenberg Media � The World of Chemistry http://www.learner.org/resources/series61.html

Physics 2000 http://www.colorado.edu/physics/2000/index.pl

The Particle Adventure http://www.particleadventure.org/

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Slippery Slope: Investigating Slope-Intercept Form Stephanie Tannenbaum

Observing the way a line sits on a coordinate graph reveals significant information about the data points. By learning about important components of a linear equation and the corresponding graph, we begin to understand the information in the world through a mathematical perspective.

xamining slope is the next natural step when exploring the graphs of linear equations. Starting in the Pre-

Algebra curriculum, students begin to look for trends in a set of data. Students learn that a linear equation is a form of modeling that best displays a set of data. Formulating data through a linear equation often helps with real-life decision-making. Students discover that a line on a graph contains an infinite number of points. In order to describe the line in a simple, manageable way, students investigate concepts such as intercept and slope. Calculating the slope reveals many characteristics about a line.

Through a variety of interactive tutorials, lessons, and activities on the Web, students learn about the concepts of slope.

Slope-Intercept Form

Begin with an amusing introduction to slope. Present the Slope-Intercept Rap from TeacherTube. Jot down some of the mathematical terms mentioned in the song such as y-intercept and slope on the board. Move on to the more serious clip, Slope also from TeacherTube and then on to the Slope Video from WatchKnow.org. The video clips are marvelous examples of some of the terms and concepts that they will be learning about.

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NM-ALG.6-8.2 explore relationships between symbolic expressions and graphs of lines, paying particular attention to the meaning of intercept and slope; TEKS §111.32. Algebra I (6) Linear functions. The student understands the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations. (A) develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic representations; (B) interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs; (C) investigate, describe, and predict the effects of changes in m and b on the graph of y = mx + b; (D) graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y intercept;

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Before students work with slope, it is important that they are familiar with the slope-intercept form of a line. Begin with Slope-Intercept Form from Math Warehouse. The lesson is very easy to follow with plenty of examples and interactive mini applets. Encourage students to work with the activities in pairs and to discuss their progress. They should continue with the Practice Problems at the bottom of the page. Students may work on these individually or in pairs.

Students continue working with Slope-Intercept Form of a Line (from Analyze Math). Simply follow the instructions to work with this interactive exploration. Scroll down to the bottom of the page with the instructions for a set of exercises. Again, consider letting students collaborate in pairs to work on this lesson site.

Now the class is ready to work with the interactive Slope-Intercept Equation program from Doina Popovici using GeoGebra. This is another java-based activity that engages the students through a set of guidelines. There are a number of built-in discussion prompts on the site. Ask students to record their answers as they work with the program. Make sure to discuss each question as a whole class after students have had sufficient time to complete the exercise.

y = mx + b: Finding the y-Intercept and Slope

Review the y-intercept by pointing students to Y-intercept of A Line from Math Warehouse. They should read all examples and work with each of the interactive components. Next scroll up and Practice Finding the y-intercept.

Now students are ready to find the slope of a line. Start with Math Warehouse�s How to find the slope of a line. Students follow the tutorial, review the excellent diagrams, and work the interactive activities to gain understanding of slope. Move on to the Interactive Slope of a Line. Again, students should work in pairs and collaborate on this activity.

Next, return to another of Doina Popovici�s excellent sites. Watch The Slope of a Line and Slope-Intercept Video to observe the procedure for graphing the line. Ask students to try out the ten-question Slope Test to check their progress thus far. Finally, if time permits, allow students to shoot some hoops with the Slope Game.

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Another applet from Analyze Math for working with the Slope of a Line provides one more opportunity for exploring slope in an interactive feature. Use this graphing application to complete the seven exercises. Print out Victoria Miles� Investigating the Slope of a Line as an additional activity that students may fill in as they work with the applet. For advanced students eager to learn more, point them to �Slope of Parallel Lines� and �Slope of Perpendicular Lines.�

Now it is time to have some fun with slope. Students will truly enjoy Karappan Poochi Algebra vs. The Cockroaches (from Hotmath). Challenge students to test their knowledge of slope and intercept concepts with this game. Make sure to read the instructions first. Students will enjoy using all that they have learned to help them fight the cockroaches! Note of caution: bring plenty of bug spray!

Students will be interested to know that many real-life situations can be modeled by examining the characteristics of linear equations. The slope and y-intercept display can reveal much about a large amount of information in a graph. Such equations can represent thousands or even millions of data points in just one short mathematical statement. Linear equations not only are the best tool to represent huge sets of data, but they also are a unique tool for predicting the future based on past data; where slope is an integral component to making those predictions. Converting a set of data to an equation serves not only as a way to store data in a simple mathematical formula, but it provides us with the ability to show rate of change in the data. Using linear equations and graphs, we can investigate many of today�s issues, from social concerns such as rate of change is in the population to educational trends so we may plan for a better future.

Reference:

TeacherTube http://teachertube.com/

WatchKnow.org http://watchknow.org/

Math Warehouse http://www.mathwarehouse.com/

Analyze Math http://www.analyzemath.com/Slope_Intercept_Line/Slope_Intercept_Line.html

Doina Popovici CRCT Preparation http://www.crctlessons.com/index.htm

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Analyze Math http://www.analyzemath.com/

Hotmath Karappan Poochi Algebra vs. the Cockroaches http://hotmath.com/hotmath_help/games/kp/Karappan_Poochi_Sound.swf

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Preparing to Take the SAT Critical Reading Test Rachel Cummings

Every year, high school students across the country grit their teeth, sharpen their pencils, and wrestle the testing beast known as the SAT. However, it need not be a harrowing experience. It is possible to pass this academic rite with confidence. The key is preparation. The earlier students can start the less stress for all.

dministered by the College Board, the SAT is the most prevalent college admissions test. It aims to assess

critical thinking, academic skills, and knowledge in order for admissions staffs to predict how prepared an applicant is for college courses. The SAT features ten sections on three topics: mathematics, writing, and critical reading. Taken together, they take nearly four hours to complete. Considering its high stakes and grueling format, it is no wonder the SATs provoke groans from students nationwide.

Groan no more! Using a handful of Web sites, students can prepare for the Critical Reading sections by analyzing the test�s format, learning strategies to improve their performance, and completing practice exams. This triple point approach helps both demystify the test and enhance students� performance.

About the Test

Knowing more about the SAT and the Critical Reading section will help alleviate some anxiety. One source of information is the official SAT page found on the College Board site. Read Test Day: Tips to help you do your best. Note the 2009-2010 Test Dates and Registration Deadlines, as well as information about fees and fee waivers. This information is especially

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NL-ENG.K-12.6 APPLYING KNOWLEDGE Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. TEKS §110.33. English Language Arts and Reading (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail;�and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing.

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important since students will want their SAT scores to arrive at colleges prior to the application deadline. Finally, students may register online to take the SAT. (To do this, students have to set up a free account and must have a credit card in hand.)

To answer questions about the Critical Reading section�how many questions will there be? How will the questions be formatted? What will they cover?�direct students to the College Board Critical Reading page. They will learn the answers to these and other burning questions. The Critical Reading section contains two types of questions�sentence completion and passage based reading. For examples of both, students should follow the links on the Critical Reading page. They will find detailed descriptions, sample questions with explanations, and a few interactive practice questions. It is an ideal place to begin.

Strategies

The Critical Reading test seeks to determine how well students understand what is read, including:

• Main idea: What is the main subject of the passage?

• Argument: What position does the author take on the subject? What is the main purpose of the passage?

• Tone: What is the author�s attitude or feelings toward the subject?

• Technique: What rhetorical devices (simile, metaphor, personification, etc.) does the author use to convey his or her tone, main ideas, and arguments? (Spark Notes The Need to Read)

This makes reading�and then discussing and analyzing what you have read�the best preparation for this section of the SAT. There are other, test-specific strategies for tackling the Critical Reading section. Sparksnotes.com showcases the most comprehensive collection of Critical Reading resources. It dedicates five chapters to the Critical Reading test. Each chapter analyzes a section of the test or a type of question and provides specific tips or methods to employ.

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The Sparknotes.com examination of the Critical Reading section begins in chapter 10, section 0, with an introduction, Meet the Critical Reading section. Students continue reading this chapter by selecting the link to �Continue to the next section� found at the bottom of the text. They can jump ahead to a section they are more interested in by using the black section titles under the main heading.

The additional four chapters provide strategies to �Beat Sentence Completion� (chapter 11), �Reading Passages: The Long and Short of It� (chapter 12), �The Long of It� (chapter 13), and, �The Short of It� (chapter 14). The pull-down menu in the bright blue box is the most direct route to access the list of chapters. This site provides an excellent overview of the three types of questions, an explanation of how they are arranged, and how to approach each.

For visual learners, a video tutorial may be appreciated. The most relevant video, titled �How to Improve Reading Comprehension on the SAT,� is found on ehow.com. Brian Leaf, author of Top 50 Skills for SAT/ACT Success series, outlines how to approach the reading comprehension questions. The complete transcript is at the bottom of the page.

Another approach to preparing for the Critical Reading section is to begin by examining student skills, rather than by deconstructing the test. Returning to the CollegeBoard site, the SAT Skills Insight tool allows students to enter a range for their current SAT score. The Insight tool then presents suggestions for improvement in five skill groups: Determining the Meaning of Words, Author�s Craft, Reasoning and Inferencing, Organization and Ideas, and Understanding Literary Elements. Sample SAT questions appear at the bottom of the page so students can link the skill and suggestion with the SAT. While this does not provide extensive exercises, evaluating student strengths and weaknesses is an important piece in any improvement plan. Combined, these three sites arm students with a powerful arsenal against the daunting SAT. Now fortified with a detailed understanding of what is tested and how, a student�s next step is to practice.

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Practice

Once again, the College Board site has what students need. The Official Practice Test 2009-2010 offers a printable practice exam as well as the option to enter answers online. After completing the practice test, students view the correct answers and their score report, including a breakdown by question type. To access these features, a free membership is necessary.

Since practice, practice, practice is the name of the game, send students to TestPrepPractice.net for practical practice on both reading comprehension and sentence completions. There are five Reading Comprehension Practice Exams and five Sentence Completion Practice Exams. The Reading Comprehension texts mirror those found on the SAT and remain in a separate text box for the duration of the test, a helpful feature that allows students to use a variety of strategies. The results page reveals number correct, in addition to statistics about time spent answering. Students interested in a more detailed analysis may choose from six review options, including unanswered questions, the first five, and incorrect answers. Repeated practice should clarify what to expect and what strategies work best.

For a variety of good reasons, students may frown at taking the SAT. However, for college-bound students, it is unavoidable. Happily, students can pull their heads out of the sand and log in to four excellent sites where they can register, learn, and practice. After doing so, they will earn a score that will turn that frown upside down.

Reference:

College Boards � The SATs http://www.collegeboard.com/student/testing/sat/about.html

Ehow.com http://www.ehow.com/video_4757600_improve-reading-comprehension.html

Sparknotes.com http://www.sparknotes.com/testprep/books/newsat/chapter10.rhtml

TestPrepPractice.net http://www.testpreppractice.net/SAT/Free-SAT-Practice-Tests/Reading-Comprehension-1.aspx

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Man Steps on the Moon Andrea Annas

With one short sentence, �That�s one small step for [a] man, one giant leap for mankind,� Neil Armstrong made history. Man had finally set foot on the moon.

he goal had been set eight years prior in 1961 when President Kennedy declared that the United States

would put a man on the moon by the end of the decade. A lunar landing was not only an important scientific endeavor but in the midst of the Cold War, it became a way to prove the superiority of democracy over communism. Determined not to fail, the National Aeronautics and Space Administration or NASA quickly began making plans for a lunar landing. Kennedy�s goal became reality forty years ago on July 20, 1969, when the United States safely landed a man on the moon.

Explore this significant event by learning about Kennedy�s role in the race to the moon, listening to interviews with John Glenn and Buzz Aldrin, listening to mission audio, and watching animations and video footage of the 1969 lunar landing.

Kennedy Sets a Goal

In 1957, the Soviet Union made history by launching the first satellite, Sputnik, into space. Four years later, they again surprised the world. This time in 1961, Soviet Yuri Gagarin became the first man to orbit the earth. Determined to best the Soviets, President John Kennedy stood before Congress on May 21, 1961and asked for billions of additional dollars to fund the United States� space program. During his speech, he set a lofty goal for the nation and declared, �This nation should commit itself to achieving the goal, before the decade is out, of landing a man on the moon and returning him safely to the earth.� Several months later on November 21, 1962, Kennedy

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NSS-USH.9-12.10 ERA 10: CONTEMPORARY UNITED STATES (1968 TO THE PRESENT) Understands economic, social, and cultural developments in contemporary United States TEKS §113.32. (23) Science, technology, and society. The student understands the influence of scientific discoveries and technological innovations on daily life in the United States. The student is expected to: (B) explain how technological innovations in areas such as space exploration have led to other innovations that affect daily life and the standard of living.

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met with his staff to discuss NASA�s budget and a 1967 lunar landing target date. Listen to an excerpt of this meeting from the John F. Kennedy Presidential Library archives.

From the Earth to the Moon

During the next several years, NASA�s Apollo Program worked diligently to make Kennedy�s goal of a manned lunar landing a reality. In 1962, John Glenn became the first American to orbit around the earth. Listen to a 1998 interview with John Glenn conducted for the John F. Kennedy Presidential Library as he reflected on the space race against the Soviet Union and his historical orbit. To understand how nine years of missions and research culminated with the remarkable lunar landing on July 20, 1969, watch the Time video How Apollo 11 Got to the Moon. Then view NASA�s site Apollo Moon Landings: from the Lab to the Moon. Roll your mouse over each date for a brief explanation. Then, click the date for more information about the different Apollo missions.

On July 16, 1969, NASA launched Apollo 11 into orbit carrying Mission Commander Neil Armstrong, Command Module Pilot Michael Collins, and Lunar Modular Pilot Buzz Aldrin. Apollo 11 was to be the first manned mission to land on the moon. For months prior to the mission, Life Magazine photographer Ralph Morse spent time with the astronauts and their families. View his photographs and read his reflections at Life�s Exclusive: Up Close with Apollo 11. On July 16, 1969, photographer David Burnett captured images of some of the one million people who came to watch the launch. See his images at Time�s Watching the Apollo 11 Liftoff. For a great hook to get students interested in the 1969 lunar landing, watch a video about the making of Buzz Aldrin�s Rocket Experience with Snoop Dogg and Talib Kweli.

Three days after the launch on July 19, 1969, Apollo 11 passed behind the moon. On July 20, 1969, the lunar module Eagle separated from the command module Columbia and began its decent to the moon. NASA�s animated comic summarizes Apollo 11�s launch and mission while its video combines actual footage and audio from the launch and landing. Another one of NASA�s interactive sites lets you explore the Apollo 11 landing site. Click on Lunar Panorama to start the exploration and use the

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mouse to navigate the screen or click on the red dots on the inset landing site map. Additionally, click Explore to examine the lunar module. If needed, click transcript to read the audio text. We Choose the Moon hosted by the John F. Kennedy Presidential Library offers an interactive recreation of the entire mission. The site contains eleven stages with animation, photographs, videos, and mission audio. Students can listen to the pre-launch activities, watch a launch animation, listen to mission audio during the various mission states, and much more. The National Air and Space Museum�s exhibit 40th Anniversary of Apollo 11 includes an interactive timeline of the Apollo program, a collection of Apollo 11 objects, and videos about the Apollo 11 Command Module Columbia, Apollo 11 Water Recovery System, and the Apollo Checklists as well as several others.

On July 24, 1969, the three astronauts returned to earth in the command module Columbia by splashing down in the Pacific Ocean. Aboard the recovery ship U.S.S. Hornet, President Nixon personally welcomed home the three heroes. After a three-week quarantine, Armstrong, Collins, and Aldrin enjoyed their celebrity status by attending parades in their honor, an official state dinner, and a twenty-five nation tour.

Missing Videotapes and Conspiracy Theories

Recently, NASA admitted the loss of the original footage of the Apollo 11 moonwalk. While the exact details are unclear, NASA officials believe workers accidentally taped over the footage to record satellite data. Fortunately, various news archives contained copies of the televised moonwalk. John Lowry and his company Lowry Digital of Burbank, California now have the task of digitally restoring footage from the lunar landing. To learn more read or listen to the NPR story, Houston, We Erased the Apollo 11 Tapes. Then watch the refurbished video of Neil Armstrong�s fist steps on the moon by scrolling down. Scroll down further on this page for the restored video of Neil Armstrong and Buzz Aldrin placing the U.S. flag on the moon.

Ever since the televised lunar landing, skeptics have doubted its validity. For some conspiracy theorists, the missing videotapes are just another piece of evidence that NASA staged the 1969 lunar

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landing. Skeptics cite several pieces of evidence for their theory from the lack of stars in the sky in the lunar landing videos and photographs to the movement of the flag in the televised videos. Conspiracy theorists, however, tend to make up only a small portion of the population. Most people believe that Neil Armstrong and Buzz Aldrin did indeed set foot on the moon in July 1969.

Forty years after the United States raced to the moon, NASA is at a crossroads. There is no Cold War and no direct challengers to the United Sates� space missions. Disasters like the 1986 Challenger and 2003 Columbia explosions were major setbacks for the agency, yet NASA continues space missions and has grand plans for the future including a permanent moon base and human exploration of Mars. NPR examines more on the future of NASA in their series, Forty Years After Space Race, What�s Next? Whatever comes next, the moon was only the beginning.

Reference:

JFK Presidential Library http://www.jfklibrary.org/Historical+Resources/JFK+in+History/Space+Program.htm

Time � How Apollo 11 got to the Moon http://www.time.com/time/video/?bcpid=1485842900&bctid=29590627001

Life Magazine http://www.life.com/image/88999401/in-gallery/29522/exclusive-up-close-with-apollo-11

NASA http://www.nasa.gov/

The making of Buzz Aldrin�s Rocket Experience with Snoop Dogg and Talib Kweli http://www.funnyordie.com/videos/f7a26d7505/making-of-buzz-aldrin-s-rocket-experience-w-snoop-dogg-and-talib-kweli

National Air and Space Museum http://www.nasm.si.edu/events/apollo11/

NPR http://www.npr.org/templates/story/story.php?storyId=106727443

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Exploring With Lewis & Clark Courtney Kincaid

In 1804, United States President Thomas Jefferson assigned a special task to Captain Meriwether Lewis. Lewis took charge of leading an expedition into the mysterious and uncharted western portion of North America. Lewis' goal was to open up the West to trade and locate a Northwest passage across the United States by water.

very new school year is a new adventure, and students arrive full of excitement and anticipation. At this time

of year, students can understand a little bit about how Lewis and Clark must have felt as they embarked on their famous journey west across the United States to the Pacific Ocean. Come explore with Lewis and Clark!

Students will enjoy rich graphics and an interactive story as they venture west to the land along the Missouri River with Lewis and Clark, encountering new people and animals along the way, as well as reading actual excerpts from the journals of the famous explorers.

Meet the Explorers

Begin by asking students how they felt when they went someplace new for the first time- like the first day in a new classroom, a move to a new town, or perhaps a visit to a landmark or tourist destination. Were they excited? A little nervous? What if they were going to a place that no one they knew had ever been before? Remind students that in the early years of the United States (1803), President Thomas Jefferson bought so much land from France that it doubled the size of the United States. This was called the Louisiana Purchase. Since little was known

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NSS-USH.K-4.1 Living and working together in families and communities, now and long ago Understands family life now and in the past, and family life in various places long ago Understands the history of the local community and how communities in North America varied long ago TEKS §113.5. Social Studies, Grade 3. (1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to (C) describe how individuals such as Christopher Columbus and Meriwether Lewis and William Clark have contributed to the expansion of existing communities or to the creation of new communities.

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about this new land, President Jefferson chose Captain Meriwether Lewis to lead an expedition along the Missouri River to find out about its plants, animals and inhabitants, as well as to look for a direct water route from the Pacific Ocean that would cross the continent. The journals Lewis and Clark brought back from the expedition would help frontiersmen and women who would later migrate from the East to this new land and form communities. Ask students how they think that Captain Lewis felt as he left for his journey?

Using a classroom computer with an attached projector, take students on a trip to meet Captain Lewis, William Clark, Sacagawea and others who contributed to this famous expedition at WGBH's Time Warp Trio Adventures: Lewis & Clark. Click Plentifax 487, and then click the "Launch" arrow. Click the arrow at the bottom left to move through the pages. Read the text and view the pictures with your class storybook style. What a trip! What surprised your students most about the story?

The Journey West

What would it have been like to travel with Lewis and Clark? Ask students if they think that the decisions that the explorers made as they pushed into this uncharted area affected their journey? Find out at National Geographic Kids' Go West Across America With Lewis & Clark. Enter a name in the box and click "onward." Students encounter questions along the trail that they must answer correctly in order to move further along the trail. Read the text with students. Take a classroom vote to choose the best answer to each dilemma the explorers encounter along the way.

Discoveries Along the Trail

Lead a class discussion about the purposes of Lewis and Clark's expedition. What have your students learned? One of the purposes of Lewis and Clark's journey was to draw maps and catalogue the plants and animals they encountered along the way. Take them to MrNussbaum.com's Lewis and Clark Animals. Here you can click on the links under each animal's picture to read actual journal entries from the explorers. Encounter a grizzly bear, a bison, a mountain lion and more.

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What is it like to be an explorer charged with the task of mapping a new area and recording its plants, animals and people? Your class can find out with an exploration of their own. As an extension to this lesson, take a trip in your schoolyard or a nearby park with your class. Bring along paper and pencils, and allow students to draw a map of your route or a plant they find along the way. Students should write a journal entry about their experience. This is an engaging activity for special needs and ESL students, as well as the whole class. For printables related to this lesson, visit Lewis and Clark Trail Foundation, Inc.'s Just for Kids page and follow the puzzles and games link. Looking for more challenging materials for your talented and gifted group? Take them to the Smithsonian to visit the online exhibit Lewis & Clark: Mapping the West.

Lewis and Clark's journey was an important step to forming the communities of the United States as we know them today. The maps and information from their travels would allow others to know what to expect as the migration of people from East to West began. Lewis and Clark recorded important information about the existing Native American communities in the Pacific Northwest, and laid a foundation for future communities to form.

Reference:

WGBH � Time Warp Trio: Lewis & Clark http://www.timewarptrio.com/adventures/lewisandclark/

National Geographic Kids � Go West Across North America With Lewis & Clark! http://www.nationalgeographic.com/features/97/west/main.html

MrNussbaum.com � Lewis and Clark Animals http://www.mrnussbaum.com/lacanimals.htm

Lewis and Clark Trail Heritage Foundation � Just for Kids http://www.lewisandclark.org/?p=kids&n=kids

The Smithsonian � Lewis & Clark Mapping the West http://www.edgate.com/lewisandclark/

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More or Less! Estimation Strategies for Elementary School Kira Hamman

How many people holding hands would it take to make a chain stretching from coast to coast? How many soccer balls would fit inside a stadium? How long would it take a computer to calculate all possible social security numbers?

ength. Volume. Time. Most people routinely use estimation in their everyday lives. We estimate how long it will take to run the

errands on our list, how much the groceries in our cart will cost, or how many bags of pretzels we will need at snack time. We all know people who are always late because their errands take longer than expected, or who have twice as many pretzels as necessary at snack time. In spite of its reputation for being a �fuzzy� kind of math, estimation is an important skill just like addition or measurement. As such, it deserves instruction and practice.

We will focus primarily on two Web sites, one for grades K � 2 and one for grades 3 � 5. Both offer materials to help students become better estimators. At both levels, supplementary sites with additional activities help to round out the lessons.

Grades K � 2

In grades K � 2, students need to work with concrete examples of situations within their experience. NASA�s Kids Science News Network offers an estimation lesson at an appropriate level. Begin the lesson with their animated video, in which the characters try to figure out how much pizza they will need to feed their friends. After the video, ask students to estimate something simple, such as how many steps it is from their seat to the door, from their classroom door to the office,

L

Measurement: Apply appropriate techniques, tools, and formulas to determine measurements. Numbers and Operations: Compute fluently and make reasonable estimates. Number, Operation, and Quantitative Reasoning: The student estimates to determine reasonable results.

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from the office to the playground, and so on. Discuss estimation strategies and different estimates. After recording students estimations, find a precise answer by walking and counting steps for each of the distances as a whole group. Discuss the difference between the precise answer and the estimates, and brainstorm ways to improve future estimates. If time allows, try again with a new estimate, such as number of steps to the gym or cafeteria.

Next work through the activities on the NASA site. Begin by showing students a familiar object, such as a book or toy, and asking them to estimate its mass. It may help to tell them the mass of some other objects for comparison. Record their estimates and discuss differences. Then measure the precise mass of the object using a balance. Discuss how the precise mass differs from the estimates. When students are comfortable with this procedure, put them into groups, and give each group a few objects to estimate and then measure using the balance. Use the Estimator Chart provided in the lesson for the students to record their findings, and show them how to fill in the �Oops!� column for the difference between the estimate and the precise measurement.

A good supplemental or follow-up activity for this level is Gummy Worm Measurements, a printout from Teachervision. In this lesson, students first estimate how many gummy worms of each color are in a bag and discuss their responses. Then they estimate measurements (�my desk is ten worms wide,� for example) and use the worms to check their estimates. This activity also provides an ideal bridge between estimation and length measurement.

To wrap up, ask students to think of ways that they estimate in their daily lives. Some examples might include estimating how long it will take to get ready for school in the morning, how much of a certain food they will be able to eat for dinner, or how far it is to a friend�s house. Ask students to think of some examples for homework, or make a class list and add to it as students think of with new ideas over the next few days.

Grades 3 � 5

In grades 3 � 5, students are ready to think a bit more abstractly. Interactivate�s elementary Estimation lesson is a good blend of the concrete and the abstract. First, provide a jar of jellybeans or other small objects and ask students to estimate how

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many are in the jar. Discuss their estimates and the strategies they used to get them. Ask them to revise their estimates after the discussion. Finally, provide the correct answer and discuss which estimation strategies proved most accurate and why.

Next, review area with students and ask them to estimate the area of various cutout shapes. Again, discuss strategies for getting accurate estimates. After this discussion, show students how to use the More or Less Estimator and allow them to work with it in pairs. When students are comfortable with the More or Less Estimator, move on to the Comparison Estimator. Finally, students can work with the Estimator, which asks them to enter a numerical estimate in response to a question. The computer then gives a �too high� or �too low� response and asks students to guess again until they get sufficiently close to the actual value.

As a supplemental activity, or as a follow-up the next day, divide students into pairs to play Estimator Four, a version of Connect Four in which players quickly estimate the answers to addition, multiplication, and/or percentage problems in order to place chips. Choose the length of time, the preciseness of the estimate, and the difficulty of the problems.

Recent research suggests that practicing estimation helps students develop problem-solving skills. In addition, scientists, engineers, and many others use estimation to perform their jobs. As we have seen, most people use estimation in everyday life. Teaching good estimation strategies and providing the opportunity to practice using them will serve students well both now and in their futures.

Reference:

NASA�s Kids Science News Network http://ksnn.larc.nasa.gov/k2/m_whyEstimate.html

Interactivate � Estimation http://www.shodor.org/interactivate/lessons/EstimationElem/

Teachervision � Gummy Worm Measurement http://www.teachervision.fen.com/tv/printables/Gummy_Worm.pdf

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Building Meaningful Connections with Words Stephanie M. Hamilton

Did you know that in order to understand the meaning of a word, you have to see it, hear it, and use it multiple times in multiple ways? While we learn many words indirectly, children also need direct instruction to enrich their library of vocabulary words.

ocabulary refers to the words that enable us to communicate orally, read with understanding, and

write with expression. A rich vocabulary contains thousands of words. Some are the �easy� words like cat, dog, table, or house. Some words are needed to understand a specific subject area like formula, erosion, volcano, or haiku. Then there are words that act as a bridge to these words; like sophisticated, reluctant, absurd, or commotion. Imagine this sentence �The dog was reluctant to go near the volcano.� We need to understand what �reluctant� means in order to gain meaning from this sentence.

Vocabulary instruction involves two important components: 1) providing students with opportunities to deepen their understanding of a word and 2) applying that knowledge regularly in the classroom. The two critical elements of vocabulary instruction are: 1) decide what words to teach and 2) determine how to provide guided and independent practice for students.

Defining Vocabulary Instruction

Teaching new vocabulary words is more involved than just exposing students to a word wall or presenting a definition to the whole class. Two key points to consider: 1) teachers want to broaden the amount of words a student understands

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NL-ENG.K-12.3 EVALUATION STRATEGIES Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). §110.6. English Language Arts and Reading, Grade 4. (9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. §110.5. English Language Arts and Reading, Grade 3. (8) Reading/vocabulary development. The student develops an extensive vocabulary.

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(breadth) and 2) deepen the understanding of those words (depth). With breadth and depth of understanding, students improve their comprehension of text. For an overview of vocabulary instruction, visit the Literacy Matters� �Reading: Vocabulary� Web site. The links provide more information on how to teach vocabulary and specific strategies for implementation. For English language learners in the classroom, selecting the right words to teach is important. Colorin Colarado�s �Selecting Vocabulary Words to Teach English Language Learners� is very useful and introduces the concept of tiered words. Also, click and download the link for the �helpful Spanish-English cognates� for familiar and high frequency words.

The concept of tiered words was developed by Isabel Beck, Margaret McKeown, and Linda Kucan in their book �Bringing Words to Life: Robust Vocabulary Instruction� (2002). They propose three tiers of words:

• Tier 1: Basic words we see and use on a regular basis

• Tier 2: Words that are sophisticated and used less frequently in spoken language but frequently in text

• Tier 3: Words that are connected to a specific subject area and rarely used in regular conversation or reading.

Beck, McKeown, and Kucan recommend a focus on Tier 2 words to enrich and broaden skills in effectively using vocabulary. In Fully Grasping 'Tier 2' Words, teacher Doug Buehl describes how to use the work of Beck, McKeown, and Kucan in the classroom. Read this article; carefully think about and reflect on the steps he outlines and the importance of modeling �thinking about words� with students.

Student Friendly Definitions

Imagine a student using a standard dictionary to look up the word �mirror� finds this entry:

a surface, e.g. glass or polished metal, that reflects light without diffusing it so that it will give back a clear image of anything placed in front of it

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You might have already identified that the word �diffusing� is a Tier 2 word that may confuse the student. If a student is not familiar with that word, this definition may not deepen understanding of the word. The Enchanted Learning Picture Dictionary offers this definition for mirror: You can see your reflection in a mirror. If you click the link for the words in this dictionary, students are exposed to more words related to the first word with an activity. For mirror, they are shown a bathroom with a mirror on the wall along with other items found in a bathroom. This definition makes more sense to a child; it is therefore more meaningful and thus they will retain the word.

When introducing words in class, consider using the The Frayer Model (designed by Dorothy Frayer and her colleagues at the University of Wisconsin), which is similar to a concept map. It is a graphic organizer used for word analysis and vocabulary-building. Students use a template to think about and describe the meaning of a word or concept. At the bottom of this Web page, click �Video Clips� to view a teacher using this strategy in her class. The strategy works well with a wide range of grades.

Another useful tool is the PDF document Own the Word, which is a graphic organizer to help students strengthen their understanding of word meaning. Introduce this to the class by providing the word and a definition of the word. Then, direct students to work in pairs or small groups to complete the organizer. Invite students to share in a whole group situation the synonyms, antonyms, and sentences that they have created.

Activities for Reinforcement and Practice

After students have had time to �own their words,� provide regular time for practice and review. There are many websites to support student learning:

• Word Girl from PBS Kids: This site contains interactive activities to promote language and vocabulary development. Turn the volume up or provide students with headphones to fully enjoy these activities.

• TEFL Matching Words: While the TEFL site is designed for teachers who teach English as a foreign language, the activities are appropriate for any students struggling with

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vocabulary. There are several matching activities for synonyms and antonyms.

• English for Kids Crossword Puzzle Worksheets: While designed for English language learners, this site provides excellent practice for all students. Teachers choose from a list of available crossword puzzle worksheets to download.

After students have practiced with their words, encourage them to apply their knowledge by writing a Wacky Web Tale. Students choose a story title and then are prompted for words to complete the story. There is an online �Parts of Speech Help� if students need assistance. Then ask students to read their story aloud with a partner. Reflect on how their choice of words impacted the plot of the story. Students should share their Wacky Web Tales and post them in the classroom.

Reference:

Literacy Matters � Read About Vocabulary http://www.literacymatters.org/content/readandwrite/vocab.htm

Colorin Colarado � Selecting Vocabulary Words to Teach English Language Learners http://www.colorincolorado.org/educators/content/vocabulary

Fully Grasping 'Tier 2' Words http://www.weac.org/news_and_publications/education_news/2004-2005/read_tier.aspx

Enchanted Learning � Picture Dictionary http://www.enchantedlearning.com/Dictionary.html

The Frayer Model http://www.justreadnow.com/strategies/frayer.htm

Own the Word http://wvde.state.wv.us/strategybank/documents/OwntheWord.doc

PBS Kids � Word Girl http://pbskids.org/wordgirl/#

TEFL Matching Words http://www.teflgames.com/interactive.html

English for Kids � Crossword Puzzle Worksheets http://www.english-4kids.com/puzzlesheets.html

Wacky Web Tale http://www.eduplace.com/tales/

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Estimated Time: Estimated Time: Estimated Time: Estimated Time: 50505050 MinutesMinutes MinutesMinutes

Sharks! Geri Ruane

1. Are sharks able to be preserved as fossils? Explain your answer.

2. Give the name of the ancient shark whose long,

thick spine grew from the back of the skull.

3. Explain the difference between the habitats of the

bull shark and the sleeper shark 4. Compare the sizes of the largest shark to that of

the smallest shark 5. What is the advantage of a shark�s �fusiform�

body shape?

Name __________________________________

In this month�s Internet Challenge�, we will take some time to explore the world of sharks. What comes to your mind when you think of a shark? Perhaps you have read about them in publications or seen sharks in videos or even in aquariums. However, our assessment of sharks might not be completely correct since there are nearly 400 different varieties!

As a group, sharks live in a wide range of aquatic habitats. Some species live in shallow coastal waters or in the open ocean, while others live on the deep-water ocean floor.

Did you know that this amazing fish does not have a bone in its body? The skeleton of a shark is made of the same material as your nose and ears: cartilage!

During its lifetime, some species of sharks can have up to 30,000 teeth. A shark�s teeth are not attached to its jaws and are continually replaced.

Get ready to discover more fascinating details about sharks in our online activity. Since sharks are an important part of our marine ecosystem, we will also learn about shark education and conservation. Are you ready to begin? Our first Web site is Our first Web site is Our first Web site is Our first Web site is Sharks and RaysSharks and RaysSharks and RaysSharks and Rays from Busch from Busch from Busch from Busch Gardens/Sea WorldGardens/Sea WorldGardens/Sea WorldGardens/Sea World. The site is . The site is . The site is . The site is found at found at found at found at http://www.seaworld.org/animalhttp://www.seaworld.org/animalhttp://www.seaworld.org/animalhttp://www.seaworld.org/animal----info/iinfo/iinfo/iinfo/infonfonfonfo----books/sharksbooks/sharksbooks/sharksbooks/sharks----&&&&----rays/index.htmrays/index.htmrays/index.htmrays/index.htm Look at the index page to see a listing of topics. We Look at the index page to see a listing of topics. We Look at the index page to see a listing of topics. We Look at the index page to see a listing of topics. We will explore a few of these topics together.will explore a few of these topics together.will explore a few of these topics together.will explore a few of these topics together. Click the �Scientific Classification� button through the Click the �Scientific Classification� button through the Click the �Scientific Classification� button through the Click the �Scientific Classification� button through the �Anatomy and Physiology� button and read the �Anatomy and Physiology� button and read the �Anatomy and Physiology� button and read the �Anatomy and Physiology� button and read the information in thesinformation in thesinformation in thesinformation in these four topics as well as examine the e four topics as well as examine the e four topics as well as examine the e four topics as well as examine the photographs. Then, answer photographs. Then, answer photographs. Then, answer photographs. Then, answer the first set ofthe first set ofthe first set ofthe first set of questions. questions. questions. questions.

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9. How do sharks locate sick or wounded prey under water?

10. Give some details about the skin of a shark. Terrific answers!Terrific answers!Terrific answers!Terrific answers! The next Web site that we will visit contains an article The next Web site that we will visit contains an article The next Web site that we will visit contains an article The next Web site that we will visit contains an article from part ofrom part ofrom part ofrom part of the handbook f the handbook f the handbook f the handbook Sharks Sharks Sharks Sharks ���� by Jay R. Calkins, by Jay R. Calkins, by Jay R. Calkins, by Jay R. Calkins, University of Georgia MariUniversity of Georgia MariUniversity of Georgia MariUniversity of Georgia Marine Extension Servicene Extension Servicene Extension Servicene Extension Service. Find it . Find it . Find it . Find it online at online at online at online at http://graysreef.noaa.gov/tw/sharks.htmlhttp://graysreef.noaa.gov/tw/sharks.htmlhttp://graysreef.noaa.gov/tw/sharks.htmlhttp://graysreef.noaa.gov/tw/sharks.html.... Read the informationRead the informationRead the informationRead the information, and then a, and then a, and then a, and then answer the nswer the nswer the nswer the next next next next questions.questions.questions.questions. 11. Explain the roles of a shark in a marine

environment and compare it to that of a great cat (lions, tigers or cougars) in a terrestrial setting.

6. Countershading is a type of camouflage in which the dorsal side of a shark is lighter than its ventral side.

a. True b. False

7. Since sharks have a low blood pressure, what do

they do in order to circulate blood throughout their bodies?

Very good!Very good!Very good!Very good! Our next WeOur next WeOur next WeOur next Web site is b site is b site is b site is The Shark FoundationThe Shark FoundationThe Shark FoundationThe Shark Foundation at at at at http://www.shark.ch/http://www.shark.ch/http://www.shark.ch/http://www.shark.ch/ Click �InformationClick �InformationClick �InformationClick �Information,,,,� and then click eac� and then click eac� and then click eac� and then click each of the six tabs h of the six tabs h of the six tabs h of the six tabs inside of it, inside of it, inside of it, inside of it, ffffrom �Habitat� to �Reproduction.�rom �Habitat� to �Reproduction.�rom �Habitat� to �Reproduction.�rom �Habitat� to �Reproduction.� Read the materialRead the materialRead the materialRead the material.... and and and and then then then then complete the complete the complete the complete the next set ofnext set ofnext set ofnext set of questionsquestionsquestionsquestions.... 8. If the Megalodon shark was living today, give

details about its history of evolution and describe what it would look like.

September 2009 Internet Chal lenge � 2/4

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15. (A) List the countries that have finning restrictions. (B) Should more countries have these same types of restrictions? Why or why not?

16. What is a shark nursery and what dangers are they

encountering? Explain your answer. 17. How successful is shark cartilage in the treatment of

cancer? Good answers!Good answers!Good answers!Good answers! Let�s go toLet�s go toLet�s go toLet�s go to the the the the NOAA Fisheries SharkNOAA Fisheries SharkNOAA Fisheries SharkNOAA Fisheries Shark site atsite atsite atsite at http://www.nmfs.noaa.gov/sfa/hms/sharks.htmlhttp://www.nmfs.noaa.gov/sfa/hms/sharks.htmlhttp://www.nmfs.noaa.gov/sfa/hms/sharks.htmlhttp://www.nmfs.noaa.gov/sfa/hms/sharks.html Click �It�s the Ocean, not the SwimmClick �It�s the Ocean, not the SwimmClick �It�s the Ocean, not the SwimmClick �It�s the Ocean, not the Swimming Pool� and read ing Pool� and read ing Pool� and read ing Pool� and read its contents. Answer the following questionits contents. Answer the following questionits contents. Answer the following questionits contents. Answer the following questionssss....

12. Evaluate any two of the sharks listed on this Web page and discuss their similarities and differences.

Great workGreat workGreat workGreat work!!!! We will return to We will return to We will return to We will return to The Shark FoundationThe Shark FoundationThe Shark FoundationThe Shark Foundation site to learn site to learn site to learn site to learn about shark accidents.about shark accidents.about shark accidents.about shark accidents. This resource is located at This resource is located at This resource is located at This resource is located at http://www.shark.ch/Information/Accidents/index.htmlhttp://www.shark.ch/Information/Accidents/index.htmlhttp://www.shark.ch/Information/Accidents/index.htmlhttp://www.shark.ch/Information/Accidents/index.html Read the page and look at the chart denoting the ten Read the page and look at the chart denoting the ten Read the page and look at the chart denoting the ten Read the page and look at the chart denoting the ten most dangerous sharks and their number of shark most dangerous sharks and their number of shark most dangerous sharks and their number of shark most dangerous sharks and their number of shark accidenaccidenaccidenaccidents.ts.ts.ts. 13. According to the statistics from this Web site, what

is the probability of being struck by lightning compared to being bitten by a shark?

Now, scroll up the page and click �Preservation.� Click Now, scroll up the page and click �Preservation.� Click Now, scroll up the page and click �Preservation.� Click Now, scroll up the page and click �Preservation.� Click each of the five photographs (near their headineach of the five photographs (near their headineach of the five photographs (near their headineach of the five photographs (near their headings) to gs) to gs) to gs) to learn why sharks should be protected.learn why sharks should be protected.learn why sharks should be protected.learn why sharks should be protected. 14. Not only are sharks actively fished for their meat,

fins, or cartilage, but millions of them die needlessly as they are caught in nets and in long lines of swimming fish factories.

a. True b. False

September 2009 Internet Chal lenge � 3/4

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Shark Research Institutehttp://sharks.org/education_kids.htm Save Our Seas http://www.saveourseas.com/minisites/kids/21.0.html SharkWater.com http://www.sharkwater.com/education.htm Shark.org-Kids Making a Difference http://sharks.org/education_kids.htm Saving Sharks.com http://www.savingsharks.com/ Find information regarding protection and conservation of sharks. After you have previewed these sites, create your own mini-video or poster about sharks and their value in our marine ecosystem. How can sharks be protected for future generations? If you were to create a five-minute video, what information would you want to include in it? Alternatively, if you could design a shark safety poster, what would it look like? What would you say in your advertisement? Who would be your audience � young children or adults? How would you get your message across to your viewers? Design your announcement by using appropriate computer software and technology equipment or paper, pencil, and art tools. Once you have completed it, share it with your teacher and classmates. Talk about it! Excellent!Excellent!Excellent!Excellent! Go to these sites listed below and try some of these fun activities for extra credit: • http://sharks.org/teachers.htm • http://graysreef.noaa.gov/tw/activities/actshark.html _________________ Congratulations!Congratulations!Congratulations!Congratulations! You have done an incredible job in completing this month�s Internet Challenge�.

18. Explain how a shark attack could be considered a �hit-and-run� incident.

19. NOAA Fisheries encourages all beachgoers to

"swim smart.� Give an explanation as to what swim smart means.

Continue learning about precautions whContinue learning about precautions whContinue learning about precautions whContinue learning about precautions when swimming en swimming en swimming en swimming in the ocean. Go to in the ocean. Go to in the ocean. Go to in the ocean. Go to http://www.saveourseas.com/http://www.saveourseas.com/http://www.saveourseas.com/http://www.saveourseas.com/ minisites/kids/sharks.htmlminisites/kids/sharks.htmlminisites/kids/sharks.htmlminisites/kids/sharks.html. . . . Click �Precautions� and Click �Precautions� and Click �Precautions� and Click �Precautions� and read the six rules.read the six rules.read the six rules.read the six rules. 20. Wearing jewelry while swimming in the ocean

waters is not a smart idea. Why? Remarkable responses!Remarkable responses!Remarkable responses!Remarkable responses! EEEExtension Activity xtension Activity xtension Activity xtension Activity Why should we protect sharks? How can you educate the public about shark protection and conservation? Go to the Web sites listed below (and/or go back to those sites listed previously in this activity) and peruse the material through each one.

September 2009 Internet Chal lenge � 4/4

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Answers to September's Internet Challenge�

1. Since cartilage rapidly disintegrates, sharks are seldom preserved as fossils. The fossil record of sharks

consists mainly of teeth and spines from their fins.

2. The name of the shark is the Xenacanthus.

3. While Sleeper sharks can stay in chilly Arctic waters all year round, Bull sharks survive extremely well in fresh water.

4. The largest of the sharks is the whale shark (Rhiniodon typus). Although the whale shark averages 4 m to 12 m (13-39 ft.) in length, one specimen was found to be 18 m (59 ft.) long. The spined pygmy shark (Squaliolus laticaudus) is probably the smallest of all sharks. Females reach about 18 cm (7.1 in.) in length while mature males may only be 15 cm (5.9 in.) long.

5. Sharks typically have a fusiform body (rounded and tapered at both ends). This shape reduces drag and requires a minimum amount of energy to swim.

6. (b) False. Countershading is a type of camouflage in which the dorsal side of a shark is darker than its ventral side.

7. The walls of the pericardium (the membranous sacs that enclose the heart) are rigid, creating suction within the pericardium to maintain the flow of blood. To circulate blood throughout their bodies, many sharks must swim continuously.

8. Probably the largest predatory shark ever to swim the world's oceans was the Megalodon. It lived in the Miocene period (18 million years ago) and disappeared in the lower Pliocene period about 5 million years ago. Although the Megalodon is often termed the oldest known ancestor of the white shark due to its teeth form, current scientific knowledge has not yet confirmed this. Compared to the white shark, which reaches a length of six to seven meters (19-22 feet), the Megalodon was a real giant who must have reached a length of 18 meters (approximately 59 feet). Its worldwide range covered the temperate zones.

9. Sound travels under water about four times faster than on land, whereby low frequencies dissipate slower than high ones. The sense of hearing is thus important to sharks. They react especially to low frequency, pulsating oscillations around 100 Hz, as produced by sick or wounded animals. Several shark species can thus accurately locate their prey over a distance of several hundred meters.

10. Shark skin has highly sensitive pressure and temperature sensors, some of which are so sensitive that they can register skin vibrations/movements of only 0.02mm. With these sensors, sharks can feel contacts, water currents, and temperature changes.

11. The role of sharks in the marine environment is similar to the role of great cats (lions, tigers, and cougars) in terrestrial environments. Cats eliminate the weak or slow animals in a herd of wildebeests or deer in the same way as sharks eat the slower fish in a school of mackerel or herring.

12. Students� own answers.

13. In the United States, the probability is 16 times higher of being hit by lightning than being bitten by a shark.

14. (a) True

15. (a) Only a handful of countries have introduced finning restrictions: Canada (1994), Brazil (1998), the U.S. (2000), Spain (2002) and Costa Rica (2005). (b) Students� own responses.

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16. In order to prevent their pups from becoming victims of larger sharks, most female sharks bear their young in protected shallow waters. These shark "nurseries" are not easily accessible to larger sharks and represent a safe haven for shark pups as well as other; smaller shark species.Shark nurseries are becoming rare due to environmental destruction. More than 80% of all shark species live in coastal areas and are directly exposed to the many harmful chemicals that are transported from our rivers directly into the ocean.

17. Currently, no serious scientific study is available in which treatment with shark cartilage has proven to have any effect on human cancer cells.

18. When a shark bites a human, it is usually mistaken identity -- the shark thinks the human is a fish and takes a bite expecting to have dinner. When the shark realizes that the person is not a tasty fish, it lets go and swims away. This is why most shark "attacks" are hit-and-run incidents and often only result in cuts and bruises,

19. When you are swimming in the ocean, be aware of your surroundings. You are a guest in a wild habitat and you should respect that habitat and its creatures.

20. Wearing shiny things is not a good idea while swimming in the ocean waters because when they shine, they confuse sharks. Sharks think that they are seeing fish scales shining so they are more prone to attack.

Extension Activities Extension Activities Extension Activities Extension Activities � students own answers.

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Estimated Time:Estimated Time:Estimated Time:Estimated Time: 6060 6060 MinutesMinutes MinutesMinutes

Living with Wildfire Lisa Kerscher

Temperatures often reach the 90s, and even the 100s, across the United States during the summer months. In some areas, life gets even hotter when wildfires flare up nearby. Trees and grasses flame, smoke billows, ash falls, and animals flee. Sometimes people must evacuate, hoping the wildfire will spare their homes.

uring the first week of August, 2009, more than 30 fires were burning from Texas to Alaska, covering

nearly 1.5 million acres, delaying air and road travel and damaging homes.

Although wildfires can be destructive, they are also essential to maintain healthy ecosystems. In some places, evidence from tree rings suggests that wildfires regularly swept through about every 10 years. Then, from about the 1950s, the federal government sought to put out every forest fire as soon as it was reported.

What seemed like a good idea at the time has allowed some wooded areas to accumulate heavy loads of dead plant material. This is especially true in the western United States, where national forest land dominates the region.

Of course, wildfires would be less worrisome if people did not lose their homes, pets, lives and livelihoods. However, when people live in scenic locations, like on the edge of a forest, those homes are more at-risk for going up in flames than those in urban areas, for example. Even if homeowners are lucky enough to weather the fire and smoke, the mudslides that may follow can also add up to some major repair bills.

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TEKS §112.37. Environmental Systems (8) Science concepts. The student knows that environments change naturally. The student is expected to: (A) analyze and describe the effects on areas impacted by natural events such as tectonic movement, volcanic events, fires, tornadoes, hurricanes, flooding, tsunamis, and population growth; (9) Science concepts. The student knows the impact of human activities on the environment.

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Since fire is part of the natural cycle of many ecosystems, and people do not want to give up their scenic views, how can wildfire best be managed?

In this lesson, you will look for clues to answer this dilemma. You will investigate wildfire's role in ecosystems and how wildfire starts and spreads. You will also find out how people can protect their homes from fire, and how agencies use controlled burning techniques to help manage areas prone to wildfire.

Before getting started, use index cards to write down five questions you have about wildfires, writing one question on each card. If you find the answer to a question as you explore the lesson, summarize the answer on the card with the related question.

The Nature of Wildfire

Begin your investigation with an overview of wildfire�where it happens, how it spreads, and how people fight it�at NOVA's Fire Wars site. As you explore the site, click each underlined term to jump to its definition in the Glossary of Fire Terms. Hit your browser's back button to return to where you left off.

Start at The World on Fire section by reviewing the Global Fire Maps. Click through each month listed along the top of the screen and watch map as it changes. Show one of your classmates one month and location that you find interesting. Then, click on the name of that region to read about it. When you are done reviewing the map, close that browser window and read more about wildland fire and prescribed fire in different regions of the world: North America, South America, Europe, Africa, Asia, and Oceania. Describe to a classmate one or more facts on this page that you found interesting.

Continue with How Plants Use Fire, exploring how plants and wildlife have adapted to fire in their habitats. Describe in your own words or sketch one strategy that a species of flora or fauna has evolved to resist, avoid or benefit from wildfire.

Next, visit the On Fire virtual lab (Flash or non-Flash). Read the introduction, and then strike a match. As you follow what happens next and complete the activities, write notes and diagrams that describe each experiment.

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Before leaving NOVA, see what kinds of gear people use in the Outfitting Wildland Firefighters section. Read the introduction, and then open the Flash module. Draw an outline of a person on a letter-sized piece of paper. As you click each piece of gear on the firefighters, add it to your figure. Label it with a brief description.

Before leaving this site, check your cards that list the five questions you wrote down before starting the lesson. If what you learned about at this site helped to answer any of them, summarize and record those answers.

Now, learn about Firewise You Can Use. Explore some interactives, starting with the Dynamics of Wildfire. Browse through it from the Introduction to Fire Types.

What are the three things a fire needs? What are the three elements of the behavior triangle, and how do they affect how wildfire might behave in an area? List and describe the four different types of fires. By yourself or together with a classmate, sketch a drawing that describes "ladder fuels".

Next, see how homeowners and other residents can help protect themselves from fire that may threaten them. Check out the Firewise Hints, Here, you will see how construction, landscaping, managing fuels, topography, and access all factor in to how well properties and people can withstand a sweeping fire.

Also, Explore a Firewise Home, play the game of Preparing a Home for Wildfire Season, and learn the steps to take when there's Wildfire Approaching. Lastly at this site, take the quiz to discover, How Firewise Are You?

Whether you live near a forested area or in the city, evaluate how well your home could withstand a wildfire. Identify any conditions that make your home more or less at-risk compared to those of your neighbors. Make a list of suggestions for your household of how they could make your home more wildfire resistant.

Again, review your five questions. Record any answer you may have found at this site.

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Managing Fire

As you have discovered, wildfire is important but can be difficult to manage. As you have also learned, prescribed burning can help reduce the risk of severe wildfires and improve soil health.

To explore what it might be like to be a fire manager�that is, someone who decides when and where to do prescribed burning treatments�check out the Living with Fire game.

After reading the introduction and making any system adjustments, click to Play. This opens a new window that will cover your screen; you can click quit game at any time to exit. As you move through the game, click the photo of each team member and explore related options and topics. Click back to game to return where you left off.

In this game, you are the manager who decides what to do. Start playing the game by first meeting your Fire Management Team. Record each person's career title and summarize what they do. You will rely on their areas of expertise to make the best decision. After meeting your team, click let's go. Click to manage either an old-growth or second-growth forest stand. Learn about the forest conditions, and consult your accompanying team members to get their professional opinions about each option. Then choose a treatment, follow into the next year and what happens when ignition hits the stand. Continue to play the game and follow the consequences of your decisions. With classmates, discuss your experiences.

Did you find any answers to your card questions? If so, record them before moving on.

Lastly, check in at the National Interagency Fire Center. Here, you can check the National Fire News and review Wildland Fire Statistics for the current year and for seasons past. If you want, you can graph some of these statistics or map them over time. You might also find another answer for your question cards.

Review your five question cards. If you do not have at least one question answered, write down a fact you learned about wildfire and wildfire management during this lesson. Create a question, so that the fact answers that question. Choose one question that you

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like the most. Write that question on a letter-sized (or larger) piece of paper. Write the answer on another piece of paper. Post your question on a classroom wall. Post the answer on another classroom wall. When you and your classmates have posted all of your questions and answers, choose one question on the wall, and then try to find the answer on the answer wall. Keep matching questions to answers until you have matched them all. Review your question and answer pairs with classmates. Correct any pairs, as needed.

Reference:

PBS � Nova: Fire Wars http://www.pbs.org/wgbh/nova/fire/

Firewise.org � Firewise You Can Use http://www.firewise.org/fw_youcanuse/index.htm

US Forest Service � Living with Fire http://www.fs.fed.us/rm/fire_game/

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Sharing Slide Shows Online: The Basics J Alan Baumgarten

You created a great PowerPoint presentation on the Victorian Age, but it�s locked on your hard drive. How can you put it online for others to see? Several popular online slide show sharing applications make it easy to share your classroom presentations with students, and let students share presentations with their peers.

or more than 20 years, digital slide show tools like PowerPoint have been the de facto standard for business communications,

corporate training, industry conferences, and college-level courseware. In the last couple of years, as projectors have become more affordable and more common in the K-12 classroom, use of slide show software has increased. Today it is not uncommon for students to create PowerPoint presentations for classroom projects.

Photo sharing applications have become enormously popular in recent years, virtually defining the Web 2.0 movement. Now there are several slide show sharing sites that offer the same kind of service for presentations. And like many photo sharing sites, users can choose to share their presentations with anyone or restrict them to a limited set of authorized users, such as your students.

By putting a little extra effort into your presentations � like adding voice or slide notes � you can turn them into effective standalone tools for a variety of instructional support purposes:

• Study reference before an exam

• Makeup assignments

• Extended learning activities

• Collaborative projects

n this geek tutor article you will find out about two slide show sharing applications and learn how to use the essential features for uploading, viewing, and sharing presentations. We will focus on one site this month, and a more feature-rich site next month.

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Zoho Show

Zoho is a collection of free (for now) online office productivity tools, not unlike Google Apps but far more feature rich. (Obviously Zoho is not as feature rich as Microsoft Office, but it is a useful online alternative.) Zoho Show is the presentation application in the online suite.

When Zoho Show opens, it prompts you to sign in. I appreciated the fact that it would accept my Google or Yahoo account ID; if you already have one of these, you don�t need to create a new account.

After signing in you will land on a My PresentationsMy PresentationsMy PresentationsMy Presentations home page. If this is your first time to the site � I am guessing that it is � you will have no presentations created, imported, or shared. One of the two links at the top will get you started. Click Create a New Presentation if you want to create a slide show right online. Otherwise, if you used PowerPoint or OpenOffice to create a slide show, you can upload those file types right into the application and host them online.

The interface for importing is quite simple:

1. Click Browse to select a presentation from your local hard drive or network file storage. Note that the slide show must be 10 MB or less.

2. Give the presentation a keyword-rich name and description. You can enter additional tags if you want.

3. Select Read & Write mode if you want to keep working on the online version of your presentation, or Read Only mode if you want to prevent anything from changing. This is the recommended choice because you can re-upload a presentation if you decide to change anything in the original file.

4. Click Import to proceed with the upload.

When the import is complete, the presentation will show up in your Presentations list. You can view the slide show by clicking the Slideshow link below the presentation. There are also controls for exporting the presentation and deleting it.

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To import additional presentations, click the Import button immediately below the Zoho Show logo on the left. If you upload dozens of slide shows, use the Date and Name sort controls to sort your list of slide shows and find what you are looking for.

The real power of a slide show sharing site is, naturally, sharing the presentations you upload. To share a presentation with students (or colleagues), open the slide show and click ShareShareShareShare in the toolbar. This will open a dialog called Share This Document. From here you can enter the individual email addresses of people who can only read it, or who can read it and make changes. Again, you will probably choose the former. Add as many emails as you want, and then click Share. This will send a generic email to the recipients with a direct link to the presentation; however, you can personalize the message by clicking Edit Invitation MailEdit Invitation MailEdit Invitation MailEdit Invitation Mail near the bottom and typing a customized message.

If you have a lot of students you are sending presentations to, it would be a pain having to re-enter in all those email addresses. Fortunately, you can create groups of email recipients (say, all students in a class) and then send to the whole group. Click Add Add Add Add GroupsGroupsGroupsGroups on the top right side of the dialog, and then click Manage Manage Manage Manage Groups > Create New GroupGroups > Create New GroupGroups > Create New GroupGroups > Create New Group. Specify a group name, and then enter or paste in all the email addresses for the group. Click CreateCreateCreateCreate to save the new group. Back at the Document Sharing dialog, you can now select the group(s) you created to receive the slide show invitation email.

You can now upload and quickly share slide shows with student or colleagues. This applies to presentations you have already created on your local system. But if you or your students wish to create slide shows directly online, the tools available for doing this aren�t all that bad. From the home page, click Create NewCreate NewCreate NewCreate New (top left) and name the new presentation. In the pane below, choose a template category and select a design template. Now click StartStartStartStart. Anyone familiar with PowerPoint will recognize the layout and controls: slide thumbnails on the left, composition pane in the

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center, and an accordion set of options for adding shapes and artwork. Use the formatting toolbar along the top to access the same formatting controls you are familiar with in other applications. Remember to save your work as you go by clicking the Save icon in the toolbar.

When you are finish, you can share the presentation just like you learned. Show your students how to use the application (they will pick it up quickly) and let them create their own presentations to share with their peers or turn in to you for grading.

Once you have mastered this site, you will be ready for more advanced slide show sharing, which we will cover next month.

Reference:

Zoho Show http://show.zoho.com/login.do

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Educational Versions of Video Sharing Networks Stephanie Tannenbaum

This is truly the YouTube era. A vast range of topics is captured within the free videos hosted by just about anyone who has a video camera and an Internet connection. Need a primary source film clip of Winston Churchill giving a speech? Check YouTube. How about giving a 4th grade student a video about the states of matter? You can do it with a YouTube video. Or can you?

ouTube and other similar Web sites on the Internet certainly do provide a vast wealth of useful and curriculum-boosting

content. Social video hosting Web programs certainly are a viable option when under direct supervision of teacher or parent. However, what about when we want to provide students with links of video clips to watch on their own or even to search? We simply cannot send them into a social video networking environment on their own and that is the unfortunate truth. When considering Web sites, we can control to a certain degree, with the use of filters and blocking software, what our students access. YouTube contains a vast amount of video clips that range from useless and even inappropriate to educationally useful and brilliant; unfortunately there is no way to control the associated and adjacent content to any particular video on a YouTube type of site. There are not any standards or guidelines as to what is uploaded and who may do so. Verifying authority is difficult which makes it harder and more time-consuming for teachers to adequately incorporate these videos into their curriculum.

Three educator-based and monitored multi-media networking Web sites serve to provide excellent and engaging resources that are safe for the classroom.

So what alternatives do teachers have to present exciting, engaging, primary source, real-world video and audio lessons to their classrooms? Three comprehensive Web communities exist that provide students and teachers with a vast collection of video clips and programs for all subjects and grade ranges. TeacherTube, SchoolTube, and WatchKnow present online

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educator-hosted and -maintained Web communities that host video lessons, activities, demonstrations, and more.

Teacher Tube

TeacherTube is already two years old so we will start there. Sign up for a free account and enter an education-based rich media-sharing realm where fellow educators around the world upload, share, monitor, provide feedback for, and implement the various video, audio, and image links into their own lessons and activities. What types of videos are included? TeacherTube hosts personal educational videos that address precise learning goals. They may also aim towards professional development for teachers. Advertisements or solicitations are strictly forbidden as well as any inappropriate content. The community helps to make sure that videos are appropriate for all audiences and providing feedback to the online videos is a welcomed attribute of this educator network.

Begin by perusing the site; click the various links to learn more. Read the FAQ section for a complete overview of what you might discover and how you can best use this free service in your own classroom. Return to the home page, select and watch any of the Featured or Top Rated videos for an introduction to the variety of what is offered. While this Web service also offers an excellent resource of audio clips and documents as well, the videos are of particular note and truly an excellent way to bring a visual outlook on a wide range of topics from diverse perspectives. Try looking for a specific topic. For example, type �linear equations� in the search field at the top of the page and select Video. Twenty-nine video clips await viewing. Now try �Cuban Missile� and observe seven excellent video clips. Need something to help with a science lesson on the �water cycle� � pick from any of 30 video clips. There are even great video lessons for teachers (check out How NOT to use PowerPoint).

SchoolTube

Next step over to SchoolTube. Another safe place for educators to direct students, this program also organizes an immense assortment of video clips for use within any level and type of course of study. Review the About Us introduction to the program

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before you begin. Scroll down on the home page to click through any of the Featured Videos to gain an overview of what SchoolTube offers. Next, visit the links on the Educators Lesson Plans list and start with the Beginner link to learn more about how to employ benefits of video sharing. Are you ready to add your own video clips? Make sure to follow the Helpful Hints for simple methods of uploading.

WatchKnow.org

Finally move over to the very new WatchKnow.org (in fact, this rapidly expanding program is still in its beta stage). Read the About link for a quick introduction to this fabulous program that just may reach the level of popularity with the education community that rivals that of Twitter, the upcoming Wikivideo, and of course � YouTube. Search for a topic by browsing the subject list or enter key words in the search field. This is a site to bookmark; it grows larger in capacity by day. Need a video for your high school student preparing for the SAT? Want to present some clips about the Ottoman Empire? Teaching the Scientific Method? Are students having trouble with least common multiple? Check out the variety of videos offered on WatchKnow.org.

All three Web video organizations provide user-friendly access and instructions for uploading your own educational videos. Simply create your free account and then log in to follow the step-by-step instructions for publishing your short video lesson on the Web for other students and teachers to view and even review. Join the online blog communities to find out tips, tricks, and ideas for how to implement the vast array of video programs in all subjects and grade levels. They are great for home-school students as well! However you choose to incorporate the online community of shared video lessons, demonstrations, lectures, activities, and movies, students will embrace an opportunity to learn from a new source and alternative perspective.

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Reference:

TeacherTube http://teachertube.com/

WatchKnow.org http://watchknow.org/

SchoolTube http://www.schooltube.com/