discuss-lfrf/discuss-lfrf.9801
Hello
From: KDPW49B@prodigy.com (MRS RHONDA B TOON)
Subject: Hello
Date: Sat, 10 Jan 1998 00:10:45, -0500
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-- [ From: Rhonda Toon * EMC.Ver #2.5.3 ] --
Hi Tim and others,
Good to see you here. Hope we will soon see lots of other familiar PTK
folks on this list.
The rainforest information Janet shared sounds very enticing. I know
this is a popular unit of study for teachers in my area. Our science and
technology center is sponsoring two trips to central America this summer
. I have one group of teachers headed to Costa Rica and another group
off to Belize.
I know soon we'll start seeing lots of resources and extension material
information posted, and thought I'd start that off by sharing that there
is great 3-2-1 Contact video suitable for elementary and middle school
students called "You Can't Grow Home Again." There is a biodiversity
explanation using marbles that is one of the best I have found for
sharing this concept in a concrete way with students. Of course, nothing
will compare with the interactive components PTK will bring to this
"trip" and I am ready for the journey in middle Georgia!
Rhonda Toon
Re: Hello
From: "Janet K. Cook"
Subject: Re: Hello
Date: Fri, 9 Jan 1998 22:57:53 -0700
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Dear Rhonda et all,
Greetings! It is fun to see old faces (well, at least old signatures!)
again. I'm use we'll all enjoy this trip. I know the kids always love
rainforest stuff.
Please do post any and all rainforest related info and/or send it to us for
inclusion in the teacher's guide. If you have a particularly captivating
lesson plan, such as your marble activity, post the whole thing when you
have the opportunity. Although the guide will be the usual marvelous tool
it always has been, more info is always great!
Looking forward to sharing with you all! janet
Janet K. Cook
Sinclair Middle School
300 W. Chenango
Englewood, CO 80110
(303) 781-7817 (w) (303)806-2000x1904 (vm)
Welcome to PTK's LFRF discuss-lfrf
From: Eileen Bendixsen
Subject: Welcome to PTK's LFRF discuss-lfrf
Date: Sat, 10 Jan 1998 00:18:04 -0500 (EST)
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Welcome to PASSPORT TO KNOWLEDGE'S LIVE FROM THE RAINFOREST discuss-lfrf
mailing list!
I am Eileen Bendixsen, a seventh grade science teacher in Hazlet, NJ, the
moderator for the "discuss-lfrf" mailing list. My students and I were
actively involved in the LIVE FROM MARS and LIVE FROM ANTARCTICA 2
projects. Many of you may recognize me as one of the co-moderators for
this fall's WEATHER WORLDS project.
This list will provide a forum for teachers to discuss a wide variety of
issues, concerns, teaching strategies, useful resources, project
collaboration opportunities, and suggestions for PASSPORT TO KNOWLEDGE'S
LIVE FROM THE RAINFOREST project. To start we would like to get to know who
is traveling to the RAINFOREST with us. Please send an introductory
message to discuss-lfrf@passport.ivv.nasa.gov. Let us know who you are,
what subject(s) and grade(s) you teach, as well as where you are located.
Is this your first PTK project or are you a veteran? What would you like
to see as part of this project so that it can be a rewarding experience for
you and your students?
Beginning this Sunday look for "THIS WEEK" IN "LIVE FROM THE RAINFOREST" to
keep you in touch with what is happening with the LFRF project.
The LIVE FROM THE RAINFOREST web site will debute in mid-February.
Please feel free to contact me if you have any questions regarding LIVE
FROM THE RAINFOREST. Send email to: ebend@netlabs.net and I will promptly
respond.
Eileen Bendixsen
Moderator, DISCUSS-LFRF
For more information about PASSPORT TO KNOWLEDGE, see:
http://passport.ivv.nasa.gov
LFRF
From: "Laura Lou"
Subject: LFRF
Date: Sat, 10 Jan 1998 12:51:20 -0500
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What a nice welcome! I am sure there will be many familiar names in this
discussion and, I hope, many will be familiar to me.
I am a veteran of the classroom; 31 years in the lower el and 4 teaching
Middle School Science and Technology. During my first year at the Middle
School I saw a newspaper article about the first Live From Antarctica. It
sounded fantastic and I wanted to be involved. I went to our assistant
principal immediately. He was supposed to be our "technical advisor". He
promised to find out how we could get the broadcasts, but never did.
The next year I saw an e-mail announcement about Live from the Stratosphere
and sent in for my materials before school even started. The discussion
list was a life saver but we could not get the television shows. A local
satellite dish dealer taped the 5 hour Night Flight and we were able to
watch it in pieces during the next 5 or 6 science class sessions.
Since then, I was able to join with about 100 other teachers in training to
be Teacher Advocates for our states. Passport to Knowledge has become
important in my classroom and observed by other science and math teachers
from several local communities. Through the Wayne County Alliance for Math
and Science and the Wayne County Resource Center I have been able to
introduce more teachers to the "Live From..." projects. Also, through my
internet involvement many more questions about the projects have been sent
my way.
Frustrations are still there, though, as our school still does not see the
advantages of a satellite dish, our cable company refuses to "free up a
dish" to broadcast the shows to us and our Public Broadcasting station
refuses to interrupt its "commitment to pre-school and early elementary
programming during the day". The best we have been able to do is view the
taped broadcasts several days after the fact.
Now I have a student teacher. Also my daughter will be student teaching in
the fall. Through them I am hoping to involve Eastern Michigan University
in, at least, mentioning our projects in the Teaching of Science and
Teaching of Math courses. I am looking forward to receiving the Rain Forest
materials and beginning promotion of our newest project.
If a 60 year old veteran can handle it ANYone can!!! That is what PTK
showed us in Washington, DC...it is do-able!
Laura Bashlor
Shumate Middle School
Gibraltar, Michigan
lauralou@ili.net
LFRF Introduction Charlotte Diller Peyser
From: "Charlotte Diller Peyser"
Subject: LFRF Introduction Charlotte Diller Peyser
Date: Sat, 10 Jan 1998 12:47:30 -0600
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Greetings!
I teach a self-contained sixth grade class of 23 wonderful students at Hope
Academy, an inner-city middle school that is part of the Chicago Public
School system. I teach Reading, Language Arts, Social Studies, Science,
and Language Arts to my division students. This is my second full year of
teaching. Last year I taught science to 6th-8th graders at Hope and for
six months before that I was the Technology Coordinator at a private K-8
lab school in Evanston, Illinois.
I'm looking forward to participating in Live from the Rainforest and hope
that I can combine it with our Annenberg grant project theme: From the
Chicago River to the Amazon River.
Last year I participated in Live from Mars and Live from Antarctica 2 by
using some of the teacher materials. This year I hope to actively use
telecommunications. I also plan to involve my students in more aspects of
PTK. That's my plan, anyway ;-)!
--Charlotte Diller Peyser
cdiller@popmail.mcs.net
Here in the Shenandoah Valley
From: mkennedy@head.globalcom.net (Marilyn Kennedy)
Subject: Here in the Shenandoah Valley
Date: Sat, 10 Jan 1998 15:28:06 -0500
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Here in the Shenandoah Valley we have been having a taste of tropical
weather this first week of January. The heat is off, windows opened, and
when we had Thursday's deluge of rain, all the houseplants went out onto
the deck for a rainbath!
>From the Stratosphere, to the Hubble, to Antarctica, to Mars, and now to
the Rainforest.....I can't wait till we start our journey!
PTK and Quest have opened the doors to so many horizons, not only for our
students but for ourselves as well.
What a vehicle for authentic learning.......learning that is open ended and
dynamic!
Right now, our rural county is in the throes of redistricting, which as you
can imagine in a very political and hot topic. But from the headaches of
redistricting, our county is creating a new elementary school (new school
in a former middle school building) which is to be a kind of charter
school, which will use today's technologies and communications to create a
program with kids and teachers discovering and learning together. This
school will have focus on a strong community and business participation. In
fact, the school will open its doors to the community, so that they might
participate in the same kinds of learning as their children. If technology
is indeed a tool of change, then we are hoping to empower not only the
students with these tools but also their parents.
And so one of the first requests I made for the remodeling of this building
is a "satellite dish." My mind is already brainstorming about the
possibilities.....
SO here we are in the Valley, ready to go "Live from the Rainforest"
Marilyn Wall
John Wayland Elementary
Bridgewater, VA
A Science Odyssey Begins Tonight on PBS
From: Eileen Bendixsen
Subject: A Science Odyssey Begins Tonight on PBS
Date: Sun, 11 Jan 1998 18:23:34 -0500 (EST)
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Beginning tonight, Sunday January 11, A Science Odyssey will be broadcast
for five consecutive nights, from 8-10 p.m., on PBS stations.
Focus:
What have we learned in the past 100 years about life and the forces of
nature? What have we learned about the universe and our own origins? How
have we learned it? And how has knowledge changed us, for better or worse?
Topics:
Sunday: Matters of Life and Death
Monday: Mysteries of the Universe
Tuesday: In Search of Ourselves
Wednesday: Bigger, Better, Faster
Thursday: Origins
The series is designed for 11-14-year-olds.
You can find additional information at their web site http://www.pbs.org/aso
Eileen
"THIS WEEK" IN "LIVE FROM THE RAINFOREST"
From: Eileen Bendixsen
Subject: "THIS WEEK" IN "LIVE FROM THE RAINFOREST"
Date: Sun, 11 Jan 1998 20:33:32 -0500 (EST)
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Welcome to "THIS WEEK" IN "LIVE FROM THE RAINFOREST"!!!
Whether this is your first experience with electronic field trips, or you
are a veteran of previous PASSPORT TO KNOWLEDGE Modules, we hope you will
find this list useful.
And it's YOUR participation that will make this list useful to other
educators!
Use "discuss-lfrf" to let the PTK team and your colleagues know what's on
your mind, and to make suggestions about how to ensure LIVE FROM THE
RAINFOREST
is an exciting and worthwhile learning adventure for you and your students.
This week's Updates (targeted for Wednesday Jan. 14th) will include a
field journal from Susan Laurance, a student of trees and birds who's part
of the Smithsonian/INPA team of researchers working out of Manaus, Brazil.
If you are not subscribed to the updates-lfrf mail list please join the list
as well as this discussion forum. The updates list provides all
announcements, late-breaking news, FIELD JOURNALS from rainforest
researchers and the PTK TEAM,
and relevant posts pertaining to this project, while this list is for the
purpose
of discussion!
To join updates-lfrf, send an email message to:
listmanager@passport.ivv.nasa.gov
Leave the subject blank. In the message body, write these words:
subscribe updates-lfrf
One of the biggest concerns of using online projects always seems to be how
do online projects integrate into your curriculum? If they don't, how do
you find the time to spend on online projects? What special challenges
have you faced incorporating this resource? How have you overcome them?
LET US HEAR FROM YOU!
Very soon we'll be announcing something which should be a great resource
for every teacher participating in LFRF: an interactive online survey or
checklist which will let YOU select learning goals from the National
Standards and local "goals", and receive a printout of your customized
objectives. AND THERE'S MORE: PTK is devising a way of annotating your
personalized survey with clear pointers about which online, video or
hands-on components should help you realize those goals! We think this may
be a first for any online interactive project, keeping PTK on the
cutting-edge of education, as well as distance learning!
Thank you, Laura Bashlor, Charlotte Diller Peyser and Marilyn Wall for
posting your terrific introductions. We're looking forward to hearing from
more of you this week.
Have a great week!
Eileen Bendixsen
Moderator, DISCUSS-LFRF
For more information about PASSPORT TO KNOWLEDGE, see:
http://passport.ivv.nasa.gov
Two Cu-SeeMe videoconferences on Tuesday!
From: Eileen Bendixsen
Subject: Two Cu-SeeMe videoconferences on Tuesday!
Date: Mon, 12 Jan 1998 07:12:25 -0500 (EST)
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Dear Discuss-lfrf Members,
After an exciting year of following the Mars Pathfinder and Mars Global
Surveyor I thought some of you might be interested in these
videoconferences from Rice University. I don't think any of us are ready
yet to leave Mars.
Also many of you have traveled with PTK to Antarctica either through LIVE
FROM ANTARCTICA or LIVE FROM ANTARTICA 2. Here is a chance to see what is
going on since our visit last spring.
Eileen Bendixsen
Moderator, DISCUSS-LFRF
For more information about PASSPORT TO KNOWLEDGE, see:
http://passport.ivv.nasa.gov
Here are our upcoming "Ask the Scientist" CuSeeMe videoconferences:
Reflector: 128.42.249.172 (if it isn't working, try 198.64.198.250)
We will sometimes broadcast our colloquiums in COLOR only.
Let us know by the chat window if you can't see it, and we'll change to gray
*or* download the latest version of Enhanced CU-SeeMe!
January 13, 12 - 1 pm CST: "Teaching from Antartica".
(SUITABLE FOR ALL AGES)
Talk with a teacher, Kim Giesting of Connorsville High School,
Connorsville, Indiana, who is one of this season's Teachers
Experiencing Antarctica (TEA). Kim is a member of a
research team stationed in McMurdo Station, Antarctica.
Her work focuses on the ice sheet and its retreat at the end of
the last ice age. Stephanie Shipp of Rice University's
Department of Geology and Geophysics will also be online
from Antartica. (Note: this broadcast from "way down under"
is likely to have a slow transfer rate. All questions *and answers*
will use the chat window if the audio is spotty.)
January 13, 4 - 5 pm CST: "First look at Mars Global Surveyor Results".
(SUITABLE FOR ALL AGES)
Dr. Colin Law ("http://slashmc.rice.edu/" ) of Rice University
will be online to tell of the *new discoveries* of the Mars Global
Surveyor Mission, including the amazing remnant magnetic field
on Mars! Part of the Department of Space Physics and Astronomy
colloquium series, but it should not be too technical for
a general audience. There will be opportunities for questions.
January 20, 10 - 10:30 am CST: "Discovery Factory".
(SUITABLE FOR ALL AGES)
Hands-on exhibits explore science - from the Discovery Place
at the Houston Museum of Natural Science (hosted by Dr.
Carolyn Sumners). Part of the HMNS "Science Quest" series.
As always, use the "chat" (or "talk") window to ask questions - the
speaker's comments will be summarized there for folks with low-bandwidth
connections. (If "talk" or "chat" doesn't show up on your menu bar, download
the most recent Cu-Seeme software from Cornell or WhitePine).
Part of the "Public Connection" (funded by NASA's Digital Library
Technology Program).
For more information about our program, and the rest of the schedule, see
http://space.rice.edu/ and now http://spaceupdate.com
To subscribe to our email notice service, send email to
listserv@listserv.rice.edu
with the *text* of your message being
subscribe video
"CU Soon!" ....Patricia Reiff, Rice University
Posting to discuss-lfrf
From: Eileen Bendixsen
Subject: Posting to discuss-lfrf
Date: Mon, 12 Jan 1998 07:26:59 -0501 (EST)
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Dear Discuss-lfrf members,
Sorry about the double posting on the videoconferences.
Marilyn and everyone else please feel free to use this forum to post
anything that you would have sent to LFM. We may be moving on to the
rainforest, but we will definitely be going back to Mars in the future and
who knows where else.
Eileen Bendixsen
Moderator, DISCUSS-LFRF
For more information about PASSPORT TO KNOWLEDGE, see:
http://passport.ivv.nasa.gov
At 06:00 AM 1/12/98 -0500, you wrote:
>Two good videoconferences tomorrow.
>Because our LFM discuss group no longer exists, I used this forum because
>many of you going to the rainforest have traveled to Mars.
>
>This is really a neat series of videoconferences. Hope to CU there
>
>Marilyn Wall
>JWE
>Bridgewater, VA
LUNAR PROSPECTOR BRIEFING SCHEDULED FOR JAN. 13
From: Eileen Bendixsen
Subject: LUNAR PROSPECTOR BRIEFING SCHEDULED FOR JAN. 13
Date: Mon, 12 Jan 1998 16:38:20 -0500 (EST)
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I thought some of you might be interested in this update on NASA's Lunar
Prospector mission, on NASA TV, tomorrow. Also the web page that has been
set up for the Lunar prospector mission is http://lunar.arc.nasa.gov.
Eileen Bendixsen
Moderator, DISCUSS-LFRF
For more information about PASSPORT TO KNOWLEDGE, see:
http://passport.ivv.nasa.gov
LUNAR PROSPECTOR BRIEFING SCHEDULED FOR JAN. 13
The status of NASA's Lunar Prospector mission, now in orbit
around the Moon, will be the subject of a press briefing at 12
p.m. EST (9 a.m. PST) on Tuesday, Jan. 13, in the main auditorium
of NASA's Ames Research Center, Moffett Field, CA.
Mission managers will discuss the results of the final major
orbit adjustment maneuver, scheduled for earlier that morning, and
preview the robotic mission's initial scientific observations, due
to get underway later that day. A series of briefings previewing
activities on the next Space Shuttle mission (STS-89) will be
broadcast on NASA TV immediately before and after the Lunar
Prospector briefing.
The briefing will last a maximum of one hour, and will be
broadcast live on NASA Television.
Participants in the press briefing are scheduled to include:
* Scott Hubbard, Lunar Prospector Mission Manager, NASA Ames
Research Center, Moffett Field, CA
* Dr. Alan Binder, Lunar Prospector Principal Investigator,
Lunar Research Institute, Gilroy, CA
* Tom Dougherty, Lunar Prospector Program Manager, Lockheed
Martin Missiles and Space, Sunnyvale, CA
The third flight in NASA's Discovery Program of lower-cost,
highly focused Solar System exploration missions, Lunar Prospector
was successfully launched at 9:28 p.m. EST on Jan. 6, 1998, from
Spaceport Florida's new Launch Complex 46 at Cape Canaveral. The
small robotic mission is designed to provide the first global maps
of the Moon's elemental surface composition and the lunar
gravitational and magnetic fields.
On Sunday morning, Jan. 11, at 7:17 a.m. EST, it was
confirmed that Lunar Prospector had successfully entered into the
lunar orbit via a 32-minute engine firing. Earlier today, a
second, 27-minute orbit adjustment engine burn was successfully
conducted that placed Lunar Prospector into a temporary 3.5-hour
orbit, on its way to a final two-hour science mapping orbit.
To reach Ames Research Center, take the Moffett Field exit
(not Moffett Blvd.) off U.S. Highway 101. Turn right immediately
before the main gate, and park in the lot to your right. Present
media credentials and personal identification at the Pass & ID
Office (to the right of the gate) to receive an entry badge,
directions and a map to the press briefing site, Bldg. N-201 .
NASA Television is available on GE-2, transponder 9C at 85
degrees West longitude, with vertical polarization. Frequency is
on 3880.0 megahertz, with audio on 6.8 megahertz. Reporters who
wish to observe and participate remotely in the live broadcast of
the press conference may do so at participating NASA field
centers.
Extensive information on Lunar Prospector is available on the
Internet at the following address:
http://lunar.arc.nasa.gov
intro
From: Stephanie Wong
Subject: intro
Date: Mon, 12 Jan 1998 17:28:51 -0700 (MST)
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Hello,
I'm a grade 9 student in Edmonton, Alberta, Canada. I participated in LFM,
so some of you may know me from discuss-lfm. I am also a frequent
contributer to discuss. Of other things I do are Smart Filtering for LFM
and Aero.
I hope to see a variety of activities generated by LFRF, especially more
individual activities.
This will be a great learning experience for everyone!
Stephanie
Re: intro
From: Eileen Bendixsen
Subject: Re: intro
Date: Mon, 12 Jan 1998 23:04:24 -0500 (EST)
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Stephanie,
Thank you for sending your introduction.
Please tell us more about what type of activities you would like to see for
LFRF including the individual activities.
Eileen Bendixsen
Moderator, DISCUSS-LFRF
For more information about PASSPORT TO KNOWLEDGE, see:
http://passport.ivv.nasa.gov
At 05:28 PM 1/12/98 -0700, you wrote:
>Hello,
>I'm a grade 9 student in Edmonton, Alberta, Canada. I participated in LFM,
>so some of you may know me from discuss-lfm. I am also a frequent
>contributer to discuss. Of other things I do are Smart Filtering for LFM
>and Aero.
>
>I hope to see a variety of activities generated by LFRF, especially more
>individual activities.
>
>This will be a great learning experience for everyone!
>
>Stephanie
>
>
>
Intro
From: THall1234
Subject: Intro
Date: Tue, 13 Jan 1998 00:15:46 EST
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Hi Everyone,
Hello fellow LFM'ers and future LFRF participants. I'm here at Paradise
Canyon Elementary School in La Canada, California and it's nice, as someone
mentioned, to see the familiar names coming back on the screen, as well as
hearing from new voices. My 5th and 6th Grade GATE classes participated in
every aspect of Live from Mars last year and it was a fabulous experience for
them and for me! I am really looking forward to beginning LFRF in these same
grades this year. This year's 5th and 6th grade students are waiting on the
edge of their seat for another "Live From..." experience. Thanks, PTK, in
advance for what I know will be a great project.
Theresa Hall
Paradise Canyon Elementary
La Canada, California
Rain forest activities
From: KDPW49B@prodigy.com (MRS RHONDA B TOON)
Subject: Rain forest activities
Date: Tue, 13 Jan 1998 02:32:37, -0500
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-- [ From: Rhonda Toon * EMC.Ver #2.5.3 ] --
Hi,
Marilyn, good to hear things are still going well in the Shenanadoah
Valley. Have though of you often this year, but haven't been in touch as
often. Swamped with my duties.
Wanted to share a couple of things. First, I picked up a book called
Explroing the Rainforest: Science activities for Kids by Anthony
Fredericks when I was at the regional NSTA mtg. in Nashville in November
. One of the things I liked about the book was the list of addresses one
could write to for additional information. It even contained a list of
addresses for purchasing products from the rainforest and contained an
explanation of the issue of sustainability in this regard.
Jean Craighead George's book, One Day in the Tropical Rain Forest was
the basis for one of my favorite classroom activities. We did a
comparative study of our middle Georgia environment with the tropical
area described by George. Then the students wrote a companion book, One
Day in the Lamar County Elementary School Habitat Garden. Fortunately
for me that garden was just outside our door and one day kids rotated
spending a short time period in the garden observing what they saw. We
had data we had collected on rainfall and temperature, etc. and we
collected all this into a book we had laminated and bound.
The culminating event of our rain forest study was to construct an
interactive teaching museum in our classroom. Parents and family members
were invited to visit it one evening. We served rain forest crunch and
tropical punch. Students had literally changed the room into a
rainforest with vines made out of twisted paper grocery bags (that we
later recycled) and paper leaves and paper mache creatures. A group of
kids re-enacted Lynn Cherry's The Kapok tree and another group performed
a play of their own writing. These are activities from a fourth grade
classroom, bu we were paired that year with a middle school class who
researched and wrote books about the rain forest and shared them with us
as their younger "buddies". Perhaps we could work out some electronic
"buddy classes" as the project progresses.
I am looking forward to sharing thhe LFRF journey with all of you and
hope I can get more middle Georgia teachers to join you here in this
dialogue.
Rhonda
Re: Rain forest activities
From: Eileen Bendixsen
Subject: Re: Rain forest activities
Date: Tue, 13 Jan 1998 07:10:25 -0500 (EST)
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Rhonda,
What a great idea setting up buddy classes! If anyone would like to pair
up with another class let me know. I'd be willing to pair classes up.
Make sure you give me grades and number of students. Also save the stories
that the students write.
Eileen
At 02:32 AM 1/13/98 -0500, you wrote:
>-- [ From: Rhonda Toon * EMC.Ver #2.5.3 ] --
>
> The culminating event of our rain forest study was to construct an
>interactive teaching museum in our classroom. Parents and family members
>were invited to visit it one evening. We served rain forest crunch and
>tropical punch. Students had literally changed the room into a
>rainforest with vines made out of twisted paper grocery bags (that we
>later recycled) and paper leaves and paper mache creatures. A group of
>kids re-enacted Lynn Cherry's The Kapok tree and another group performed
>a play of their own writing. These are activities from a fourth grade
>classroom, bu we were paired that year with a middle school class who
>researched and wrote books about the rain forest and shared them with us
>as their younger "buddies". Perhaps we could work out some electronic
>"buddy classes" as the project progresses.
>
> I am looking forward to sharing thhe LFRF journey with all of you and
>hope I can get more middle Georgia teachers to join you here in this
>dialogue.
>
>Rhonda
>
>
>
Re: Rain forest News
From: "Laura Lou"
Subject: Re: Rain forest News
Date: Tue, 13 Jan 1998 18:50:44 -0500
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After reading the enclosed article, perhaps you will agree with me that
teaching our students about the value of the Rain Forests is no longer an
option!
Laura (Michigan)
============================= copied and pasted =======================
Posted to the web: Wed Dec 31 19:23:14 EST 1997
LONDON, England, December 31, 1997 (ENS) - In 1997, more tropical
forest burned around the world than at any other time in recorded
history, according to a report released this month by the World Wide
Fund for Nature (WWF). "The Year the World Caught Fire" by Nigel
Dudley and Jean-Paul Jeanrenaud says that at least 5 million hectares
of forests and other land burned in Indonesia and Brazil, along with
vast areas of Papua New Guinea, Colombia, Peru, Tanzania, Kenya,
Rwanda, Congo and other parts of Africa. Elsewhere in the world, large
scale fires burned in several Mediterranean countries, Australia,
Russia and China.
Fire in Australia
Fire devours Australian forest
"1997 will be remembered as the year the world caught fire," said
Jeanrenaud, Head of the Forest Programme at WWF International
Secretariat in London. "Although the fires in Indonesia grabbed the
headlines, large-scale fires have raged on every continent and new
figures show just in the Brazilian Amazon forest fires have increased
by more than 50 per cent over 1996. The wide spread of these fires is
a clear indication that forest fire management is in a state of crisis
around the world."
Another report released in December by the Brazilian congressional
committee investigating Asian logging companies estimates that the
Amazon rainforest is being lost at a rate of 20,000 square miles a
year, more than three times the rate of 1994, the last year for which
official figures are available. Approximately 12 percent of the 2
million-square-mile wilderness is gone.
"If nothing is done, the entire Amazon will be gone within 50 years,"
said the report's author, Representative Gilney Vianna of the Worker's
Party in the Amazon state of Mato Grosso. Vianna is demanding a 10
year moratorium on burning and logging in the Amazon.
Many of the world's fires did not start by accident. Most were set
deliberately, and often illegally, to clear land for planting, to
cover up illegal logging and sometimes to open up land for
development.
The WWF report says the fires were worse this year partly because of
the century's most severe El Nino weather event, which has caused
prolonged droughts over much of the planet. El Nino events are growing
more frequent and severe, possibly as a result of pollution-induced
climate change. The forest fires are turning previously moist forests
into drier habitats, that burn more easily. Carbon dioxide and other
gases released from fires add to the greenhouse effect.
"We are creating a vicious circle of destruction, where increased
fires are both a result of changes in the weather and a contributory
factor to these changes," said Jeanrenaud.
In Australia, the Australian Conservation Foundation (ACF) claims that
the current devastating bushfires in New South Wales provide a lesson
about the potential future impacts of global warming in Australia. ACF
spokesperson Peter Kinrade says that the El Nino-related climatic
conditions that have led to these bushfires are the sort of conditions
that are likely to become more prevalent in eastern Australia in the
next century.
This year's fires in Indonesia and other parts of Southeast Asia have
set peat deposits on fire and these will remain burning deep
underground for months or even years, some scientists say. These
smouldering peat bogs could release more carbon dioxide greenhouse gas
into the atmosphere over the next six months than all the power
stations and cars in Western Europe emit in a year, scientists from
Britain, France and the U.S. have predicted. At the 11th World Forest
Congress in Turkey in October, Indonesian officials said that
Indonesia needs long-term assistance to build up a capability to
prevent forest and bush fires.
According to WWF report co-author Nigel Dudley, some forest fires do
occur naturally and if carefully controlled can be a useful management
tool. "However, the relationship between deliberate fires and natural
forest ecosystems is becoming more and more dangerously unbalanced,"
he said. "Many forests that burnt this year should never have burnt at
all. In contrast, in some cases forests that should burn naturally are
prevented from burning, leading to both ecological problems and more
intense fires in the future."
For example, in the United States, where forest fires are routinely
suppressed, ecological processes are disrupted and the accumulation of
flammable materials in forests poses a serious risk of greater and
more destructive fires in the future. The report warns that "now the
U.S. government is trying to use the risk of fire as an excuse for
felling old-growth forests rich in wildlife to subsidise the logging
industry."
"People are responsible for this vicious circle and people must find
the solutions," said Jeanrenaud. "Forests are an insurance policy. If
we cash in the policy, what will be left for our children and the
future of life on Earth? Governments must assume full responsibility
for taking the threat of fires seriously and insuring that adequate
legislation and prevention systems are in place to deal with this
increasingly serious problem."
WWF is calling on the international community to establish an
International Court for the Environment that would arbitrate in cases
where environmental mismanagement at the national level results in
major impacts around the world.
The Environment News Service is exclusively hosted by
the [7]EnviroLink Network. Copyright 1997 ENS, Inc.
Re: Rain forest activities
From: "Janet K. Cook"
Subject: Re: Rain forest activities
Date: Tue, 13 Jan 1998 22:36:59 -0700
Back to top
Dear Rhonda, What an imaginative teacher you are! Your kids are very
lucky. Be sure to remind us about your great ideas when more people are
on-line. I saved your message, but I also have to remember to re-read it at
the appropriate time and that's not a guaranteed occurrence! The buddy
classes sounds great. We're already considering a comparison of local
habitats, so you're well prepared for that. Looking forward to working with
you as we progress through this exciting module. janet
Janet K. Cook
Sinclair Middle School
300 W. Chenango
Englewood, CO 80110
(303) 781-7817 (w) (303)806-2000 x1904 (vm)
-----Original Message-----
Rain forest activities
From: "Janet K. Cook"
Subject: Rain forest activities
Date: Tuesday, January 13, 1998 12:37 AM
Back to top
>-- [ From: Rhonda Toon * EMC.Ver #2.5.3 ] --
>
>Hi,
> Marilyn, good to hear things are still going well in the Shenanadoah
>Valley. Have though of you often this year, but haven't been in touch as
>often. Swamped with my duties.
>
> Wanted to share a couple of things. First, I picked up a book called
>Explroing the Rainforest: Science activities for Kids by Anthony
>Fredericks when I was at the regional NSTA mtg. in Nashville in November
>. One of the things I liked about the book was the list of addresses one
>could write to for additional information. It even contained a list of
>addresses for purchasing products from the rainforest and contained an
>explanation of the issue of sustainability in this regard.
>
> Jean Craighead George's book, One Day in the Tropical Rain Forest was
>the basis for one of my favorite classroom activities. We did a
>comparative study of our middle Georgia environment with the tropical
>area described by George. Then the students wrote a companion book, One
>Day in the Lamar County Elementary School Habitat Garden. Fortunately
>for me that garden was just outside our door and one day kids rotated
>spending a short time period in the garden observing what they saw. We
>had data we had collected on rainfall and temperature, etc. and we
>collected all this into a book we had laminated and bound.
>
> The culminating event of our rain forest study was to construct an
>interactive teaching museum in our classroom. Parents and family members
>were invited to visit it one evening. We served rain forest crunch and
>tropical punch. Students had literally changed the room into a
>rainforest with vines made out of twisted paper grocery bags (that we
>later recycled) and paper leaves and paper mache creatures. A group of
>kids re-enacted Lynn Cherry's The Kapok tree and another group performed
>a play of their own writing. These are activities from a fourth grade
>classroom, bu we were paired that year with a middle school class who
>researched and wrote books about the rain forest and shared them with us
>as their younger "buddies". Perhaps we could work out some electronic
>"buddy classes" as the project progresses.
>
> I am looking forward to sharing thhe LFRF journey with all of you and
>hope I can get more middle Georgia teachers to join you here in this
>dialogue.
>
>Rhonda
>
>
Thursday's Web Chat With Ken Edgett is Open!
From: Eileen Bendixsen
Subject: Thursday's Web Chat With Ken Edgett is Open!
Date: Wed, 14 Jan 1998 22:51:52 -0501 (EST)
Back to top
Many of you are familiar with Ken Edgett, so I thought I'd pass this on to
anyone who is interested. For those of you who were not part of Live From
Mars, Ken Edgett is Director, Arizona Mars K-12 Education Program, a Mars
Global Surveyor Thermal Emission Spectrometer Team Affiliate and Editor,
Mars Underground News, The Planetary Society. Listening to Ken talk about
Mars makes you want to get on the next spacecraft to the red planet.
Eileen Bendixsen
Moderator, DISCUSS-LFRF
For more information about PASSPORT TO KNOWLEDGE, see:
http://passport.ivv.nasa.gov
Hello,
Just a note to let you know that tomorrow's (Thursday, Jan. 14) Web chat
with Ken Edgett is open, meaning that no registration is necessary for
this chat. Please note, this chat will be strictly monitored!
Time: 9:30-10:30 a.m., PST
Where: http://quest.arc.nasa.gov/chat/prj_lfm/kedgett/main/chat.cgi
Please prepare for the chat beforehand by reading Ken's bio at:
http://quest.arc.nasa.gov/mars/team/edgett.html
The chat room will open 15 minutes before the chat begins.
Sandy
LFRF Resources Needed
From: Eileen Bendixsen
Subject: LFRF Resources Needed
Date: Wed, 14 Jan 1998 23:11:50 -0501 (EST)
Back to top
Dear Discuss-lfrf Members,
We would like to put together a list of books that can be used as resources
for LFRF. If any of our members have books that they use with their
students, please post them to the list or to me personally. These could be
books that you read to your students or books that you have found to be
great resources about the rainforest. It is very important that
information be current. Part of our focus with the students will be to
correct misconceptions.
Thank you for your help.
Eileen Bendixsen
Moderator, DISCUSS-LFRF
For more information about PASSPORT TO KNOWLEDGE, see:
http://passport.ivv.nasa.gov
Special Opportunity For Classroom Teachers
From: Eileen Bendixsen
Subject: Special Opportunity For Classroom Teachers
Date: Wed, 14 Jan 1998 23:20:17 -0500 (EST)
Back to top
Dear Discuss-lfrf Members,
I thought some of you might be interested in this opportunity. Many of us
are doing things in our classroom that we feel are simply part of doing our
job, but often we are doing exciting things that should be acknowledged by
others. Sometimes getting that attention can lead to GRANTS, local
recognition, and awards.
If anyone receives a grant, award or some special recognition we would like
to hear about it. Your experience might help someone else on the list and
we would like to recognize you as well.
Eileen Bendixsen
Moderator, DISCUSS-LFRF
For more information about PASSPORT TO KNOWLEDGE, see:
http://passport.ivv.nasa.gov
Hello!
We are beginning a study of classroom teachers (K-12) who are doing
exemplary work integrating Internet resources into classroom learning. We
are writing to ask a favor:
Please tell us about any classroom teacher (only classroom teachers,
not technology specialists or resource teachers) you believe to be doing
outstanding work with the Internet. We especially seek the URLs for their
classroom home pages.
We would also like to know if you or any colleagues are doing related
work. We would be interested in hearing about your focus and would be
happy to share the results of our study with you.
Our selection process has several stages: seeking recommendations from
knowledgeable educators on several mailing lists, viewing classroom home
pages of recommended teachers, inquiring about each teacher's interest in
corresponding about his/her work with the Internet, and final selection.
We will also use snowball sampling procedures with people we meet during
this selection process.
Please drop us a note (rakarchm@mailbox.syr.edu) if you could provide us
with any of the above information.
Thank you for your contributions to this initial phase of our study. We
would be happy to share our final report with anyone interested. We expect
to complete the study during July 1998.
Our apologies for any cross postings!
Donald J. Leu
Professor of Education
Syracuse University
djleu@syr.edu
Rachel Karchmer
Doctoral Student
Syracuse University
rakarchm@mailbox.syr.edu
Teacher new to all of this needs HELP!
From: Leslie K Natoli
Subject: Teacher new to all of this needs HELP!
Date: Thu, 15 Jan 1998 05:24:49 -0500
Back to top
Hello to all: I have been watching and printing out information on this
project and letters from across the country - it's almost overwhelming to
have become part of such an exciting venture!
My name is Leslie Natoli and I am part of a 2- teacher team, known as
Communities in Schools. C.I.S works directly with targeted at-risk
students; our program is a drop-out prevention classroom with a total
combination of 25 6th, 7th, and 8th graders. I have a wide range of
abilities - some who are still struggling to read, 8 who have laptop
computers (Beaufort County has a laptop - lease program that went into
effect last year.)and some students who are really using a computer for the
first time. C.I.S. is a school within a school and is part of H.E.
McCracken Middle School on Hilton Head Island in SC.
I would welcome suggestions for setting up this program in a way to excite
them, getting them involved, but I am also new and want to feel more
confident about what I am doing! Suggestions for how to start, what I need
for basics, and any other "tips" would be greatly appreciated! Is anyone
else out there in a similar situation? Communities in Schools is a
nation-wide program. Or anyone who was new last year - how did you begin?
Help for this rookie would be greatly appreciated!!!!!!
Thanks to all,
Leslie Natoli
Re: Teacher new to all of this needs HELP!
From: Eileen Bendixsen
Subject: Re: Teacher new to all of this needs HELP!
Date: Thu, 15 Jan 1998 07:21:43 -0501 (EST)
Back to top
Leslie,
LIVE FROM MARS was the first PTK project for many of us, so Leslie don't
think you are alone. We were in your shoes not too long ago.
PTK veterans how did you get started? What are some of the exciting things
you have seen in your classroom as the PTK projects unfolded? Do you have
any tips that would help Leslie and some of the others new to PTK?
Leslie has a different type of student to deal with. Do we have any other
teachers in a similar situation or that have past experience teaching this
type of class?
Eileen Bendixsen
Moderator, DISCUSS-LFRF
For more information about PASSPORT TO KNOWLEDGE, see:
http://passport.ivv.nasa.gov
At 05:24 AM 1/15/98 -0500, you wrote:
>Hello to all: I have been watching and printing out information on this
>project and letters from across the country - it's almost overwhelming to
>have become part of such an exciting venture!
>
>My name is Leslie Natoli and I am part of a 2- teacher team, known as
>Communities in Schools. C.I.S works directly with targeted at-risk
>students; our program is a drop-out prevention classroom with a total
>combination of 25 6th, 7th, and 8th graders. I have a wide range of
>abilities - some who are still struggling to read, 8 who have laptop
>computers (Beaufort County has a laptop - lease program that went into
>effect last year.)and some students who are really using a computer for the
>first time. C.I.S. is a school within a school and is part of H.E.
>McCracken Middle School on Hilton Head Island in SC.
>
>I would welcome suggestions for setting up this program in a way to excite
>them, getting them involved, but I am also new and want to feel more
>confident about what I am doing! Suggestions for how to start, what I need
>for basics, and any other "tips" would be greatly appreciated! Is anyone
>else out there in a similar situation? Communities in Schools is a
>nation-wide program. Or anyone who was new last year - how did you begin?
>Help for this rookie would be greatly appreciated!!!!!!
>
>Thanks to all,
>
>Leslie Natoli
>
>
>
AND THE WEATHER WORLDS SCAVENGER HUNT WINNERS ARE!!!
From: Eileen Bendixsen
Subject: AND THE WEATHER WORLDS SCAVENGER HUNT WINNERS ARE!!!
Date: Thu, 15 Jan 1998 07:21:57 -0501 (EST)
Back to top
AND THE WEATHER WORLDS SCAVENGER HUNT WINNERS ARE!!!
We want to thank all of the schools who participated in the Weather Worlds
Scavenger Hunt. The following schools have been declared the winners:
Darlene Taylor's MESA Class at Dixon Middle School, in Provo, UT
Susan Hurstcalderon's 8th Grade class at Blessed Sacrament School, in
Washington, DC
(Yes, gentle readers, Susan >was< one of the CO-MODERATORS, but her class
did come up with their answers independently, and we did not wish to
discriminate against these enthusiastic students. We promise you they won,
"FAIR AND SQUARE"!)
Cheryl Labbane and Patti Wood's 4th Grade class at Southeast Elementary, in
Jenks, OK.
CONGRATULATIONS!!!
The answers to the 25 questions are:
1. What location has the greatest differential in air temperature over a
24 hour period?
Sioux Center Middle School
2. Which location had the greatest total amount of precipitation during
the reporting period?
Hydesville School
3. Which location experienced the greatest change in atmospheric pressure
during the reporting period?
Immaculate Conception School
4. Using average temperatures for the period reported, which location was
the warmest?
Willard Middle School
5. Using average temperatures for the period reported, which location was
the coolest?
Morris Area Elementary
6. What is the most northern school collecting data?
Sunridge Middle School
7. What is the most southern school collecting data?
Serrano High School
8. What is the most eastern school collecting data?
Gates Intermediate
9. What is the most western school collecting data?
Hydesville School
10. What is the highest temperature recorded during this time period for
the most northern
Sunridge Middle School
and southern schools?
Serrano High School
The lowest temperature recorded? northern
Sunridge Middle School
southern
Serrano High School
11. What was the impact of being near the coast if you lived on or near
the 40-degree line of latitude?
The temperatures were warmer.
12. How many schools are found at the 40-degrees N latitude (within + or
-5 degrees)?
12 but 13 was also accepted because there were two schools who had not
given their latitude and longitude. A question was posted to the list
about the one school and the location was given online.
13. Which location most closely followed a pattern of temperatures
(relatively speaking) found on Mars? [compare the daily pattern of change]
Sioux Center Middle School - temperature extremes
14. Which location experienced the greatest change in atmospheric pressure
during a 24 hour period?
Immaculate Conception School
15. On which day did the schools located on the 40 degree of latitude have
the least difference in temperature?
11-11-97
16. Which location had the most consistent temperature reported?
Beers Street Middle School
17. What physical feature had the greatest impact on the weather of the
locations east of 78 degrees longitude?
Atlantic Ocean
18. What physical feature had the greatest impact on the weather of the
locations west of 117 degrees longitude?
Pacific Ocean
19. What two locations are less than 1 degree from being directly N-S of
each other?
Immaculate Conception School and Beers Street Middle School
20. What is the lowest reported atmospheric pressure?
732 mb by Cranbrook Middle School
21. What is the highest reported atmospheric pressure?
1913 by Immaculate Conception School
22. What is the general wind direction for the locations east of 78
degrees longitude?
West
23. What is the general wind direction for the locations west of 117
degrees longitude?
South
24. What is the total precipitation reported for all locations?
47.50 cm
25. Which location has a 24 hour temperature change equal to a 24 hour
temperature change on Mars? [Name the location and date for Earth and Mars]
Only one school answered this question with a school and date on Earth and
a particular day on Mars. There was no explanation from any of the
schools, although the question does not ask for an explanation. Cabin John
Middle School 11/18 and Sagan Memorial Station Sol 7 was accepted as the
answer for this question.
Thank you to everyone who participated in WEATHER WORLDS.
Susan and Eileen
Re: Teacher new to all of this needs HELP!
From: Paul_Ramos@marymount.k12.ny.us (Paul Ramos)
Subject: Re: Teacher new to all of this needs HELP!
Date: Thu, 15 Jan 1998 02:34:30 -0500
Back to top
Hello everyone. My name is Paul Ramos and I teach at the Marymount School of
New York. The Marymount School is an independant school located on the upper
east side of Manhattan. I teach science to grades 7-9. Classes 8 & 9 are
taught physical science and biology, respectively. Class 7 science covers a
pretty broad range of topics (basically small parts of biology, chemistry and
physics - & astronomy). Computers are integrated into our science curriculum
starting in the lower school, so my students are very comfortable with them. I
am very excited about LFRF and about learning how to better incorporate the
internet into my teaching, but much like Leslie, I am unsure as to how I should
start or introduce LFRF it to my students. Any and all assistance/guidance
would greatly be appreciated. Thank you.
Paul Ramos
This message sent using the FirstClass SMTP/NNTP Gateway for Mac OS.
Re: Teacher new to all of this needs HELP!
From: "Janet K. Cook"
Subject: Re: Teacher new to all of this needs HELP!
Date: Thu, 15 Jan 1998 13:36:40 -0700
Back to top
Dear Leslie, Welcome to PTK LFRF. You'll do fine and this is a great
program for at-risk students. I taught at an alternative high school for
two years and these programs were very popular with my students. They
really get into the hands on activities and especially the sharing of ideas
with other students over the Internet. I found keypals and other postings
got them to use better writing skills than any regular assignment because
they knew their peers would be reading them! The great thing about these
programs is you can pick and choose and modify any way you want. There's no
"set" way of doing things. So join in and have a great time!
Janet K. Cook
Sinclair Middle School
300 W. Chenango
Englewood, CO 80110
(303) 781-7817 (w) (303)806-2000 x1904 (vm)
-----Original Message-----
Teacher new to all of this needs HELP!
From: "Janet K. Cook"
Subject: Teacher new to all of this needs HELP!
Date: Thursday, January 15, 1998 3:32 AM
Back to top
>Hello to all: I have been watching and printing out information on this
>project and letters from across the country - it's almost overwhelming to
>have become part of such an exciting venture!
>
>My name is Leslie Natoli and I am part of a 2- teacher team, known as
>Communities in Schools. C.I.S works directly with targeted at-risk
>students; our program is a drop-out prevention classroom with a total
>combination of 25 6th, 7th, and 8th graders. I have a wide range of
>abilities - some who are still struggling to read, 8 who have laptop
>computers (Beaufort County has a laptop - lease program that went into
>effect last year.)and some students who are really using a computer for the
>first time. C.I.S. is a school within a school and is part of H.E.
>McCracken Middle School on Hilton Head Island in SC.
>
>I would welcome suggestions for setting up this program in a way to excite
>them, getting them involved, but I am also new and want to feel more
>confident about what I am doing! Suggestions for how to start, what I need
>for basics, and any other "tips" would be greatly appreciated! Is anyone
>else out there in a similar situation? Communities in Schools is a
>nation-wide program. Or anyone who was new last year - how did you begin?
>Help for this rookie would be greatly appreciated!!!!!!
>
>Thanks to all,
>
>Leslie Natoli
>
>
Mars Surveyor '98 logo design contest
From: Stephanie Wong
Subject: Mars Surveyor '98 logo design contest
Date: Thu, 15 Jan 1998 15:17:20 -0700 (MST)
Back to top
Here's somthing that might interest your students:
There's a logo contest to design the logos for the Mars Surveyor '98 orbiter
and lander. The contest is open to everyone.
Info at: http://www.jpl.nasa.gov/releases/98/98logo.html
Stephanie
New to LF in 2nd grade
From: bauma@mail.unionsd.k12.ca.us (Alice Baum)
Subject: New to LF in 2nd grade
Date: Thu, 15 Jan 1998 15:58:11 -0800
Back to top
Hi, I teach 2nd grade in San Jose, CA, and have yet to figure out how to
use these fantastic Passport to Knowledge experiences in the elementary
grades, let alone in 2nd grade. I've been reading all the letters that are
coming through, and am finding that all have been middle or senior high
school. I do much to help with technology at our school, so any
suggestions that you have to share for a K-5 grade school would be much
appreciated. Of course, since my class is a 2nd grade class, that is my
big emphasis.
Hello
From: Bettie Fisher
Subject: Hello
Date: Fri, 16 Jan 1998 09:38:14 -0400
Back to top
Hi, I represent Eberwhite Elementary School, in Ann Arbor, Michigan. We're
a K-5 school, with about 380 students, that participated in Live From
Antarctica 2 last year with about half our students. We are eagerly
anticipating LFRF this year and plan to involve the entire school! We have
a group of very enthusiastic parents to help and are beginning to make
plans now.
One of the best features of PTK programs is their adaptability. April, in
fact, is not a good month for a big program like this because of our Spring
Break and, also, prescribed district-wide testing that takes place during
the broadcast weeks. We're going to have our main emphasis during March,
with the televised programs taped and shown at more convenient times. We
were able last year to see two of the programs live, which was wonderful,
but just not feasible this year.
Since we are doing our planning now, we are hoping to see the Teacher's
Guide soon. We found it to be such a helpful resource last year,
especially since we are planning cross-age activities involving about 20
teachers and at least that many parents!
Bettie Fisher
fisherb@aaps.k12.mi.us
Eberwhite Elementary School
800 Soule Blvd.
Ann Arbor, MI 48103
hello
From: renfpea@pop.k12.vt.us (Kathy Renfrew)
Subject: hello
Date: Fri, 16 Jan 1998 14:01:15 -0500
Back to top
Hello all,
I represent Vermont instiute of Science Math & Technology as this yeear I
am out of the classroom working as a Teacher Associate. I usually teach a
multiage grade 5/6 in Peacham, VT. Our school is very small, k-6, 80
students.
i am very interested inparticpating in these discussions even though I
don't have a classroom this year. I will tape the programs and order the
teacher's guide for use next year. We participated in Live from Antarctica
2.
Someone was asking about books..One Day in the Rainforest by jean Craighead
George is excellent.
Kathy Renfrew
Teacher Associate-Grade 5/6
Vermont Institute of Science, Math & Technology
27 Grove Street
Wells River, VT 05081-0674
discuss-lfrf: Re: Intro
From: Sarah Balace-Trim
Subject: discuss-lfrf: Re: Intro
Date: Fri, 16 Jan 1998 22:20:07 +0100
Back to top
Hello to everyone on the LFRF list,
I'm a fourth grade teacher working in the outskirts of Brussels, Belgium. My
students and I have enjoyed reading and discussing the Live from Mars messages
I've printed from the net and are looking forward to participating in Live from
the Rainforest as we just went online at our school this past week! The kids are
already talking about camping out in the classroom some night when we stay up for
a chat with our LFRF buddies in the States.
Sarah Balace-Trim
Brussels American School
Sterrebeek, Belgium
Re: discuss-lfrf: Wednesday LFRF Updates
From: "Janet K. Cook"
Subject: Re: discuss-lfrf: Wednesday LFRF Updates
Date: Fri, 16 Jan 1998 20:40:00 -0700
Back to top
Dear members of the DISCUSS and UPDATE-LFRF lists,
I need to apologize for the delay on the Updates this week. In transferring
departments and servers, we had some technical difficulties which resulted
in the delay of posting the UPDATES until today. From now on, DISCUSS will
have a weekly message posted each Sunday and UPDATES will have the
newsletter posted each Thursday morning (or Wed. night, if I'm fast!). That
way you should be able to download it Thursday or Friday and have it for the
weekend. Thanks for your patience as we overcome these little bugs and get
ready for the big bugs in Brazil! janet
Janet K. Cook
Sinclair Middle School
300 W. Chenango
Englewood, CO 80110
(303) 781-7817 (w) (303)806-2000 x1904 (vm)
discuss-lfrf: Implementing PTK
From: KDPW49B@prodigy.com (MRS RHONDA B TOON)
Subject: discuss-lfrf: Implementing PTK
Date: Sat, 17 Jan 1998 17:09:20, -0500
Back to top
-- [ From: Rhonda Toon * EMC.Ver #2.5.3 ] --
Hi,
I'll be happy to share what I can about implementing PTK in the
elementary classroom.
Excuse my delay in responding. I somehow managed to fall last Tuesday
night and ended up in emergency room. Have been in bed with leg elevated
for days! Can't go to work! Miserable! I don't have this Internet
account on the laptop and my home office where I am now is up a steep
flight of stairs. So I have been suffering from PTK withdrawal. You
should have (actually you should not have) seen me crawling up the
stairs to this computer today!
I participated in Live from Antarctica 1 and 2, Live from the
Stratopshere and Live from Mars with elementary students. I am heading
up a science center this year, but in the years I taught I was a looping
teachers taking my kids up through third, fourth and fifth grade before
sending them off to the middle school. I am more than willing to help
elementary teachers with PTK.
As far as just getting kids familiar with the Internet I always started
a new group this way: I trained a core group of no more than 5 in one or
two after school sessions. Once these kids were familiar with the
Internet protocols it was their job to train a peer during the school
day who would be trained well enough to train a peer who would train a
peer....well you get the picture.
Soon all the kids were familiar with the Internet. Before I started
looping I would ask the kids from the previosu year to come back after
school and train the core 5, but once I started looping I didn't have to
worry about training for three years! I was fortunate to have the
internet for six of the last seven years.
As for PTK, the broadcasts were always like the "icing" on the cake. By
the time we saw them most of the time we were well entrenched in the
topic. I used the material from the guides, adapting it up and down. For
example, the concept of electromagnetic waves during the LFS project was
a challenge for me with younger students. I am a ham radio opertaor so I
enlisted the help of a ham club nearby to help me with radio waves. We
did all sorts of experiments with ultraviolet waves, etc. I just had to
stretch further than the guide. Lots of times I found resources in the
discuss lists and if i didn't udnerstand something I'd put out a
question online. I was always impressed with the results, either from
other teachers or from the experts who were working with PTK. I don't
have a degree in science, just happen to love it. Other times, we went
right by the guidebook. I did the egg drop challenge just as written for
example and that was with a class of third graders. We did partner with
one fourth grade and one fifth grade class.
As far as managing the internet aspects, we had daily silent reading
for at least 30 minutes and during this time kids signed up on a
rotating basis for library visits and internet opportunities like
reading journals online. I usually found groups of five to work best for
me and in participating in things like the PET Debate, the kids worked
in teams of five, sometimes with an older high school student as a
helper.
As a classroom teacher integrating the day around the PTK theme was
what seemed to work best for me. During the LFA trips we made scale
models of the continent out of styrofoam and hung snowflakes from white
streamers all around the room. During read-aloud i read biographies of
polar explorers and Scott O'Dell's book about a girl who runs the
Iditarod. We expanded our stufy to encompass both poles, though the PTK
trip focused on the South. We even met an area serviceman who was an air
traffic controller in Antarctica. We started corresponding when we asked
a researcher through PTK to say hello to him and he later visited our
school. I guess my message here is think PTK, but think locally, too.
How can you take this electronic field trip and connect it to home and
what you have available to you. Once you start thinking of connections
you will probably be amazed. Even here in middle Georgia where snow is a
rarity that can stop everything we got a glimpse through PTK of what the
harsh conditions of the icy poles can be like.
I am not in the classroom this year but I am assisting over a 1,000
teachers in middle Georgia so if questions come up as we move through
this project I will be more than happy to offer help as I can or put you
in touch with someone who is implementing the program.
There were some "invisible" PTK'ers at my school when I was there
simply because they were using my connection, etc. as it was until
recently the only internet hookup in the school system.
I have probably posted much more than I need to, but if any elem.
teacher would like to write me with specific questions or just to share
struggles as you start, you can write to me at rtoon@bellsouth.net. That
address is downstairs on the laptop, in case I don't brave the stairs
for a few days!!!
Take care, Rhonda
discuss-lfrf: Re:Live from the Rainforest
From: Ginny
Subject: discuss-lfrf: Re:Live from the Rainforest
Date: Sat, 17 Jan 1998 22:43:28 -0500
Back to top
Hello again cyber teaching friends!
This is my third year teaching science units using internet
resources and Passport to Knowledge Science Explorations. I call them
Science Explorations as I seem to learn as much as my kids do! My first
project using PTK was Live from the Stratosphere. We got so into the
learning experience that we took our yellow school bus down the coast for
eight hours to meet the scientists and to visit the Kuiper Airborne
Observatory. We then experienced Live from the Hubble and our students
debated with our whole school and other students on- line which planet
should be researched. It was the first time my students became part of a
debate across the country. The next two years my students were involved in
Live from Mars, The PET Project, Weather Worlds and Live from Antarctica.
I think that the PET project and Weather Worlds, two on-line interactive
projects, were probably the most exciting for my students as they REALLY
took us out of the class room and into our environment for gathering data
and comparing and contrasting with other environments. During Live from
Mars, my students and I again got on that ol' school bus and made the long
trip to Ames Research Center to meet the scientists making rovers and doing
research on the Mar's Atmosphere. They loved to see that the scientists
were creating models with building toys much as they had each created at
home. What fun!
We are presently finishing up Weather Worlds. My students had
formed 7 groups to study specific environmental conditions, made the
instruments, recorded the data and presented their findings to the class.
Last week each group submitted 3 questions for an essay exam. So, we
finished the unit with a 21 question essay exam student created. It was
hard! I couldn't of Aced it a year ago! They formed study buddies and
studied for it. After taking the test, one of my kids said, "That was the
hardest test I ever took!" I said, "I know! Gosh you guys are really
hard teachers!"
We are now going into our unit on electricity and magnetism and
will save the spring for Live from the Rainforest. We live in the center
of some of the last virgin redwood groves. So, this subject will bring out
lots of debates and feelings. Lots of my student's parents work in the
forest industry. There is lots of pro-lumber feelings here. We live only
a mile from The Earth First Marches on Pacific Lumber Property and down
roads that my student's live. So feelings are very split when it comes to
saving old growth forests! It is a very sensitive issue when the parent's
jobs are aligned with the company that provides their means of income.
So, being the science teacher that I am, I will as usual jump right into
this can of worms and TEACH. LFR provides us with a great place to study,
to bring us full circle with our own problems locally. I think that no
matter where you live, tuning into the problems of the reduction of
rainforest should make you take a good look around you at the environmental
problems of your area. I personally find it frightening at how fast our
small planet is sprawling with metropolises and how fast Northern
California, Oregon, Washington and Canada are cutting down our forests! I
think that this is also a jumping off unit into environmental issues that
children, whom are soon to be adults, need to begin to discuss, debate and
become aware of.
I really have appreciated the discuss groups and the debate groups
as it provides me with a form of team teaching that otherwise would not be
possible for a rural teacher. I have certainly met some great teachers to
work with, which makes my teaching so much more enriching for my students
and I. For those of you who have done past projects, I am looking forward
to working with you again and to those of you who are here for the first
time, welcome! Each project is a whole new experience for my students and
I. It cracks me up, as I never get over feeling like a first year teacher
designing and preparing new units! But, one of the best things I have
learned from this, is to give it to my kids to do and stop trying to do it
all myself! They can plan the projects, do the work, do the research and
fly with it! I am another tool for their learning.
Looking forward to working with you. Ginny Dexter
Looping 6/7 grade science, Hydesville School, Hydesville, Ca. 95537
>
discuss-lfrf: HotWheels!
From: "Janet K. Cook"
Subject: discuss-lfrf: HotWheels!
Date: Sat, 17 Jan 1998 21:46:32 -0700
Back to top
Dear Ginny, Glad to see you'll be with us again! I'm jealous of you being
able to go to Ames. We're right down the street from Lockheed/Martin, but
they wouldn't let us see anything to do with the Mars mission. Sigh. Maybe
we'll do better with '98!
I was very excited today. I finally got my HotWheels Pathfinder Set!!!
Hurray. I can't believe you get three pieces for just $5! They're so cute
and the Sojourner even rolls around with little moveable wheels--right over
bumps and everything. My kids will love it on Monday. It was funny how I
got it. I was at K-Mart yesterday, no Pathfinders, but I saw some
guys--about 30 years old--carrying a bunch of HotWheels, several duplicates,
and I thought, "Hmmm, collectors!" So I said, "Cool tractors. Have you
guys seen any Pathfinders lately?" They both lit up, "Yeah! Wal-Mart just
got a big shipment! We saw them" and listed several Wal-Mart stores. I
thought, "These guys are really nuts!" but smiled and thanked them. Today,
I went to Wal-Mart and sure enough, there was one left.
So, don't give up hope, MarsFolks. They're still out there somewhere!
janet
Re: discuss-lfrf: Implementing PTK
From: "Janet K. Cook"
Subject: Re: discuss-lfrf: Implementing PTK
Date: Sat, 17 Jan 1998 21:56:06 -0700
Back to top
Rhonda, Sorry about your fall. That's terrible. I was off work for three
days with laryngitis, but that just meant I could spend ALL my time in front
of the computer!
That's a great idea sending the kids to read journals during SSR time! I
will definitely do that. They keep threatening to have 8 computers on-line
ANYday (I'm not holding my breath) but at least they could use the one we do
have and/or copy them and print them out for reading then. We'll have to
compile a list of read-aloud books, too, for different ages. That would be
a great help for all, I'm sure.
Thanks for your great ideas. Glad you're able to work with so many teachers
this year. Georgia is blessed! janet
Janet K. Cook
Sinclair Middle School
300 W. Chenango
Englewood, CO 80110
(303) 781-7817 (w) (303)806-2000 x1904 (vm)
-----Original Message-----
discuss-lfrf: Implementing PTK
From: "Janet K. Cook"
Subject: discuss-lfrf: Implementing PTK
Date: Saturday, January 17, 1998 3:21 PM
Back to top
>-- [ From: Rhonda Toon * EMC.Ver #2.5.3 ] --
>
>Hi,
> I'll be happy to share what I can about implementing PTK in the
>elementary classroom.
> Excuse my delay in responding. I somehow managed to fall last Tuesday
>night and ended up in emergency room. Have been in bed with leg elevated
>for days! Can't go to work! Miserable! I don't have this Internet
>account on the laptop and my home office where I am now is up a steep
>flight of stairs. So I have been suffering from PTK withdrawal. You
>should have (actually you should not have) seen me crawling up the
>stairs to this computer today!
> I participated in Live from Antarctica 1 and 2, Live from the
>Stratopshere and Live from Mars with elementary students. I am heading
>up a science center this year, but in the years I taught I was a looping
>teachers taking my kids up through third, fourth and fifth grade before
>sending them off to the middle school. I am more than willing to help
>elementary teachers with PTK.
> As far as just getting kids familiar with the Internet I always started
>a new group this way: I trained a core group of no more than 5 in one or
>two after school sessions. Once these kids were familiar with the
>Internet protocols it was their job to train a peer during the school
>day who would be trained well enough to train a peer who would train a
>peer....well you get the picture.
> Soon all the kids were familiar with the Internet. Before I started
>looping I would ask the kids from the previosu year to come back after
>school and train the core 5, but once I started looping I didn't have to
>worry about training for three years! I was fortunate to have the
>internet for six of the last seven years.
> As for PTK, the broadcasts were always like the "icing" on the cake. By
>the time we saw them most of the time we were well entrenched in the
>topic. I used the material from the guides, adapting it up and down. For
>example, the concept of electromagnetic waves during the LFS project was
>a challenge for me with younger students. I am a ham radio opertaor so I
>enlisted the help of a ham club nearby to help me with radio waves. We
>did all sorts of experiments with ultraviolet waves, etc. I just had to
>stretch further than the guide. Lots of times I found resources in the
>discuss lists and if i didn't udnerstand something I'd put out a
>question online. I was always impressed with the results, either from
>other teachers or from the experts who were working with PTK. I don't
>have a degree in science, just happen to love it. Other times, we went
>right by the guidebook. I did the egg drop challenge just as written for
>example and that was with a class of third graders. We did partner with
>one fourth grade and one fifth grade class.
> As far as managing the internet aspects, we had daily silent reading
>for at least 30 minutes and during this time kids signed up on a
>rotating basis for library visits and internet opportunities like
>reading journals online. I usually found groups of five to work best for
>me and in participating in things like the PET Debate, the kids worked
>in teams of five, sometimes with an older high school student as a
>helper.
> As a classroom teacher integrating the day around the PTK theme was
>what seemed to work best for me. During the LFA trips we made scale
>models of the continent out of styrofoam and hung snowflakes from white
>streamers all around the room. During read-aloud i read biographies of
>polar explorers and Scott O'Dell's book about a girl who runs the
>Iditarod. We expanded our stufy to encompass both poles, though the PTK
>trip focused on the South. We even met an area serviceman who was an air
>traffic controller in Antarctica. We started corresponding when we asked
>a researcher through PTK to say hello to him and he later visited our
>school. I guess my message here is think PTK, but think locally, too.
>How can you take this electronic field trip and connect it to home and
>what you have available to you. Once you start thinking of connections
>you will probably be amazed. Even here in middle Georgia where snow is a
>rarity that can stop everything we got a glimpse through PTK of what the
>harsh conditions of the icy poles can be like.
> I am not in the classroom this year but I am assisting over a 1,000
>teachers in middle Georgia so if questions come up as we move through
>this project I will be more than happy to offer help as I can or put you
>in touch with someone who is implementing the program.
> There were some "invisible" PTK'ers at my school when I was there
>simply because they were using my connection, etc. as it was until
>recently the only internet hookup in the school system.
> I have probably posted much more than I need to, but if any elem.
>teacher would like to write me with specific questions or just to share
>struggles as you start, you can write to me at rtoon@bellsouth.net. That
>address is downstairs on the laptop, in case I don't brave the stairs
>for a few days!!!
> Take care, Rhonda
>
discuss-lfrf: Welcome to "THIS WEEK" IN "LIVE FROM THE RAINFOREST"!!!
From: Eileen Bendixsen
Subject: discuss-lfrf: Welcome to "THIS WEEK" IN "LIVE FROM THE RAINFOREST"!!!
Date: Sun, 18 Jan 1998 11:33:15 -0500 (EST)
Back to top
Welcome to "THIS WEEK" IN "LIVE FROM THE RAINFOREST"!!!
We are moving ahead quickly on our plans for LIVE FROM THE RAINFOREST. The
video schedule is basically set and we are putting together an exciting
Teacher's Guide to co-ordinate with the video portion of the project. For
a summary of what is being planned please check this week's updates-lfrf.
Portions of the Teacher's Guide and many other resources will be available
via the Web in early February. The actual shipping of the Guide and
Multimedia Kit will be in late February. We will also keep you posted on
the Activities planned for the Teacher's Guide via the discuss-lfrf and
updates-lfrf mailing lists. We are trying to get everything to you as soon
as possible, but we also want a quality, well co-ordinated Module.
It is not too late to submit ideas about or recommendations on books on the
rainforest that you have used with your students. We would like to put
together a list that can be used as resources for LFRF. You can post your
suggestions to the list or to me personally These could be books that you
read to your students or books that you have found to be great resources
about the rainforest. It is very important that the information be
current. Part of our focus with the students will be to correct
misconceptions. For example, Are RAINFORESTS really the "Lungs of the
Planet"? Check out "RAINFOREST FACTS, FICTIONS AND QUESTIONS" in the Guide
and online! Thank you Kathy Renfrew for your suggestion of One Day in the
Rainforest by Jean Craighead George. Rhonda Toon also used this book with
students.
The collaborative activity for LIVE FROM THE RAINFOREST will involve
students researching some volume/area of space in their region using a
protocol they propose and prepare in online discussion. We will be posting
the timeline early so that you have plenty of time to prepare. Our plans
call for students in participating classes to be divided up into teams for
plants, insects, mammals, weather (etc.) so that they can become experts in
one particular area and to spread the load of research. After the students
have gone outside (always a popular activity with students) and surveyed
their chosen site they will submit their reports online. We will have
rainforest researchers (we hope on location in Brazil and elsewhere)
available to comment on and discuss the reports with the students online.
We would like to know about some of your experiences participating in PTK
collaborative projects in the past. How did you prepare your students for
going out and collecting data? What were some of the problems you faced
and how did you handle them? What suggestions would you have for teachers
who will be doing a collaborative data collection project for the first time?
LET US HEAR FROM YOU!
I would like to welcome all of the teachers who joined our discussion group
this week and invite you to introduce yourselves. What makes this list a
good resource for teachers is DISCUSSION.
Thank you to Tim McCollum and Rhonda Toon who sent in introductions early
last week just as the list was set up. I apologize for leaving their names
off last week's "THIS WEEK".
Welcome to Sarah Balace-Trim, Kathy Renfrew, Bettie Fisher, Alice Baum,
Leslie Natoli, Paul Ramos, Theresa Hall, Ginny Dexter, and Stephanie Wong
who posted their introductions this week.
Rhonda Toon gets a special award this week for going ABOVE and BEYOND the
call of duty to give us her great suggestions on how she used the
rainforest in her classroom and how to implement PTK in the elementary
grades. Hopefully your leg will heal quickly. We're looking forward to
hearing from more of you this week.
Have a great week!
Eileen Bendixsen
Moderator, DISCUSS-LFRF
For more information about PASSPORT TO KNOWLEDGE, see:
http://passport.ivv.nasa.gov
discuss-lfrf: Introduction
From: lindgren@tiac.net (Charles F. Lindgren)
Subject: discuss-lfrf: Introduction
Date: Sun, 18 Jan 1998 12:04:38 -0500 (EST)
Back to top
This is Charlie Lindgren checking in. I'm sorry I haven't done so before
this, but things are REALLY hectic here. I'm attempting to create a
website for my solar eclipse project, and I'm very sympathetic with the
"Live from . . ." folks who did such a great job updating the "Kids"
section of the page. What a monumental task that is! I was involved in Live
from Hubble and Live from Mars. I think that each of us "old timers" should
set as a goal to bring in at least one new faculty member as a minimum, and
preferrably one new school to this great project. More later.
discuss-lfrf: INTRODUCTION
From: Gianfranco Martinis
Subject: discuss-lfrf: INTRODUCTION
Date: Tue, 20 Jan 1998 00:51:21 GMT
Back to top
Hi folks,
My name is Gianfranco Martinis, I'm from Salta, Argentina.
I would like to tell you that I am very impress with all the
wonderful things you are doing. Without you, the teachers, we couldn't do
anything.
I apologize for not writing my introduction before, but I was
helping to the preparatives for my sister's wedding, but I took some time to
read the messages.
I am very exciting with this project, and this is the first time I
am in something like this.
Although I am 15 years (and of course I'm not a teacher) I like all
kinds of project related with the Earth's nature and space.
I hope that not being a teacher doesn't matter, because (I repeat)
I'm very interested and excite whit this project.
My brother is a physicist and he reads the messages sometimes
(because he lives in another city, Tucumán) and he is very intereseted too.
I would follow all the projects. So, if anyone know about a project
of any topic, I would be very grateful if you can send my the information.
Thanks in advance, and continue doing your excelents jobs, like now.
Gianfranco Martinis
cpces04@salnet.com.ar
Belgrano School
4400 Salta - Argentina
discuss-lfrf: Very good site to see
From: Gianfranco Martinis
Subject: discuss-lfrf: Very good site to see
Date: Wed, 21 Jan 1998 13:03:13 GMT
Back to top
Dear discussion members,
According with the web site Jeanne Gasiorows gave me(http://www.cotf.edu/),
I found an a very good addrees about the rainforest
(http://www.cotf.edu/ete/modules/troppois/troppois.html).
It contains lots of info about the colonizacion of it, diforestation, and
more topics, (that contains more link in it)
I hope that address like you, (you don't lose nothing if you try to see it).
Gianfranco Martinis
cpces04@salnet.com.ar
Belgrano School
4400 Salta - Argentina
Re: discuss-lfrf: "THIS WEEK" IN "LIVE FROM THE RAINFOREST"!!!
From: mwall@rockingham.k12.va.us (Marilyn Wall)
Subject: Re: discuss-lfrf: "THIS WEEK" IN "LIVE FROM THE RAINFOREST"!!!
Date: Mon, 26 Jan 1998 08:04:11 -0500
Back to top
WOW! Congratulations Rhonda!!
I hope you can hear the applause from here in Virginia. You are certainly
deserving of this award!!
And I echo the sentiments expressed by Janet. PTK has opened up horizons and
opportunities not only for our students but for ourselves as educators. In
receiving awards, it gives credibility and recognition to what educators are
doing in their classrooms. It validates our efforts to create life long
learners. And it inspires us to reach for the stars!!
re: Learning with my students
In reading the various messages posted in discuss-lfrl I just want to
say..."go for it." I first discovered "Live from..." in '94 at Tel-Ed.Like so
many elementary teachers I was language arts based . When I first heard of "
Live from Antarctica, I got excited about the possibilities of a collaborative
project and a virtual field trip. Living in a rural area, I was excited about
the opportunities to expand the horizons of my students, some of who, have
never traveled beyond our rural county's borders. Though a little unsure about
the science, I thought. I could handle the penguins and habitats and topics on
the environment.
And now, some three years later, science has become the core through which I
integrate the rest of my curriculum. And PTK has enabled my students to
receive national and state awards. It has also enabled me to grow
professionally through mentors like Jan, Janet, Eileen, Chris etc.
In fact, PTK has inspired me to be one of the spokespersons in our local county
for the integration of science and technology across the curriculum and this
fall we are creating a new school in our county which will be science and
technology based. It's in one of the more rural parts of our county bordering
on the mountains. I can't wait to be there as we open the doors for our
students.
re: Teacher's Guide- Well worth the money
Though the guide is online, I found the booklet very helpful and I strongly
recommend getting it! When I first embarked on my first PTK project, I was very
unsure of myself. But with the extra information provided by the the sidebars
etc gave me the extra support and confidence I needed. I think the Teachers
Guide is well worth the money.. The lessons and "etc." are all together, handy
to reference and I still used past PTK booklets for various activities in my
room.
PTK truly has enabled my students and me to reach for the stars for Cyberspace.
Marilyn K. Wall
John Wayland Elementary
Bridgewater, VA
P.S. To illustrate how PTK has revolutionized my teaching and my knowledge in
the span of 3 short years, last year I submitted my papers (PTK based) for
PAEMST and and won honorable mention for the state of VA....me the teacher who
was afraid of science! My award from the state was the first time ever a
honorable mention had ever been given to a finalist in VA.. I was strongly
encouraged and supported by the panel of judges to submit my application again
this year. In fact, that is how I am spending my weekends right now..writing.
So as my kids say..."anything is possible."
This message sent from Rockingham County Schools using the
FirstClass SMTP/NNTP Gateway for Mac OS.
Please visit us on the web at http://www.rockingham.k12.va.us
discuss-lfrf: LFRF Teacher's Guide
From: Eileen Bendixsen
Subject: discuss-lfrf: LFRF Teacher's Guide
Date: Mon, 26 Jan 1998 12:54:01 -0500
Back to top
Dear Sven and Discuss Listmembers,
We have expanded the Teacher's Guide this year to 80 pages. Selected
portions of the Guide will be placed online at our web site when it debutes
in February, but we cannot put the entire 80 pages of the Guide online.
There will be plenty of background information, resources, and activities
at the web site to make LIVE FROM THE RAINFOREST a rewarding learning
experience for both you and your students. The other parts of the project
will remain free as they have in the past. This includes three LIVE
broadcasts, the online lists, a collaborative project, and selected
portions of the Guide.
I prefer the print version of the Teacher's Guide to printing it from the
web site. I agree with Janet that the print version is much easier to use
and well worth the $20. I've found activities that I will continue to use
in my classroom long after the project has been completed. My students
have already asked if we can do the Egg Drop Activity, that was in the LFM
guide, this year. My principal still talks about walking into my classroom
when my class was doing the Penguin Foraging activity in LFA2. I've
purchased many activity books that I use in my classroom which cost more
than $20.
The Multimedia Kit is definitely worth the money. I gave a PTK workshop
last spring and showed the kit to teachers attending the workshop. The
majority of these teachers were K-5. There were multiple copies of some of
the materials and I was lucky to leave the workshop with one copy of each
booklet. The teachers ALL definitely thought the kit was worth the price
and many ordered Kits of their own. The LFM kit contained some terrific
materials, as well, including two additional Teacher Activity Guides put
out by Terc which were tested by teachers (I was one of them). I have had
people request these materials as well.
I have used numerous Internet projects with my students. Students came
into my classroom this past September asking what PTK project we would be
doing this year.
I have yet to find a project that comes even close to the quality of PTK
for the $20 price.
Eileen Bendixsen
Moderator, DISCUSS-LFRF
Re: discuss-lfrf: LFRF Teacher's Guide
From: mwall@rockingham.k12.va.us (Marilyn Wall)
Subject: Re: discuss-lfrf: LFRF Teacher's Guide
Date: Mon, 26 Jan 1998 13:34:34 -0500
Back to top
Eileen Bendixsen,ebend@netlabs.net,Internet writes:
I have yet to find a project that comes even close to the
quality of PTK
for the price.
Truer words wer never spoken.....
I subscribe (using my own personal money) to subscribe to several online
collaborative projects and prices can range from 90 to over 200 dollars,
depending on the project.
It is an unbelievable find
Marilyn
JWE
This message sent from Rockingham County Schools using the
FirstClass SMTP/NNTP Gateway for Mac OS.
Please visit us on the web at http://www.rockingham.k12.va.us
Re: discuss-lfrf: suggestions for teacher's guide
From: Marty Stickle
Subject: Re: discuss-lfrf: suggestions for teacher's guide
Date: Mon, 26 Jan 1998 17:41:46 -0500
Back to top
Hi Laura,
Thanks for your quick reply and suggestions.
With respect to the angle device for measuring wind speed: I've already
written an activity (collaborative) in which students will measure the
solar angle at different places on the globe on the same day. Then we'll
have a comparison to compare solar angle in the tropics and in the
temperate zone. We can probably use the same set-up to measure wind speed.
Now what do you use as the "weight". It would seem to me that we would have
to have a standard wieght so results could be compared. I'd say a 5 g
weight would be about right, but I'm not sure all schools would have this.
Any comments Laura, or anyone else?
I like your comments about the use of light meters. I think I'll go ahead
and use your suggestion, but add the idea of using a standard ISO (ASA)
setting for more uniformity..
Thanks again Laura and I'm surely open to more suggestions,
Marty
Re: discuss-lfrf: suggestions for teacher's guide
From: Young_Karen/edu_snowline_serrano-high@omail.sbcss.k12.ca.us
Subject: Re: discuss-lfrf: suggestions for teacher's guide
Date: Mon, 26 Jan 1998 15:05:48 -0800
Back to top
Marty,
For estimating wind speed, have you tried the Beaufort Scale? It uses
trees, smoke, etc. in the environment to estimate the wind speed. You
can find it at the following URL and in some textbooks:
http://pilot.msu.edu/user/rtsmith/wind/beauf_sc.htm
Karen Young
Serrano High School
> Hello Everyone,
>
> I'm Marty Stickle, one of the teacher consultants working on the
Teacher's
> guide and other material for the LFRF. By way of introduction, I'm a
high
> school science teacher in Summit, NJ and am an absolute rainforest
junkie.
> I take my students to the rainforest each April and teach about RF and
> pester the life out of everyone about this issue.
>
> I'm currently working on an activity involving the effect of forest
edges
> (Edge Effect) for our program. As part of the exercise, I'm trying to
work
> out some collaborative activities in which students could measure
certain
> environmental effects outdoors under different conditions, namely on
the
> outside of a forest and inside. I'd like to work out simple ways of
> measuring wind speed and amount of light. With respect to wind, does
anyone
> have a nice simple way of estimating wind speed. I've thought of tying
a
> measured length of thread to an upright (perhaps a pencil) and
measuring
> the deflection of the bottom of the thread from the pencil. does
anyone
> have a nicer idea. With respect to light, I've thought of using camera
> light meters to measure ambient light, however, most people are using
point
> and shoot cameras these days, and even with more advanced camera's
there
> are so many variables, such as the ISO (ASA) film speed, the speed of
the
> lens, etc. So, I'd appreciate any ideas anyone has. My own experience
is at
> the high school level, so I need all the help I can get from you
middle
> school folks.
>
> Thanks for the help,
> Marty
>
>
Re: discuss-lfrf: suggestions for teacher's guide
From: Marty Stickle
Subject: Re: discuss-lfrf: suggestions for teacher's guide
Date: Mon, 26 Jan 1998 18:33:03 -0500
Back to top
>Marty,
>
>For estimating wind speed, have you tried the Beaufort Scale? It uses
>trees, smoke, etc. in the environment to estimate the wind speed. You
>can find it at the following URL and in some textbooks:
>
Karen,
Thanks, yes I did think of the Beaufort scale, however, for this exercise,
we want an estimate of wind speed within the forest. The point of the
exercise is to compare wind velocity on the outside of the forest and then
inside at different depths...ie to guage the effect of edges (edge effect).
The BS would be appropriate to estimate wind speed out in the open though.
Thanks for the link, I'll try it.
Marty
Re: discuss-lfrf: suggestions for teacher's guide
From: Marty Stickle
Subject: Re: discuss-lfrf: suggestions for teacher's guide
Date: Mon, 26 Jan 1998 20:56:36 -0500
Back to top
Janet,
Thanks for the suggestion of the Beaufort scale which was also
suggested by Karen Young. The problem is that I need to have a method
for comparing wind speed both in the open, outside the forest plot
(perfect for the Beaufort scale) and at varying distances WITHIN the
plot, surrounded by trees, etc. I've gotten a good suggestion from
Laura Lou as follows
>As to your request, how about using the simple angle-measuring device
we
>were shown at the PTK Advocates Training two years ago in DC. I
can't
>remember if you were there so I will describe it. put a hole in the
exact
>middle of a protractor on the straight side. Tie a piece of string or
heavy
>thread with a small weight on the end. That would allow you to
measure the
>angle of the blowing thread in the wind.
This method (if we all used a standard washer, for example as the
weight) would allow comparison both on the outside and the inside of
the forest.
Now does anyone know what a standard washer is?
Marty
discuss-lfrf: Chatting with Mars experts
From: Eileen Bendixsen
Subject: discuss-lfrf: Chatting with Mars experts
Date: Tue, 27 Jan 1998 06:58:54 -0500
Back to top
I thought some of you might be interested in these Mars web chats. Many of
you will remember Cheick Diarra from the workshop in Washington.
Eileen
Chatting with Mars experts
Back by popular demand, Web chats are underway once again! Check your
calendars and sign up now for the next chat.
Thursday, January 29, 10:30-11:30 a.m., PST, Mark Adler
Mark is the Mars Exploration Program architect and Mars Sample Return study
manager at NASA's Jet Propulsion Laboratory in Pasadena, California. This
will be a good opportunity to ask about NASA's upcoming plans for going to
Mars and what we plan to do once we get there!
Please prepare for this chat in ADVANCE by reading Mark's bio and journal.
http://quest.arc.nasa.gov/mars/team/adler.html
Thursday, February 12, 10-11 a.m., PST, Cheick Diarra
In celebration of Black History Month, Cheick will chat about his role as
manager of the Mars Exploration Program Education and Public Outreach
Office for Mars Pathfinder at NASA'S Jet Propulsion Laboratory. He also
manages JPL's Mission Design Team for future Mars missions.
Prepare for this chat in advance by reading Cheick's bio.
http://quest.arc.nasa.gov/mars/team/diarra.html
You must register for these chats in advance. To register go to:
http://quest.arc.nasa.gov/mars/events/interact.html
Re: discuss-lfrf: suggestions for teacher's guide
From: "Janet K. Cook"
Subject: Re: discuss-lfrf: suggestions for teacher's guide
Date: Mon, 26 Jan 1998 18:46:46 -0700
Back to top
Dear Marty, For wind, can't you use the Beaufort Wind Scale where you look
at a flag and see what it's doing? Surely all of our schools have flags
nearby. I don't think we need to worry about a size limitation like last
year, so we can use big stuff.
The Beaufort Wind Scale
1-3 mph
Smoke drifts lazily
4-7 mph
Tree leaves rustle
8-12 mph
Small flags fly, leaves dance
13-18 mph
Trees toss, dust flies
19-24 mph
Trees sway, kite strings break
25-31 mph
Flying's risky
Then there's always the local weatherman. Our TV meteorologists have always
been very helpful when we have projects--giving us all the data and
explanations we need. I know that's cheating, but in a pinch, it's nice to
know they're a resource.
janet
Janet K. Cook
Sinclair Middle School
300 W. Chenango
Englewood, CO 80110
(303) 781-7817 (w) (303)806-2000 x1904 (vm)
-----Original Message-----
Re: discuss-lfrf: suggestions for teacher's guide
From: "Janet K. Cook"
Subject: Re: discuss-lfrf: suggestions for teacher's guide
Date: Monday, January 26, 1998 4:04 PM
Back to top
>Hi Laura,
>
>Thanks for your quick reply and suggestions.
>With respect to the angle device for measuring wind speed: I've already
>written an activity (collaborative) in which students will measure the
>solar angle at different places on the globe on the same day. Then we'll
>have a comparison to compare solar angle in the tropics and in the
>temperate zone. We can probably use the same set-up to measure wind speed.
>Now what do you use as the "weight". It would seem to me that we would have
>to have a standard wieght so results could be compared. I'd say a 5 g
>weight would be about right, but I'm not sure all schools would have this.
>Any comments Laura, or anyone else?
>
>I like your comments about the use of light meters. I think I'll go ahead
>and use your suggestion, but add the idea of using a standard ISO (ASA)
>setting for more uniformity..
>
>Thanks again Laura and I'm surely open to more suggestions,
>
>Marty
>
>
>
discuss-lfrf: Teacher's Guide web site
From: Gianfranco Martinis
Subject: discuss-lfrf: Teacher's Guide web site
Date: Tue, 27 Jan 1998 22:09:47 GMT
Back to top
Dear discussion members,
I'm interested in the Teacher's Guide, because my science teacher told me
she is very interested in it.
First I would like to see part of it, so, if any one of you can give me the
web site to download it, I would apreciate.
Thanks in advance
Gianfranco Martinis
cpces04@salnet.com.ar
Belgrano High School
4400 Salta - Argentina
RE: discuss-lfrf: suggestions for teacher's guide
From: "Peterson, Cathy"
Subject: RE: discuss-lfrf: suggestions for teacher's guide
Date: Tue, 27 Jan 1998 15:32:01 -0800
Back to top
Marty,
I am a 1st-grade teacher in CA.
If you are looking for a "hands-on" activity for measuring wind speed
wtih your students, I have the directions (from a science kit) for
making the anemometer for detecting wind speed:
1. Cut and tape a 12-inch length of string to a ping-pong ball.
2. Tape the other end of the string to the center point on a protractor.
3. Hold the protractor up and down, with the flat edge facing the wind.
The pin-pong ball should push the string to an angle between 0 and 90
degrees. (ignore numbers higher than 90.)
4. record the angle measurement and use the chart below to find out the
wind speed.
Degree Speed (mph)
0 0
5 7
10 9
15 10
20 12
25 13
30 15
35 16
40 18
45 20
50 21
55 23
60 26
65 29
70 33
Cathy Peterson
RE: discuss-lfrf: suggestions for teacher's guide
From: Marty Stickle
Subject: RE: discuss-lfrf: suggestions for teacher's guide
Date: Tue, 27 Jan 1998 20:29:32 -0500
Back to top
Cathy,
I like your idea very much. It seems simple and reproducible, which is more
important than having the data be absolutely accurate. The important thing
is for kids to be able to compare readings at various locations, and I
think the ping pong ball will do the trick. Thanks.
Do you have a reference to this "science kit" so we can give credit?
Marty
Re: discuss-lfrf: Teacher's Guide web site
From: Eileen Bendixsen
Subject: Re: discuss-lfrf: Teacher's Guide web site
Date: Tue, 27 Jan 1998 21:12:14 -0500
Back to top
Gianfranco,
We have just changed to a new NASA server and are still in the process of
setting things up. The new web site will debute in early February. As
soon as it is online I will post the URL to the list. We are all anxiously
awaiting the new site. There are going to be some great resources online
and it will have an all new look.
I have seen many of the activities in the Guide and I'm sure you will like
what is there. I wish that I knew of many of them the past several years
when I taught an ecology unit.
You can get the guides for our previous projects by going to
http://passport.ivv.nasa.gov and following the links to the different
projects.
Eileen Bendixsen
Moderator, DISCUSS-LFRF
For more information about PASSPORT TO KNOWLEDGE, see:
http://passport.ivv.nasa.gov
At 10:09 PM 1/27/98 GMT, you wrote:
>Dear discussion members,
>I'm interested in the Teacher's Guide, because my science teacher told me
>she is very interested in it.
>First I would like to see part of it, so, if any one of you can give me the
>web site to download it, I would apreciate.
>
>Thanks in advance
>
>Gianfranco Martinis
>cpces04@salnet.com.ar
>Belgrano High School
>4400 Salta - Argentina
>
>
>
discuss-lfrf: Quest's Great Habitat Debate
From: Marc Siegel
Subject: discuss-lfrf: Quest's Great Habitat Debate
Date: Wed, 28 Jan 1998 01:19:22 -0800 (PST)
Back to top
Hello friends,
I hope ya'll are well. Since it will be a while before lfrf gets
cranking, I thought I'd share a neat online project related to biology.
It is quick and could be a great warmup for big later rain forest fun.
In April, NASA flies STS-90 to study brains in space. Some of those
brains belong to animals, and the problem of building a good space
qualified animal house is the focus of "THE GREAT HABITAT DEBATE"
For a few days to a few weeks (you decide), kids learn about animal
needs and microgravity environments. Next they design an animal
cage to meet given constraints. Then (here's where Quest comes in),
they publish their designs online.
Throughout, a vigorous student discussion takes place:
A recent thread talked about the challenges and opportunities
inherent in baby space suits for mice.
Several times over the next month, NASA experts are available
in chats to brainstorm ideas and provide live Q&A. Soon a more
thorough review will be done of all student submissions.
One student proposed gluing carrots to the floor to avoid food float-away.
Another dealt designing a zero-g waste disposal system:
...a tube going to the hamster tank. The tube would have to be
very small so solid and liquid waste could get through. The force
of the air wouldn't suck the hamster to it. It could only suck
things lighter than the hamster, and the tube suction would
always be there to catch the waste from the hamster.
At first it sounds OK but then we found out the student intended
the tube to penetrate all Shuttle walls into the vacuum of space.
I smell a safety violation.
Anyway, there is great learning going on, with biology, space and
problem solving scenarios. Kids are having a blast (they are allowed
to say turd in class). And it can all be done in a short period of time
anytime over the next few weeks..
So if it works for you, please consider joining us on Quest for
THE GREAT HABITAT DEBATE
http://quest.arc.nasa.gov/neuron/events/habitat/
Your network pal,
Marc
hello&I need helpfor a science fair project related to plants of the rainforest
From: LoreyH717@aol.com
Subject: hello&I need helpfor a science fair project related to plants of the rainforest
Date: Thu, 29 Jan 1998 12:54:45 EST
Back to top
Hi:
My name is Loretta Henke and I teach 3rd and 4th grade Special Education in
New York City. I'm a learning disabilities specialist.
My students are learning disabled which just means they learn too slowly to
function in a regular education class. They frequently have difficulty
processing language--expressive and receptive. I am always looking for new
ways to stimulate them by taking trips, watching videos on subjects we're
learning about, etc. As we venture together into the rainforest, I am looking
forward to working with all of you.
I'm sorry I missed the Anartica Project as we are just finishing up a theme on
the Polar Regions and I'm sure input from all of you would have been valuable.
Right now, I have to prepare a simple science project for a school science
fair. It has to relate to plants of the rainforest. I was thinking of taking
a project out of a science book I have that simply shows transpiration by
covering part of the plant with a plastic bag The control would be another
plant with no leaves--branches with a plastic bag. It's the only one I could
come up with but it doesn't seem very exciting. Anyway, I'm hoping someone
can give me some ideas.
Thank you very much and I've enjoyed reading my e mail from lfrf.
Re: hello&I need helpfor a science fair project related to plants of the rainforest
From: "Janet K. Cook"
Subject: Re: hello&I need helpfor a science fair project related to plants of the rainforest
Date: Thu, 29 Jan 1998 22:13:33 -0700
Back to top
Lorey, I hope you can wait for the Teacher's Guide, as there will be some
great activities in it dealing with exactly what you're looking for! If
not, I'm sure some of the teachers online here will have some ideas, too.
Janet K. Cook
Sinclair Middle School
300 W. Chenango
Englewood, CO 80110
(303) 781-7817 (w) (303)806-2000 x1904 (vm)
-----Original Message-----
hello&I need helpfor a science fair project related to plants of
From: "Janet K. Cook"
Subject: hello&I need helpfor a science fair project related to plants of
Date: Thursday, January 29, 1998 11:09 AM
Back to top
>Hi:
>My name is Loretta Henke and I teach 3rd and 4th grade Special Education
in
>New York City. I'm a learning disabilities specialist.
>
>My students are learning disabled which just means they learn too slowly to
>function in a regular education class. They frequently have difficulty
>processing language--expressive and receptive. I am always looking for new
>ways to stimulate them by taking trips, watching videos on subjects we're
>learning about, etc. As we venture together into the rainforest, I am
looking
>forward to working with all of you.
>I'm sorry I missed the Anartica Project as we are just finishing up a theme
on
>the Polar Regions and I'm sure input from all of you would have been
valuable.
>
>Right now, I have to prepare a simple science project for a school science
>fair. It has to relate to plants of the rainforest. I was thinking of
taking
>a project out of a science book I have that simply shows transpiration by
>covering part of the plant with a plastic bag The control would be another
>plant with no leaves--branches with a plastic bag. It's the only one I
could
>come up with but it doesn't seem very exciting. Anyway, I'm hoping someone
>can give me some ideas.
>Thank you very much and I've enjoyed reading my e mail from lfrf.
>
Emergent reader books
From: bauma@mail.unionsd.k12.ca.us (Alice Baum)
Subject: Emergent reader books
Date: Fri, 30 Jan 1998 18:59:16 -0800
Back to top
I just received my January Carnival book order. I'm very happy with the
emergent readers that I ordered -- it's a set of 5 books (Colors of the
Rain Forest), along with a cassette tape and teaching guide. The books are
admittedly very simple, but also very patterned, and lovely pictures.
We'll still be able to use them in 2nd grade because I plan to share them
in our discussions, and then use them as a pattern for my students to pick
new animals, and make new books for their 1st grade buddies. The set costs
$10.95. If you don't get the Carnival Book order, their phone number is
1-800-654-3037.
There's one more idea for early grades!
Alice Baum
Re: Emergent reader books
From: Eileen Bendixsen
Subject: Re: Emergent reader books
Date: Fri, 30 Jan 1998 21:50:23 -0500
Back to top
Alice,
One of the activities that we will have in the Teacher's Guide will be for
students to create a diary entry ("A Day in the Life of a ...")
illustrating the habits and life style for their rainforest animal, written
from the animal's perspective. You could use this model for your 2nd
graders to write their books for the 1st graders.
If you had a chance to read Claude Gascon's field journal in this week's
updates you would have read how a similar activity that Claude did when he
was in university stated him on his path to researching frogs in the
rainforest.
I hope you will also share some of their books with the list. As we get
closer to the start of LFRF we will be asking teachers to share student
work. Some of the work will be posted on our web site.
Eileen Bendixsen
Moderator, DISCUSS-LFRF
For more information about PASSPORT TO KNOWLEDGE, see:
http://passport.ivv.nasa.gov
At 06:59 PM 1/30/98 -0800, you wrote:
>I just received my January Carnival book order. I'm very happy with the
>emergent readers that I ordered -- it's a set of 5 books (Colors of the
>Rain Forest), along with a cassette tape and teaching guide. The books are
>admittedly very simple, but also very patterned, and lovely pictures.
>We'll still be able to use them in 2nd grade because I plan to share them
>in our discussions, and then use them as a pattern for my students to pick
>new animals, and make new books for their 1st grade buddies. The set costs
>$10.95. If you don't get the Carnival Book order, their phone number is
>1-800-654-3037.
>
>There's one more idea for early grades!
>
>Alice Baum
>
>
>
>
Fw: This Week at Discovery Channel Online
From: "Janet K. Cook"
Subject: Fw: This Week at Discovery Channel Online
Date: Sat, 31 Jan 1998 09:33:20 -0700
Back to top
Thought this news from the Discovery Channel was cute, especially:
Which is the more stressful job ... school teacher or astronaut? In
UNOFFICIAL
SPACE, Barbara Morgan (who happens to be both) might point out that,
although you rarely find chewing gum under your seat in outer space, there
are
no recess periods or snow holidays there either.
http://www.discovery.com/ex/ad/newsletter/area/unofficialspace/space.html
Janet K. Cook
Sinclair Middle School
300 W. Chenango
Englewood, CO 80110
(303) 781-7817 (w) (303)806-2000 x1904 (vm)
-----Original Message-----
This Week at Discovery Channel Online
From: "Janet K. Cook"
Subject: This Week at Discovery Channel Online
Date: Saturday, January 31, 1998 2:19 AM
Back to top
>Your respite from the world of political rumor, allegation, denial and
innuendo,
>it's the Discovery Online Newsletter ...
>
>
>Remember, if your email doesn't hyperlink these addresses, just copy this
one
>address into your Web browser and click your way through this week's
features.
>
>http://www.discovery.com/ex/ad/newsletter/area/weblet/weblet.html
>
>
>We've never been to the desert on a horse with no name, but we are making
the
>trip on a pregnant camel. It probably wouldn't make much of a song but it's
a
>great story, as we've GONE ... TO THE CITY IN THE DUNES.
>
>http://www.discovery.com/ex/ad/newsletter/area/gone/gone.html
>
>
>They're some of the most incredible animals on Earth. They have natural
"sonar"
>skills that human technology can only mimic. It's just ... well ... that
>reputation of theirs. Separate the fact from the fiction as BATS are the
focus
>at WILD DISCOVERY WIRED.
>
>http://www.discovery.com/ex/ad/newsletter/area/wilddiscovery/wilddiscovery.
html
>
>
>Which is the more stressful job ... school teacher or astronaut? In
UNOFFICIAL
>SPACE, Barbara Morgan (who happens to be both) might point out that,
>although you rarely find chewing gum under your seat in outer space, there
are
>no recess periods or snow holidays there either.
>
>http://www.discovery.com/ex/ad/newsletter/area/unofficialspace/space.html
>
>
>Admittedly, that Leonardo fellow is cute. But for charisma, accessibility
and
>sheer girth (which, of course, are the true measures of any celebrity)
>the star of "Free Willy" is still the biggest thing in the water. Check him
out
>live any time of the day at KEIKO-CAM!
>
>http://www.discovery.com/ex/ad/newsletter/area/keiko/whale1.4.html
>
>
>We asked you to find the MISSING LINK between George Custer and Mark Twain.
>Your answers ranged from "they're both dead American males" to ... well,
the
>correct answer. See how you did as the solution is revealed today.
>
>http://www.discovery.com/ex/ad/newsletter/area/missinglink/missinglink.html
>
>
>Major Scott Land knows what it's like to be invisible. He pilots the (until
>recently) ultra top secret B-2, affectionately known as the Stealth Bomber.
>He'll materialize this Wednesday to answer your questions at LIVE! WITH
HOST
>NEAL CONAN. Then it's back into the shadows.
>
>http://www.discovery.com/ex/ad/newsletter/area/live/discoverylive.html
>
>
>There are just two days left to experience the tropical digital delights of
>Peter French's daily photos at EYE ON HAWAII.
>
>http://www.discovery.com/ex/ad/newsletter/area/eyeonroad/eyeonroad.html
>
>
>AND FROM OUR ARCHIVES:
>
>
>In 1896, before the days of cable TV, video games and computer solitaire,
>people still had a hankering to be entertained. Into the breach stepped the
>aptly named William Crush and his grand scheme. Would folks pay to watch
>two steam engines collide head-on at full speed? The answer lies aboard THE
>WAYBACK MACHINE.
>
>http://www.discovery.com/ex/ad/newsletter/area/wayback/wayback970224/waybac
k1.html
>
>
>That's the latest here at Discovery Online ... remember, there's something
>new every day at http://www.discovery.com. Thanks for letting us into your
>email.
>
>If you'd like to unsubscribe from this newsletter, just send an email to
>
>listserv@lists.discovery.com
>
>and put as the body of the message (not the subject):
>
>SIGNOFF DCOLNEWS-L
>
>If you have trouble, just tap our human resources at
>
>newsletter@online.discovery.com
>
Introduction
From: "Sarah Balace"
Subject: Introduction
Date: Sat, 31 Jan 98 13:05:54 EST
Back to top
Dear Rainforest Enthusiasts,
For those of you who know me already, I'm just adding my in-classroom
address for the LFRF discuss list so my students can become more
involved. For the others
I have a class of 29 fourth-graders, mostly Americans. We are in a
Department of Defense Dependents School (DoDDS) in Belgium (at 51
degrees North Latitude).
We have quite a few projects running simultaneously: we're growing
cycles of the University of Wisconsin's AstroPlants developed by Dr.
Paul Williams in a three-tiered x 120 cm x 60 cm growth chamber I
designed using PVC pipes and materials saved from the garbage heap.
We're even recycling an old 286 Zenith using a DOS program to run
several probes to check for soil and ambient temperatures. The
program also has the ability to control the lights, although for the
moment the fluorescent lights on the level of the AstroPlants are on
24 hrs/day. Those of you from STO may recognize the small,
fast-cycling plants used several times in MIR experiments. Their
entire life cycle is about 45 days from the day of planting to the day
of harvesting the dried seed pods.
We use a lot of the structural concepts for wicked planters from the
program's Bottle Biology, but have expanded according to our needs.
During the shuttle lift-off in September my students became interested
in space craft, and we began a challenge assignment (still not
completed) to make "space stations" for the common Asian walking
sticks each of my students has in a continuing life science project.
The space stations must be constructed using at least five clear
plastic 1.5 liter water bottles. They are allowed to fasten pieces
together using clear packing tape or caulking (beaded by an adult and
in an area with lots of good ventilation). Requirements include
having an emergency exit (large enough for my hand to rescue an insect
from any location within the station), source of air (either poked
vent holes small enough the insects can't crawl through or large holes
covered by nylon stockings), source of food, and source of water.
There is no way we could have progressed in this project without many,
many hours of support from parent volunteers and student assistants
from the high school. When I upload the pictures of my students with
their space stations you'll be able to see them at
http://users.skynet.be/bas.fourth.grade, our unofficial class site.
I'm expecting some fabulous additions to the space stations during our
coming unit on electricity (blinking lights, or maybe even a sensor to
count the number of times an insect visits a pod?).
As the students have read more about the needs of our insects (and the
more exotic insects we're acquiring along the way), we've enlarged the
commercial habitats bought early in the school year by making
"conestoga wagon" type coverings using wire clothes hangers as ribs,
plastic drinking straws for structural support (with straight or bent
pieces of clothes hanger inside the straws), and the panty part of
panty hose as the covering. Again, you'll find pictures of the
habitats and some articles by the children on our web site in about
another week.
We're all excited about the Live from the Rainforest project and look
forward to the comparative studies. We're already looking at
different ways to study velocity of wind, and tend to go with the ease
of making the anemometer using a protractor and a ping-pong ball on a
string. We'll be visiting a nearby forest having very little
undergrowth for some of our studies, so our results could possibly be
a little different from others...
I've enjoyed reading all the other introductions, and hope I haven't
been too chatty in mine! It's just difficult to stop talking or
writing about exciting projects.
Regards to all,
Sarah Balace-Trim
