tag:blogger.com,1999:blog-90790776682462171662024-03-12T17:49:59.972-07:00The Gateway to 21st Century Skills: Making the Most of Online ResourcesThe Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.comBlogger180125tag:blogger.com,1999:blog-9079077668246217166.post-73383331422700231902011-11-15T20:31:00.001-08:002011-11-15T20:35:53.849-08:00Modern Times: Teaching Modern & Contemporary Art<br />
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<span class="Apple-style-span" style="font-family: Calibri; font-size: 12px;">Students rarely feel blasé about modern and contemporary art.
Generally speaking, they are either captivated by it or bemused by it – “Geez,
<i>I</i> could do that!” is a common response. Whatever their
attitude, student reaction to such art is honest and visceral. One byproduct of
the “I could do that” attitude towards modern art is that students often find
it more accessible and less intimidating than other types of art that stress
realism.</span><span class="Apple-style-span" style="font-family: Calibri; font-size: 12px;"> </span><span class="Apple-style-span" style="font-family: Calibri; font-size: 12px;">Less intimidating material
tends to allow students to approach the subject with less trepidation and with
more tolerance regarding mistakes that can occur when creating their own
artwork.</span></div>
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<span style="font-family: Calibri; font-size: 9pt;">Strictly speaking, contemporary art generally refers to art produced
since 1945, although the term now includes work done more recently. Modern art
usually describes a movement that began in the late 1800s and lasted until the
1970s, and includes types of art such as Surrealism, Cubism, Pop art, Fauvism,
and others. Since the contemporary and modern art movements overlap, the terms
are sometimes used interchangeably, although contemporary art more often
reflects social issues than modern art. Common themes in contemporary art, for
example, include human rights, economics, global warming, and politics, which
provide great opportunities for cross-curricular instruction. In many schools,
art instruction often focuses on more traditional forms of art, where students
often imitate the works of various famous artists. While this method certainly
has value, students can gain much more from the experience by simultaneously
learning about and discussing not only the elements and principles of art &
design, but also how to think, respond to, and express new ideas using a visual
language.<o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 9pt;">Art, however, is not simply about ideas. While one component of art
education is certainly to highlight and nurture the creative spark in every
student, students also learn valuable skills. Students learn how to translate
their ideas into a workable piece of art – a complex process that involves
planning, making mistakes, regrouping, editing, and execution. In this way,
students develop confidence in their abilities to create their own art, and to
think of new ways to express themselves through art. In developing these
skills, they also begin to learn how to critically approach and appreciate
various types of art. This week, I’ve selected three resources on modern and
contemporary art for various grade levels; many of the lessons are adaptable to
a range of ages. Throughout the week, I’ll also be featuring several new
lessons and resources daily on this topic on our <a href="http://www.facebook.com/TheGateway.org">Facebook</a> and <a href="http://twitter.com/GatewaytoSkills">Twitter</a> pages, so be
sure to give those a look.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri; font-size: 9pt;">A
Bug’s Journey<o:p></o:p></span></b></div>
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<a href="http://www.thegateway.org/browse/dcrecord.2011-10-12.2815281589"><span style="font-family: Calibri; font-size: 9pt;">http://www.thegateway.org/browse/dcrecord.2011-10-12.2815281589</span></a><span style="font-family: Calibri; font-size: 9pt;"> <o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 9pt;">Subjects: Visual art, Language arts<o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 9pt;">Grade: 3-5<o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 9pt;">Students will explore contemporary artist John Baldessari's
mixed-media work of art inspired by a 16th-century drawing of a beetle. After
writing a story about a bug's journey, each student will create a mixed-media
representation of a bug that is inspired by the contemporary artist's work.
This lesson was created by the staff at the <o:p></o:p></span></div>
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<span class="text"><span style="font-family: Calibri; font-size: 9pt;">J. Paul Getty Museum. The Museum offers a
host of resources for K-12 teachers and students, including professional
development opportunities, lesson plans, and interactive art features. <o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri; font-size: 9pt;">Color
Scramble <o:p></o:p></span></b></div>
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<a href="http://www.thegateway.org/browse/dcrecord.2011-10-13.7341215954"><span style="font-family: Calibri; font-size: 9pt;">http://www.thegateway.org/browse/dcrecord.2011-10-13.7341215954</span></a><span style="font-family: Calibri; font-size: 9pt;"> <o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 9pt;">Subjects: Visual arts<o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 9pt;">Grade: 5-12<o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 9pt;">In the 1960’s, Frank Stella became known for his minimal geometric
paintings of concentric squares that used color to create visual movement. Each
concentric square of color related to the next, whether they were harmonic or
contrasting colors. In this lesson plan, students consider color relations and
“paint” a Stella-style work with colored masking tape. This lesson was produced
by Dick Blick Art Materials, a supplier of art goods for artists and educators.
Dick Blick also provides lesson plans for teachers that meet the National
Standards for Visual Art Education.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri; font-size: 9pt;">Introduction
to Modern Art: Practice and Principals<o:p></o:p></span></b></div>
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<a href="http://www.thegateway.org/browse/dcrecord.2011-10-14.9880774739"><span style="font-family: Calibri; font-size: 9pt;">http://www.thegateway.org/browse/dcrecord.2011-10-14.9880774739</span></a><span style="font-family: Calibri; font-size: 9pt;"> <o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 9pt;">Subjects: Visual arts, Writing<o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 9pt;">Grades: 10-11<o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 9pt;">In this lesson, students learn about several Abstract Expressionists
and identify the ways in which they use color, line and form to express
themselves. Students will learn about such artists as Red Grooms, Frank Stella,
Stuart Davis, and Hans Hoffman. In addition, they will also learn about Stuart
Davis, whose color theory may be contrasted with Hofmann’s. This lesson was
created by PBS in support of its film <i>Hans Hoffman: Artist/Teacher,
Teacher/Artist</i>. PBS provides many preK-12 educational resources and
activities for educators tied to <em><span style="font-family: Calibri; font-style: normal;">PBS</span></em><i style="mso-bidi-font-style: normal;"> </i>programming, many of which are
correlated to local and national standards. <o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 9pt;">~ Joann's Picks - November 11, 2011~</span></div>The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-86086358984538687722011-11-07T22:03:00.000-08:002011-11-07T22:03:52.474-08:00Pour Some Sugar on Me<!--[if gte mso 9]><xml>
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Flu and cold season is upon us again and if you are anything
like me, a day of 30 coughing kids can make you want to go home and dive into a
bath of hand sanitizer. Helping students understand what germs are and how they
spread is essential for the health of you and your students this winter.<span style="mso-spacerun: yes;"> </span>A class full of germ-conscious kids who
properly wash their hands regularly would be great, right?<span style="mso-spacerun: yes;"> </span>Joann and I featured germ-related activities
in our posts about germs last year.<span style="mso-spacerun: yes;"> </span>Be
sure to check them out on our blog archive <a href="http://thegatewayto21stcenturyskills.blogspot.com/2011/03/you-make-me-sick.html">here</a>
and <a href="http://thegatewayto21stcenturyskills.blogspot.com/2011/03/germs-creating-understanding-to-build.html">here</a>.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
On a similar note, Halloween traditions can bring up a whole
new set of healthy eating teachable moments for your classroom.<span style="mso-spacerun: yes;"> </span>As the kids are slowly coming out of the
sugar rush of Halloween and building up to the feeding frenzy (more commonly known
as Thanksgiving) in America, teachers have a chance to set a good example and
teach kids more about the food they are putting into their bodies every day.<span style="mso-spacerun: yes;"> </span>I know that I had more than my fair share of
added sugar on Halloween, and as I was enjoying it, I started thinking about
the added sugar in my diet.<span style="mso-spacerun: yes;"> </span>There are
lots of nutrition related activities you can implement into your class, but
this week I thought sugar would be a timely and appropriate topic.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
How much added sugar are we really supposed to be getting
anyways?<span style="mso-spacerun: yes;"> </span>According to the American Heart
Association, women shouldn’t have more than about 5 teaspoons a day (20 grams)
and men shouldn’t have more than 9 (36 grams).<span style="mso-spacerun: yes;">
</span>Children should be limited to 3 teaspoons (or 12 grams) of added sugar
per day.<span style="mso-spacerun: yes;"> </span>Most Americans get more than 22
teaspoons, a fact that might surprise some of your students.<span style="mso-spacerun: yes;"> </span>These numbers don’t include the sugar
naturally founds in food like fruit.<span style="mso-spacerun: yes;">
</span>This is the sugar that is added into many foods for extra sweetness.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This fall, I want to help students hunt down the hidden
sugar in their diets.<span style="mso-spacerun: yes;"> </span>They probably have
plenty of Halloween candy to use in this activity, so I plan to ask them to
each bring in a few pieces.<span style="mso-spacerun: yes;"> </span>If they
don’t have candy, they can bring in wrappers and containers from other popular
items like yogurt, cereal, soda, and other packaged snacks.<span style="mso-spacerun: yes;"> </span>Unfortunately, the nutrition information
isn’t on most fun-size candy passed out during trick-or-treating, so you might
need to do some online research.<span style="mso-spacerun: yes;"> </span>Looking
up the information online is a good technology lesson in itself, or you can
provide students a list of sugar content in popular candies.<span style="mso-spacerun: yes;"> </span>This <a href="http://www.fitsugar.com/Calories-Halloween-Candy-Fun-Size-Treats-5452936">list</a>
is a good starting point. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When looking at ingredients, remember that the sugar content
is usually listed under carbohydrates. Sometimes it’s hard for students to
figure out which sugar is naturally occurring and which is added, but the
numbers will give you a rough idea of the amount of added sugar.<span style="mso-spacerun: yes;"> </span>The amounts are generally listed in grams, a weight
measurement students might not be familiar with.<span style="mso-spacerun: yes;"> </span>They might be more familiar with a volume
measurement like a teaspoon.<span style="mso-spacerun: yes;"> </span>What does a
gram of sugar look like?<span style="mso-spacerun: yes;"> </span>The following idea
is for an activity that will let students see the amount of sugar in each of
their snacks.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
For this activity, I will start with 3 baby food jars (or
snack size zipper bags) in the front of the classroom, each one representing the
maximum amount of daily added sugar that kids and adults should get per day (3,
5, and 9 teaspoons).<span style="mso-spacerun: yes;"> </span>After a discussion
of added sugars, I will let the kids research their own snacks and create jars
or bags of the amount of sugar in each of their snacks.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
For kids old enough to do the math themselves, there is
roughly 4 grams of sugar in each teaspoon (this can vary slightly by
granularity of the sugar, but it makes for a easy conversion for kids to
use).<span style="mso-spacerun: yes;"> </span>They can simply divide the number
of grams of sugar by 4 to determine the approximate number of teaspoons of
sugar in the snack.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I will also make a few examples, so I am sure there is a
wide range of snacks.<span style="mso-spacerun: yes;"> </span>I will do an
example bag for a can of soda, a sweetened yogurt, and a typical serving of a
sugary cereal.<span style="mso-spacerun: yes;"> </span>Once the kids have
created their bags of sugar, I will let them creatively present their results
to the class.<span style="mso-spacerun: yes;"> </span>It might be a neat
exercise to line up the bags with their wrappers in order of how much added
sugar they have.<span style="mso-spacerun: yes;"> </span>If we do this, we can
make a class chart so we can remember and compare our results.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Here are some more Gateway resources that will help you
study added sugars with your class:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Reading Labels: Which
Snack is the Best Choice?<o:p></o:p></b></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal">
<a href="http://www.thegateway.org/browse/dcrecord.2010-04-10.9162408692">http://www.thegateway.org/browse/dcrecord.2010-04-10.9162408692</a><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Put Your Favorite
Beverage to the Test<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="http://www.thegateway.org/browse/32769">http://www.thegateway.org/browse/32769</a><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Good Snack, Smart
Snack<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="http://www.thegateway.org/browse/dcrecord.2007-10-09.8279893203">http://www.thegateway.org/browse/dcrecord.2007-10-09.8279893203</a><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Sugary cereals<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="http://www.thegateway.org/browse/9203">http://www.thegateway.org/browse/9203</a><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Candy bar fractions<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;"><a href="http://www.thegateway.org/browse/dcrecord.2010-09-25.6576047958">http://www.thegateway.org/browse/dcrecord.2010-09-25.6576047958</a>
</span><!--EndFragment-->
<br />
<br />
~ Peggy's Corner - November 1, 2011~The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-27159259627359344832011-11-07T22:01:00.000-08:002011-11-07T22:01:21.864-08:00The Dead Zone: The 1918 Flu Pandemic<!--[if gte mso 9]><xml>
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<span class="Apple-style-span" style="font-family: Calibri; font-size: 12px;">Pandemics are frightful things – a widespread illness that strikes
suddenly and virulently, leaving thousands or even millions in its wake. While
horrific pandemics like the Black Death are today largely confined to the pages
of history books, modern-day pandemics such as cholera, malaria, and AIDS
continue to ravage many parts of the world. One of the most terrifying
pandemics occurred nearly 100 years ago, towards the end of World War I. The
1918 flu pandemic swept the globe, killing an estimated 50-100 million people
worldwide in the span of two and a half years. In the U.S., the flu struck over
a quarter of the population; in a single year, the average life expectancy in
the U.S. dropped by 12 years.</span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">The 20<sup>th</sup> century saw two flu pandemics in addition to the
1918 outbreak. The 1957 and 1968 outbreaks were relatively mild, with the
global death toll reaching about 2 million and 1 million, respectively.<span style="mso-spacerun: yes;"> </span>In 1918, governments worldwide instituted
strict rules to try to prevent the spread of infection. In the U.S., stores
were forbidden to hold sales, and face masks were required to be worn in
public. Public gatherings such as funerals and weddings were limited to 15
minutes, and those who violated the flu mandates were required to pay heavy
fines. Medical supplies and caskets were in short supply, and many communities
lacked enough manpower to bury their dead in a timely fashion.<span style="mso-spacerun: yes;"> </span>For many people, the horrors of war had been
replaced by the even greater horrors of disease. Finally, at the end of 1920,
the flu seemed to burn itself out, and life slowly returned to normal.<o:p></o:p></span></div>
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<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">The 1918 flu pandemic offers rich primary source material for students
to investigate; there are many photographs, personal letters, and news accounts
online. For younger students, the advent of cold and flu season is a good time
to revisit hand washing techniques and lessons on how germs are spread. Older
students can explore how viruses work and mutate, and discuss how pandemics
affect communities, the economy, and public health policies. This week, I’ve
selected three resources on the flu for various grade levels.<span style="mso-spacerun: yes;"> </span>I’ll also be featuring several new lessons
and resources on this topic each day throughout the week on our <a href="http://www.facebook.com/TheGateway.org">Facebook</a> and <a href="http://twitter.com/GatewaytoSkills">Twitter</a> pages, so be
sure to check those pages regularly.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Let's
Learn the Flu FACTS <o:p></o:p></span></b></div>
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<a href="http://www.thegateway.org/browse/dcrecord.2011-10-10.2852513394"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">http://www.thegateway.org/browse/dcrecord.2011-10-10.2852513394</span></a><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;"> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Subjects: Health, Science<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Grade: 1-3<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">In this lesson, students will learn the difference between a cold and
the flu, including the symptoms they each present. Students also learn some
precautions they can take to avoid getting sick. This lesson was produced by Scholastic,
a leading children’s publishing, education, and media company. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Pandemic
<o:p></o:p></span></b></div>
<div class="MsoNormal">
<a href="http://www.thegateway.org/browse/dcrecord.2008-12-30.0957862802"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">http://www.thegateway.org/browse/dcrecord.2008-12-30.0957862802</span></a><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;"> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
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<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Subjects: Science, World History<o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Grade: 7-8<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">The focus of this teaching unit is to broaden students understanding
of infectious diseases what they are, what causes them, how they are spread,
and what can be done to prevent widespread transmission of these communicable
diseases. Students will participate in a simulated outbreak and will also study
the events of a historic epidemic that occurred locally. Given what they have
learned, students will then be asked to predict whether such a widespread transmission
of an infectious disease could happen today. This unit is a product of the Maine
Public Broadcasting Network, which offers educational TV, radio, and other
media to the public. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Cold
and Flu <o:p></o:p></span></b></div>
<div class="MsoNormal">
<a href="http://www.thegateway.org/browse/dcrecord.2011-10-10.1998814543"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">http://www.thegateway.org/browse/dcrecord.2011-10-10.1998814543</span></a><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;"> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
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<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Subjects:<span style="mso-spacerun: yes;"> </span>Vocabulary, Reading
Comprehension, Health<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Grade: ESL Intermediate <o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">This lesson, for intermediate ELL students, focuses on vocabulary and
reading comprehension related to colds and the flu. Students will engage in
pre-reading activities, read a passage about colds and flu, and check their
understanding in post-reading activities. Along the way, students will also
learn about how to tell the difference between a cold and the flu, and how to
treat the illnesses. This lesson was created by English-to-Go, part of the
Developing Teacher web site for language teachers<span class="text">. The site
offers web hosting for language classes and courses, as well as teaching tips, newsletters,
lesson plans, and training courses.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;"><span class="text"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;"><span class="text">~ Joann's Picks - November 1, 2011 ~</span></span></div>
<!--EndFragment-->The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-91593374505829378332011-11-07T21:40:00.000-08:002011-11-07T21:42:00.002-08:00The Salem Witch Trials: A Google Search Story<br />
<div class="MsoNormal">
Creating activities and units that effectively place
students “in the shoes” of key characters in the past is what sets the best
history teachers apart from the good history teachers. Most people can describe events from the past
to their students. Many of them can even
explain these events in a way that is meaningful and memorable. Some teachers take it to the next level by
introducing primary sources to their students, allowing them to see artifacts
of the actual events so they can form a connection to the material they are
learning. The best teachers strive to create
a bond between their students and the characters they are studying. </div>
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<o:p></o:p></div>
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<div class="MsoNormal">
Joann featured resources this week that do a good job of
bringing the history of the Salem Witch Trials to life, and she will post more
throughout the week on the Gateway Facebook and Twitter pages. These lessons present the events in a
meaningful and memorable way. Even with
well-planned lessons like these, it is nice to be able to modify certain parts for
the particular learning styles and interests of your students. One simple modification is to change or
enhance the evaluation or summary activity at the end of the lesson.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
A perfect concluding activity would “cement” the learning
from the lessons, evaluate what learning has taken place, and form a lasting
connection between the students and the historical characters they are studying. This is a pretty tall order, and no single
activity will be the best for every class, every year. I have been researching some neat tools and
ideas that I will share over the next few months as I try them out on my own
and with students.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
For a historical event such as the Salem Witch Trials, it
might be hard for students to really empathize and connect with both the women
being accused and the accusers. <o:p></o:p></div>
<div class="MsoNormal">
The mass hysteria that took place is almost unparalleled,
especially in the timeframe of students’ personal experience. Writing some type of a story involving the characters
and events to share with the class is a good way to conclude a unit on these
events. A traditional story created by
students on paper is always a valuable use of time. It’s a creative outlet for your students and
a good way to assess what they learned and can explain about the theme. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
If you are looking to bring some more technology into your
classroom, you can probably find a good online digital storytelling tool to use
with your students. This will add
variety to your classroom while still testing the same basic skills. There are plenty of free online tools to help
your students create stories in new ways.
These tools are are useful for other projects and demonstrations as
well. One very unique tool is the Google
Search Stories Video Creator. Until I
tried it out, I had no idea how fun and educational it can be for
students. A Google Search Story
basically tells the main ideas of a story by showing Google searches and
results on topics within the story. You
will probably need to see one to really understand how it works. The first time I saw a Google Search Story
was during a 2010 Super Bowl commercial.
Do you remember <a href="http://www.youtube.com/watch?hl=en_GB&v=nnsSUqgkDwU">this one</a>? <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
With the <a href="http://www.youtube.com/searchstories">Google
Search Stories Video Creator</a>, students choose seven events to tell a story
of what they learned. This will help them
think about the important parts of what they are studying and summarize their
learning. I attempted to create a Google
Search Story from the viewpoint of an accused woman in Salem (if only she could
have accessed Google!) I am sure your
students will be able to create even better stories when given the chance. I
included my process so you can see how it works. When you go the link, scroll down to the
section titled “Make your own search story” to get started.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
First I chose 7 search topics:<o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
1.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Seventeenth Century Puritan beliefs<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
2.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Salem, Massachusetts devil possession<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
3.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Witchcraft<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
4.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Salem Witch Trials <o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
5.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Proof of Salem witchcraft<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
6.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Salem Witch Trials Punishment<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
7.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Salem Witch Trials new findings<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
After seeing the results weren;t quite what I wanted, I
changed my list to:<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .25in;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
1.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>puritan supernatural beliefs<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
2.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>1692 salem girls fits<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
3.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>17<sup>th</sup> century devil possession<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
4.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>salem witchcraft proof<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
5.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>salem witch trials<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
6.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>salem witchcraft punishment<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
7.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>1692 girls affliction new evidence<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I used the “tips” section to improve my search results. This will lead to some good learning about
Google searches. I also made my video
more interesting by changing if I was searching the web, images, or news. The only caution I have is to monitor this so
students aren’t accessing any inappropriate content. Your school’s internet settings should
probably keep it pretty safe. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<span style="font-family: Cambria; font-size: 12pt;">Here is my final product. </span>
<br />
<span style="font-family: Cambria; font-size: 12pt;"><br /></span><br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/ng5s1sZFB10?feature=player_embedded' frameborder='0'></iframe></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<span style="font-family: Cambria; font-size: 12pt;">
</span><br />
<div class="MsoNormal">
I was happy with how it turned out, although I don’t think
it demonstrates as deep of an understanding as writing a paper and pencil story
from the perspective of a person involved in the events in Salem. It would be really cool if students could
select and highlight certain search results, too. I do think it is a great tool, though, and
might go well with some type of a longer presentation. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Do you us any digital storytelling tools in your
classroom? Which ones do you like
best? Let’s talk about it all week on
Facebook and Twitter. I will be
researching more tools, so please let us know what you want to know. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
~ Peggy's Corner - October 27, 2011 ~</div>The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-52680392816112560112011-11-07T21:35:00.000-08:002011-11-07T21:35:42.771-08:00The Devil’s in the Details: The Salem Witch Trials<!--[if gte mso 9]><xml>
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<span class="Apple-style-span" style="font-family: Calibri; font-size: 12px;">In a small Massachusetts village in 1692, two young girls began having
a series of fits that quickly afflicted other girls and young women in the
town. Finding no physical cause for the fits, local physicians quickly dubbed
it the work of the devil. The girls were thought to be possessed through
witchcraft, and they quickly accused three village women of having cast the
evil spells. As the news rapidly spread through the New England region, other
girls suffered similar afflictions in neighboring towns, and increasingly
numbers of women (and some men) were thus accused of witchcraft. In the span of
four months, more than 150 people stood accused of witchcraft in the region,
and 24 died as a result. Some died in prison, but the majority were executed by
hanging, or in one case, being crushed under the weight of piled stones. The
event marks a sad and bizarre chapter in American history, and is now viewed as
a cautionary tale regarding mass hysteria, as well as legal and moral rushes to
judgment.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Life in 17<sup>th</sup> century New England was fraught with
difficulties and moral repression. Belief in witchcraft and the supernatural
was deeply ingrained in the community, and events such as infant mortality,
crop failures, and the like were attributed to the works of the devil. Salem
Village, the locus of the hysteria, was known even before the Trials as a
hotbed of discontent in the region.<span style="mso-spacerun: yes;">
</span>Villagers constantly bickered over property lines, livestock grazing
rights, and perceived social slights and snubs. Religious extremism in the form
of their Puritan beliefs also contributed to villagers’ moral intolerance,
repression, and social isolation, making the town and others like it virtual
tinderboxes waiting to ignite. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Over 300 years later, the Salem Witch Trials continue to fascinate
historians and students alike. The topic is ripe with cross-curricular
possibilities, ranging from U.S. history, English Language Arts, civics,
religion, sociology, jurisprudence, and other subjects. There is a vast amount
of primary source documents relating to the Trials available online, making it
a great opportunity for students to hone research skills. This week, I’ve
selected three resources for various grade levels that all focus on the Salem
Witch Trials, and how such a travesty could happen.<span style="mso-spacerun: yes;"> </span>I’ll also be featuring several new lessons
and resources on this topic each day throughout the week on our <a href="http://www.facebook.com/TheGateway.org">Facebook </a>and <a href="http://twitter.com/GatewaytoSkills">Twitter</a> pages, so be
sure to check those pages regularly.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Salem
Witch Trials <o:p></o:p></span></b></div>
<div class="MsoNormal">
<a href="http://www.thegateway.org/browse/dcrecord.2010-12-06.6887919622"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">http://www.thegateway.org/browse/dcrecord.2010-12-06.6887919622</span></a><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;"> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Subjects: Language Arts; US History<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Grade 3<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">In this lesson, students will be able to briefly summarize the Salem
Witch Trials. They will learn about children’s lives in 17<sup>th</sup> century
New England, and imagine what children’s lives were like during the Trials.
This lesson was created by two teachers from Saugus Public Schools in Saugus,
Massachusetts. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Dramatization
of the Salem Witch Trials <o:p></o:p></span></b></div>
<div class="MsoNormal">
<a href="http://www.thegateway.org/browse/dcrecord.2011-10-02.6386808020"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">http://www.thegateway.org/browse/dcrecord.2011-10-02.6386808020</span></a><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;"> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Subjects: US History, Civics<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Grade: 4-6<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">A simple play and follow-up activities can provide elementary students
with an opportunity to compare fair and unfair trials. This activity can also
provide discussion of why we have certain fair trial (or due process)
protections under the Constitution and the Bill of Rights. This lesson was
produced by the American Bar Association, a professional association for
lawyers in the U.S. The ABA offers educational resources on the law aimed at
students and for the classroom. </span><span style="font-family: "discovery","serif"; font-size: 9.0pt; mso-bidi-font-family: Calibri;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Colonial America: The Salem Witch Trials <o:p></o:p></span></b></div>
<div class="MsoNormal">
<a href="http://www.thegateway.org/browse/dcrecord.2010-12-06.9728953810"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">http://www.thegateway.org/browse/dcrecord.2010-12-06.9728953810</span></a><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;"><o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="color: black; font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Subjects: US History, Writing<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Grade: 9-12<o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">In this lesson, students will learn the basic facts about the Salem
Witch Trials and the different theories for the hysteria. They will examine
primary source documents, describe the characteristics of Puritanism and its
role in 17th-century Salem, and write a fictional, first-hand account as if
living in Salem Village in 1692, which reflects one or more of the theories.
This lesson is a product of Discovery Education, <span class="text">which </span>provides
digital resources to schools and homes with the goal of making educators more
effective, increasing student achievement, and connecting classrooms and
families to a world of learning.<span class="text"><o:p></o:p></span></span></div>
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<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;"><br /></span></div>
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<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">~ Joann's Picks - October 27, 2011 ~</span></div>
<!--EndFragment-->The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-88013686678356098812011-11-07T21:31:00.000-08:002011-11-07T21:31:08.505-08:00Spooky October Lessons<br />
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Ghosts, witches, and goblins, oh my!<span style="mso-spacerun: yes;"> </span>It’s October, and as the leaves begin falling
and scary decorations start to pop up around town, many students are buzzing
about what they are going to be for Halloween. Although many schools have
banned wearing costumes to school and have “harvest celebrations” instead of
Halloween parties or carnivals, the scary side of Halloween can be very
intriguing to students.<span style="mso-spacerun: yes;"> </span>Some
enterprising teachers have found ways to bring the <i style="mso-bidi-font-style: normal;">spirit</i> of the season into their classrooms in creative and engaging
ways.<span style="mso-spacerun: yes;"> </span>If you want to do more with the
Halloween theme this year than jack’o lantern and ghost crafts, try one of
these ideas on the Gateway to bring “spooky” literature and ghost stories to
life. <span style="mso-spacerun: yes;"> </span></div>
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There are lots of fun books that cater to kids’ fascination
with everything Halloween, but it can be hard to figure out which ones are
appropriate for your students. Common Sense Media provides book lists to help
parents and teachers decide which books they want to share with their children.<span style="mso-spacerun: yes;"> </span>One of their <a href="http://ht.ly/74c3l">lists</a>
is dedicated to books about vampires, werewolves, and zombies for
kindergarteners on up: just the list you need for October! <span style="mso-spacerun: yes;"> </span>Their reviews of the <a href="http://www.commonsensemedia.org/book-lists/twilight-book-series"><i style="mso-bidi-font-style: normal;">Twilight</i></a> series are a must read for
those of you with students obsessed with everything Twilight.<span style="mso-spacerun: yes;"> </span>Another good “vampire-esque” book to read is <i style="mso-bidi-font-style: normal;">Bunnicula</i> by James Howe.<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Bunnicula
</i>is geared toward younger vampire-loving students and this <a href="http://www.thegateway.org/browse/24969">lesson</a> from TeacherVision will
help you find activities to integrate the book into your classroom
activities.<span style="mso-spacerun: yes;"> </span>You can also read more about
activities for reading <a href="http://www.thegateway.org/browse/dcrecord.2011-09-16.3453635193"><i style="mso-bidi-font-style: normal;">The Spiderwick Chronicles</i></a> with your
students.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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Halloween conjures up images in my mind of witches in black
dresses riding on broomsticks.<span style="mso-spacerun: yes;"> </span>Although
history books aren’t full of this classic view of the witch, events like the
Salem witch trials show what a big role witchcraft (and suspected witchcraft)
has played throughout history. <a href="http://www.thegateway.org/browse/dcrecord.2010-12-06.9728953810"><span style="mso-bidi-font-family: Verdana;">Colonial America: The Salem Witch Trials</span></a><span style="mso-bidi-font-family: Verdana;">, </span><a href="http://www.thegateway.org/browse/dcrecord.2010-12-06.2032317811"><span style="mso-bidi-font-family: Verdana;">Salem Witch Trials Unit</span></a><span style="mso-bidi-font-family: Verdana;">, and </span><a href="http://www.thirteen.org/edonline/ntti/resources/lessons/l_witch/index.html"><span style="mso-bidi-font-family: Verdana;">Which of You is a Witch?</span></a><span style="mso-bidi-font-family: Verdana;"> are 3 good places to start looking for
witch resources.</span> A less historical, but very popular look at witches and
wizards can be found in the Harry Potter series.<span style="mso-spacerun: yes;"> </span>Check out this <a href="http://www.thegateway.org/browse/dcrecord.2011-02-27.8202425770">Harry
Potter Discussion Guide</a> to make the most of these magical books. <o:p></o:p></div>
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I also found a couple more neat ghost resources in my Gateway
search today.<span style="mso-spacerun: yes;"> </span>After reading ghost
stories or having your students write some of their own, it might be a good
discussion-starter to look at and discuss the historical photographs in <span style="mso-bidi-font-family: Verdana;">Do You Believe? </span><a href="http://www.thegateway.org/browse/4403"><span style="mso-bidi-font-family: Verdana;">A Ghostly Gallery from the American Museum of Photography</span></a><span style="mso-bidi-font-family: Verdana;">.<span style="mso-spacerun: yes;">
</span>It’s very interesting to see how spirits have been captured on film…or
is it an illusion?<span style="mso-spacerun: yes;"> </span></span>PE Central has
all kinds of fun Halloween activities to get your kids moving.<span style="mso-spacerun: yes;"> </span>They may be ready to get up and run after all
these scary lessons!<span style="mso-spacerun: yes;"> </span><a href="http://www.thegateway.org/browse/9250">Ghost in the Graveyard</a> is a
fun activity to introduce during this season.<span style="mso-spacerun: yes;">
</span><o:p></o:p></div>
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A big benefit of using Gateway resources over other internet
resources you may come across is the ability to see which of your state
standards are covered in each lesson.<span style="mso-spacerun: yes;">
</span>Remember to scroll down to the bottom of the Gateway description of the
resource so you can try out the Standards Suggestion tool for yourself. <o:p></o:p></div>
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~ Peggy's Corner - October 20, 2011 ~</div>
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<!--EndFragment-->The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-31710626754294868022011-11-07T21:27:00.000-08:002011-11-07T21:27:05.552-08:00Boo! Gothic Fiction & Ghost Stories<!--[if gte mso 9]><xml>
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<span class="Apple-style-span" style="font-family: Calibri; font-size: 12px;">The human love affair with ghosts and monsters has a long history, and
reached a zenith in the mid-to-late 1800s. Writers such as Mary Shelley, Edgar
Allen Poe, Bram Stoker and many others crafted stories of the supernatural,
delighting their audiences with frightening tales of mystery, curses, and
sometimes madness. Commonly known as Gothic fiction, the genre is still popular
today, thanks to contemporary authors such as Joyce Carol Oates, Stephen King,
and Anne Rice.</span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Gothic novels are often characterized by their emphasis on atmospheric
settings such as graveyards, crumbling ruins, and bleak landscapes. Characters
are generally subjected to such torments as madness, murder, and supernatural
events, while an undercurrent of unrequited or forbidden love frequently
heightens the story’s tension. The genre aims to build suspense and provoke
strong emotions in the reader, hence thoroughly immersing the reader in the
world of the novel. While the novels are a great deal of fun for teachers and
students alike, they also often pointedly critique human nature and social
expectations. A fun example is Jane Austen’s spoof of Gothic fiction,
<i>Northanger Abbey</i>, which is ideal for high school students. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Younger students are already familiar with the Gothic fiction genre,
although not by that name. They are well-versed in the characteristics of ghost
stories and thrillers, and are always keen to try their hand at writing their
own scary stories. Reading ghost and horror stories in class is a great way to
focus on common gothic literary elements and how they can be used
metaphorically, such as darkness, light, the depicted landscapes, various
colors and the attributes associated with them, and so forth. Older students
can plumb the depths of Gothic fiction much more deeply, reflecting on the
novels’ social and/or political commentary and how the setting and events may
reflect aspects of the human consciousness. <o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">This week I’ve selected three Gothic fiction-related resources for
various grade levels. While all examine the literary elements that are
hallmarks of the Gothic fiction genre, the resources for middle and high school
students encompass theatre and U.S. history and popular culture respectively,
for additional dimension. I’ll also be featuring several new lessons and
resources on this topic each day throughout the week on our <a href="http://www.facebook.com/TheGateway.org">Facebook</a> and <a href="http://twitter.com/GatewaytoSkills">Twitter</a> pages, so be
sure to check those pages regularly.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">The
Legend of Sleepy Hollow <o:p></o:p></span></b></div>
<div class="MsoNormal">
<a href="http://www.thegateway.org/browse/dcrecord.2011-09-16.8361939797"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">http://www.thegateway.org/browse/dcrecord.2011-09-16.8361939797</span></a><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;"> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
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<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Subjects: Language Arts<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Grade: 4<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">This
is a unit based on the classic story, <i><i>The Legend of Sleepy Hollow</i><span style="mso-bidi-font-style: italic;"></span></i></span>, by Washington Irving. By
reading the text aloud, with partners, and independently, students will improve
their reading and comprehension skills. Students will make predictions, compare
characters, discuss plot and setting, and rewrite the ending to this story.
This unit was produced by the Core Knowledge Foundation, an independent
non-profit organization that develops curricula, publishes educational books
and materials, and provides professional development for educators.<o:p></o:p></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">The "Producing
Edgar Allan Poe Challenge" <o:p></o:p></span></b></div>
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<a href="http://www.thegateway.org/browse/dcrecord.2011-09-20.1616529457"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">http://www.thegateway.org/browse/dcrecord.2011-09-20.1616529457</span></a><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;"> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
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<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Gr 7-8<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">This lesson invites students into the macabre world of Edgar Allen Poe
through theatrical exploration of the text of The Tell-Tale Heart. Students
will create and perform excerpts from their specific "productions" of
this Poe classic. This lesson is provided by PBS, which provides preK-12
educational resources and activities for educators tied to <em><span style="font-family: Calibri; font-style: normal; mso-bidi-font-family: Calibri; mso-bidi-font-style: italic;">PBS</span></em><i style="mso-bidi-font-style: normal;">
</i>programming. Many resources are correlated to local and national
standards.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Flannery
O'Connor's "A Good Man is Hard to Find": Who's the Real Misfit? </span></b><a href="http://www.thegateway.org/browse/dcrecord.2011-09-16.8086704308"><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">http://www.thegateway.org/browse/dcrecord.2011-09-16.8086704308</span></a><span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;"> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
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<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Subjects: English, Social studies<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">Grade: 9-12<o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 9.0pt; mso-bidi-font-family: Calibri;">“A Good Man is Hard to Find” raises questions about good and evil,
morality and immorality, faith and doubt, and the particularly Southern
"binaries" of black and white and Southern history and progress. In
this lesson, students will explore these dichotomies—and challenge them—while
closely reading and analyzing "A Good Man is Hard to Find." In the
course of studying this particular O'Connor short story, students will learn as
well about the 1950s South, including evolving transportation in the
U.S.-transportation fueled by the popularity of the family car and the
development of the U.S. highway system; the landmark Brown v. Board of
Education Supreme Court case that helped divide the "Old South" from
the "New South"; and the literary genre known as the "Southern
Gothic," or "Southern Grotesque." This lesson is a product of
EDSITEment!, which offers educational materials for teachers in the subject areas
of literature and language arts, foreign languages, art and culture, and
history and social studies.<o:p></o:p></span></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Calibri; font-size: x-small;"><br /></span></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Calibri; font-size: x-small;">~ Joann's Picks - October 20, 2011~</span></div>
<!--EndFragment-->The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-9123084137126356922011-11-07T21:17:00.000-08:002011-11-07T21:17:57.047-08:00Mobile Learning: Teaching for Tomorrow<!--[if !mso]>
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<blockquote class="tr_bq">
<div align="center" class="MsoNormal" style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: center;">
<i><span style="color: #262626;">“If we teach today as we taught yesterday,<o:p></o:p></span></i></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: center;">
<i><span style="color: #262626;">we rob our children of tomorrow.” John Dewey</span></i></div>
</blockquote>
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<span style="color: #262626; font-family: "Trebuchet MS"; font-size: 13.0pt; mso-bidi-font-family: "Trebuchet MS";"><o:p> </o:p></span>I have written about this quote before, and I love how it
reminds me that teaching is a dynamic career.<span style="mso-spacerun: yes;">
</span>Teaching is not something you “get good at” so you can coast through the
years.<span style="mso-spacerun: yes;"> </span>Excellent teachers are always
learning and constantly adapting the tools and techniques they use with their
students.<span style="mso-spacerun: yes;"> </span>As the world changes and
technology evolves, these teachers embrace these changes and bring new tools
and techniques into the classroom.</div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As I write this post on my laptop, I am checking out new
education apps on my iPad and keeping in touch with my sister through text
messages on my cell phone.<span style="mso-spacerun: yes;"> </span>I am also downloading
pictures onto my desktop to share with my friends and family in my Dropbox
account.<span style="mso-spacerun: yes;"> </span>Besides being a stellar example
of my multitasking, this shows how technology-saturated my life has become (and
this is a typical weeknight for adults and kids in many homes.)<span style="mso-spacerun: yes;"> </span>Today’s technology allows us access to an
almost unfathomable amount of information across multiple devices 24 hours a
day, 7 days a week.<span style="mso-spacerun: yes;"> </span>Should this access
be limited to the home, or is there a place for this mobile technology at
school?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Navigating a touch screen is becoming second nature to kids
as young as toddlers.<span style="mso-spacerun: yes;"> </span>The preschool set
is learning their ABC’s through YouTube and interactive books and
flashcards.<span style="mso-spacerun: yes;"> </span>Kids are sharing pictures,
creating videos, and chatting real-time with far away friends as they play
video games together. It seems like a shame not to harness the learning that
can come from these types of interactions.<span style="mso-spacerun: yes;">
</span>By bringing some of this mobile technology into the classroom, we can
help the school environment more closely mimic the world outside the classroom
walls. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Even if you are completely convinced that bringing mobile
learning into your classroom would be great, the logistics of actually doing
this can be overwhelming.<span style="mso-spacerun: yes;"> </span>It would be
great to have a class set of iPads, iPod Touches, smartphones, or tablets, but
getting them is not an easy task. A discussion of ways teachers have made this happen
deserves a post of its’ own later on.<span style="mso-spacerun: yes;">
</span>Before we get into that, I want to share some neat things you can do
with these kinds of devices in your classroom.<span style="mso-spacerun: yes;">
</span>If you don’t have a class set of devices but want to dabble in mobile
learning, you could make many activities work with one mobile device at a
station for your students to rotate through.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I am limiting the following few examples to the iPad for
simplicity’s sake. This isn’t to say that the iPad is the only or the best
mobile learning tool out there; it is just a very popular device so there is a
lot of discussion in the edublog world of iPad apps for the classroom.<span style="mso-spacerun: yes;"> </span>Please comment if there are other mobile
devices you would like to discuss in the future.<span style="mso-spacerun: yes;"> </span>We want to help you succeed in bringing
mobile learning to your school!<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
What are some FREE mobile learning tools you can use in your
classroom TODAY?<span style="mso-spacerun: yes;"> </span>Here are a few free
apps I have come across recently. Many thanks to Kelly Tenkely at <a href="http://ilearntechnology.com/">iLearn Technology</a> and Richard Byrne of <a href="http://www.freetech4teachers.com/">Free Technology for Teachers</a> for always
keeping me in the loop with their wonderful blogs!<o:p></o:p></div>
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<a href="http://itunes.apple.com/us/app/demibooks-composer/id462838680?mt=8"><b style="mso-bidi-font-weight: normal;">Demibooks Composer</b></a> is a new, free
app available for the iPad.<span style="mso-spacerun: yes;"> </span><span style="mso-bidi-font-family: "Lucida Grande";">Basically, this is a tool that
will allow your students to create interactive e-books for the iPad.<span style="mso-spacerun: yes;"> </span>Very cool!<span style="mso-spacerun: yes;">
</span>Students that enjoy being creative and teaching others with their work
will have a lot of fun with this app.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Kelly Tenkely describes it best </span><a href="http://www.ipadcurriculum.com/2011/09/demibooks-composer/"><span style="color: windowtext; mso-bidi-font-family: "Lucida Grande";">here</span></a><span style="mso-bidi-font-family: "Lucida Grande";">.<span style="mso-spacerun: yes;">
</span></span><o:p></o:p></div>
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<br /></div>
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Another handy free app
for education is <b style="mso-bidi-font-weight: normal;">Evernote</b>, an app we
discussed in the past for helping teachers stay organized.<span style="mso-spacerun: yes;"> </span>It can also keep students organized, and it
is a great way to archive student work and save paper.<span style="mso-spacerun: yes;"> </span>With Evernote installed (for free) on a
mobile device, students can capture audio, pictures, and their own
writing.<span style="mso-spacerun: yes;"> </span>They can keep all of this
organized into folders and they can send their notes directly to the teacher
for assessment and collaboration.<span style="mso-spacerun: yes;">
</span>Evernote is also available on the Android market, and works with a PC or
Mac.</div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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This interesting free app is called <a href="http://www.showme.com/"><b style="mso-bidi-font-weight: normal;">Show Me</b></a>.<span style="mso-spacerun: yes;"> </span>In the spirit of resources like the Khan
Academy, Show Me will allow students and teachers to create all different kinds
of online tutorials with an iPad. <span style="mso-spacerun: yes;"> </span>As a
person who learns best by teaching, this is a very exciting idea for me.<span style="mso-spacerun: yes;"> </span>This app could be very useful for allowing
your students to help and tutor their peers and as a way for you to assess
student learning.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
One very creative teacher even figured out how to bring the
ever-popular <a href="http://ilearntechnology.com/?p=3970"><b style="mso-bidi-font-weight: normal;">Angry Birds</b></a> to the classroom.<span style="mso-spacerun: yes;">
</span>Her plan used the game to teach math, history, and science.<span style="mso-spacerun: yes;"> </span>I love how this idea works across several
subject areas and brings in a popular game that students are already interested
in.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
There are so many more free apps for the iPad that would be
a great addition to the classroom.<span style="mso-spacerun: yes;"> </span>I hope
this start of a list gets you excited and thinking about how some type of
mobile learning would benefit your class.<span style="mso-spacerun: yes;">
</span>Watch our <a href="http://www.facebook.com/TheGateway.org">Facebook</a>
and <a href="http://twitter.com/Gatewaytoskills">Twitter</a> pages all week for
more helpful discussions and resources.<span style="mso-spacerun: yes;">
</span>There are plenty more resources and ideas on the <a href="http://TheGateway.org/">Gateway</a>, so be sure to search there, too.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
~Peggy's Corner - October 13, 2011~</div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment-->The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com1tag:blogger.com,1999:blog-9079077668246217166.post-15771540136016314202011-11-07T21:10:00.000-08:002011-11-07T21:10:09.380-08:00On the Go: Mobile Learning<!--[if gte mso 9]><xml>
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<span class="Apple-style-span" style="font-size: 15px;">Until recently, schools
banned the use of cell phones and other mobile devices by students during class
hours. While some students argued that the devices could be helpful to the
learning process, teachers and administrators focused instead on those students
who used the devices for non-learning related tasks, such as texting their
peers and trolling the Internet.</span><span class="Apple-style-span" style="font-size: 15px;"><span style="mso-spacerun: yes;">
</span></span><span class="Apple-style-span" style="font-size: 15px;">Although the abuse of mobile devices by students is still a valid
concern, some enterprising educators have embraced mobile technology and are increasingly
incorporating it into the curriculum.</span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">Mobile learning, or
m-learning, is related to distance education and e-learning in that each method
uses forms of technology to enhance the learning process. Mobile learning,
however, focuses particularly on learning with mobile devices such as tablets,
cell phones, and iPod Touches. Mobile devices have the advantage of being
small, easily portable, and familiar to the vast majority of teachers and
students alike. Their inclusion in the curriculum opens a wealth of
possibilities, as students don’t need to be tethered to workstations or even a
classroom as they explore concepts relevant to their learning anytime, from
just about any location. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">Last fall, Project Tomorrow
released a report about technology and education at a Congressional Briefing in
Washington, DC. Their research found that 64% of teachers surveyed believe that
mobile devices could be beneficial for increased communication among parents,
teachers, and students, as well as be used to access online textbooks at any
moment. The same study also asked K-12 students to envision what going to
school would be like in 2015, and many foresee classes where mobile devices are
integral to the teaching and learning process. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">There are numerous accounts
of teachers effectively using mobile devices in their classrooms, and perhaps
more schools will ease their current restrictions on use of the devices during
school hours. Using devices such as iPads and smart phones can help address the
need for students to acquire 21<sup>st</sup> century skills, and also help to
foster increased student-directed learning.<span style="mso-spacerun: yes;">
</span>This week, I’ve selected three resources that bring mobile technology
into the classroom in meaningful ways. Each of the featured resources below is
from Apptivities, an organization that aims to support teachers in using mobile
applications effectively to improve student learning. We’ll also be featuring
lots of new lessons and resources on mobile learning each day throughout the
week on our <a href="http://www.facebook.com/TheGateway.org">Facebook</a> and <a href="http://twitter.com/GatewaytoSkills">Twitter</a> pages,
so be sure to check those pages regularly.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 11.0pt;">Historical Detectives <o:p></o:p></span></b></div>
<div class="MsoNormal">
<a href="http://www.thegateway.org/browse/dcrecord.2011-09-28.1656118109"><span style="font-size: 11.0pt;">http://www.thegateway.org/browse/dcrecord.2011-09-28.1656118109</span></a><span style="font-size: 11.0pt;"> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
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<span style="font-size: 11.0pt;">Subjects: World History <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">Grade: 1-6<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">Using iTouches or iPads,
students will use images to draw conclusions about ancient civilizations. In
addition, the students will add captions and speech bubbles to ancient
civilization images in order to explore their background knowledge on the
subject and/or to summarize information they have learned from the chapter. <o:p></o:p></span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 11.0pt;">Dictating Foreign Language Fluency <o:p></o:p></span></b></div>
<div class="MsoNormal">
<a href="http://www.thegateway.org/browse/dcrecord.2011-09-28.9585057880"><span style="font-size: 11.0pt;">http://www.thegateway.org/browse/dcrecord.2011-09-28.9585057880</span></a><span style="font-size: 11.0pt;"> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">Subjects: Foreign Languages
(also ELL)<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">Grade: 6-12<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">An essential part of
improving student’s fluency in a foreign language is providing practice in
speaking. However, for practice to be effective, students have to receive
feedback on their pronunciation skills. This apptivity is designed to
give students an opportunity to document their fluency improvement.<o:p></o:p></span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 11.0pt;">To Kill a Mockingbird <o:p></o:p></span></b></div>
<div class="MsoNormal">
<a href="http://www.thegateway.org/browse/dcrecord.2011-09-28.4540014188"><span style="font-size: 11.0pt;">http://www.thegateway.org/browse/dcrecord.2011-09-28.4540014188</span></a><span style="font-size: 11.0pt;"> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
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<span style="font-size: 11.0pt;">Subjects: English<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">Grade: 9-12<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">In this To Kill a Mockingbird
project idea that uses iPads, the importance of perspective is first introduced
through Dorothea Lange’s iconic Migrant Mother photograph and is reinforced
through images of the Jim Crow era. As a final project, students are
asked to personalize Atticus Finch’s famous quotation about the importance of
“walking in another’s shoes.” By shadowing an acquaintance for a two-hour
period, using the pedometer and GPS features to track their physical movement
and voice memos and notes to create an interactive diary, students will develop
their own sense of empathy and reach a deeper understanding of Harper Lee’s
famous novel.<o:p></o:p></span></div>
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<span style="font-size: 11.0pt;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">~Joann's Picks - October 13, 2011~</span></div>
<!--EndFragment-->The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-59977030096245791972011-11-07T21:01:00.000-08:002011-11-07T21:03:42.470-08:00Mission Possible<br />
<div class="MsoNormal">
You see them in the movies using their keen powers of
observation and quick thinking along with the latest and greatest technology to
keep one step ahead of their enemies.
These spies are the living a glamorous life. Their stories are the stuff of Hollywood, and
lots of our students just can’t get enough.
Joann is featuring resources this week that examine the history of
espionage, a riveting topic for students of all ages. When the topics of history parallel the
themes of their favorite films, your students are more likely to stay engaged
and involved in activities and discussions.
Much to these students’ dismay, we can’t spend the entire year studying
spies, but some enterprising teachers sneak a “spy” theme in throughout the
subjects to engage their students.</div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
If you are studying a particular historical period, there
may be some excellent primary sources you can use that will tie the theme of spies
in perfectly. One unit, The <a href="http://www.thegateway.org/browse/39951">WWII Spy Kit</a>, does a nice job
of allowing students to discover the espionage that took place in WWII.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Spies throughout history have honed many skills and learned
to use all different kinds of technology to be successful. Why not take some time this year to have your
students learn the skills they will need to become “spies?” <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Spies are good with
patterns.<o:p></o:p></b></div>
<div class="MsoNormal">
Spies need to be able to communicate with secret codes and
break other peoples’ codes when necessary.
Your students can practice making and breaking codes and communicating
with their classmates through code. Try
this <a href="http://www.thegateway.org/browse/34645">code breaker activity</a>
or this <a href="http://www.thegateway.org/browse/32529">doorman’s code
activity</a> to start. These kinds of
code activities can be fun for students of all ages.<o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Spies are sneaky.<o:p></o:p></b></div>
<div class="MsoNormal">
Let your students complete an assignment using invisible
ink! It’s easy to do, and what
assignment isn’t fun when you get to use invisible ink? Look at this <a href="http://www.thegateway.org/browse/8634">resource</a> for directions on how
to make (and read) your own. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Keep an eye on our Facebook and Twitter pages all week for
more exciting espionage related resources!
Have you done any neat spy activities in your classroom? We always like
hearing what has worked for you.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Is there a topic you would like us to write about in the
future? Joann is always adding new
resources to the Gateway, and we want to know what you need.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
~Peggy's Corner - September 22, 2011~</div>The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-90484799924571574682011-11-07T20:59:00.000-08:002011-11-07T21:02:38.367-08:00Spy Kids<br />
<div class="MsoNormal">
Most students, at one time or another, become enamored with
spies and espionage. Spies live in the shadows, gather intelligence and use all
sorts of evasive actions to avoid detection. They inhabit a world fraught with
danger and mystery, and their exploits are often riveting. What’s not to like?</div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The use of espionage to gather intelligence has a lengthy
record in history. Sun Tzu stressed the importance of using political and
military techniques of “deception and subversion” in his seminal work <i>The Art of War</i>, written around 600 BC. Surveillance operations have also been
documented as far back as ancient Egypt, where early pharaohs used trusted
agents to spy on their subjects as well as political “frenemies” in Rome and
Greece. The ancient Romans honed espionage to a fine art, using it as an
effective method in helping to govern their immense empire that spanned three
continents. Indeed, Roman documents contemporary to the period indicate that
the Roman intelligence community knew in advance of the plan to assassinate
Julius Caesar in 44 BC. European governments in medieval times relied on spies
particularly in times of war, while Queen Elizabeth I and her cabinet
infamously employed a vast network of spies, some of whom were double or even
triple agents. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The first documented case of spying in the U.S. occurred in
1776, when Nathan Hale was executed by the British for spying on them during
the American Revolution. George Washington realized early on that espionage
would be vital to winning independence from the British, and relied on his
personal band of spies known as the Culper Ring to feed him information. More
recent spies such as Julius and Ethel Rosenberg, Anna Chapman, and scores of
others continue to make headlines from time to time, but most spies remain in
the shadows for life. Today, nearly all countries use espionage to gather
intelligence on friends and foes alike, employing both traditional spies as
well as digital methods. According to recent news reports, the U.S. is the target
of “hundreds of thousands” or cyber-attacks daily, many of which originate in
Beijing. Security experts believe the attacks are meant to infiltrate
government, manufacturing, and military systems, and concede that a fair
percentage of the attacks have been successful. This type of espionage could be
a great topic of discussion in social studies classes, as well as in lessons
devoted to economics, health and safety, technology, current events, and
others.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My picks this week focus on spy-themed lessons that work
across the curriculum for a variety of ages. As always, we’ll also be featuring
several new lessons and resources on this topic each day throughout the week on
our <a href="http://www.facebook.com/TheGateway.org">Facebook</a> and <a href="http://twitter.com/GatewaytoSkills">Twitter</a> pages,
so be sure to check those pages regularly.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Boston Spies’ Report
on the Redcoats <o:p></o:p></b></div>
<div class="MsoNormal">
<a href="http://www.thegateway.org/browse/dcrecord.2007-08-10.3639054937/">http://www.thegateway.org/browse/dcrecord.2007-08-10.3639054937/</a><b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div>
<div class="MsoNormal">
Subjects: US history, Writing<o:p></o:p></div>
<div class="MsoNormal">
Grade: 3-5<o:p></o:p></div>
<div class="MsoNormal">
In this lesson, students collect information about British
actions in Boston, and send it by secret coded message to leaders in
Philadelphia. This is a fun lesson that incorporates research with primary
source documents, hands-on activities, and critical thinking skills. This
lesson offered by Beacon Learning Center, which offers standards-based
resources and professional development activities.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">An American Spy with
Money to Spend <o:p></o:p></b></div>
<div class="MsoNormal">
<a href="http://www.thegateway.org/browse/dcrecord.2007-04-20.5605084370/">http://www.thegateway.org/browse/dcrecord.2007-04-20.5605084370/</a><b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div>
<div class="MsoNormal">
Subjects: Geography, Math (measurement)<o:p></o:p></div>
<div class="MsoNormal">
Grade: 6-8<o:p></o:p></div>
<div class="MsoNormal">
In this lesson, students pretend to be international spies
on a mission. The lesson teaches across the curriculum, with the spies
"visiting" different countries, and exchanging currency. This lesson
is a product of Beacon Learning Center, an online educational resource and
professional development center that offers a variety of in many subject areas,
and are aligned to Florida's Sunshine State Standards.<o:p></o:p></div>
<div class="MsoNormal">
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<b style="mso-bidi-font-weight: normal;">The Spy’s Dilemma: A
Problem in Intelligent Choice, and a Matter of Life and Death </b><a href="http://www.thegateway.org/browse/dcrecord.2011-09-12.4152596182">http://www.thegateway.org/browse/dcrecord.2011-09-12.4152596182</a>
<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div>
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Subjects: US history, World history<o:p></o:p></div>
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Grade: 8-12<o:p></o:p></div>
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In this interactive online game, you are a Soviet agent in
late December 1945. Relations between your country and America have been
rapidly deteriorating. Your government is worried that the United States will
turn its power against Soviet interests in the world. Your government has asked you to find out
what you can about American foreign and defense policies and about American
intelligence capabilities. You have 45 minutes to examine sensitive files from
President Truman's safe and select five you think will be most useful to your
country's leader, Premier Josef Stalin. Write down your reasons for selecting
the documents you choose. If you do well, you may be allowed to live. This
online game is a product of the Harry S. Truman Library & Museum, a
nonprofit organization that houses thousands of documents by President Truman
and his administration, and offers many educational resources for teachers and
researchers.<o:p></o:p></div>
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~Joann's Picks - September 22, 2011~</div>The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-27484424690793709222011-09-19T21:24:00.000-07:002011-09-19T21:26:03.354-07:00Circle of (Plant) Life<br />
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The plants around us provide a perfect hands-on biology
classroom for students of all ages. From
planting that first bean in a paper cup to conducting more involved and
complicated high-school biology experiments, studying plants can be an
effective, concrete, fun, and low-cost way for students to explore the living
world. </div>
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<o:p></o:p></div>
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Kids start learning about photosynthesis from a very young
age. As toddlers begin exploring and
playing outside, their observations help them form ideas about plants and how
they grow. By preschool age, many
students have had the opportunity to plant seeds and water them to see them
sprout. They may find out that plants
will die when we forget to water them or when they don’t get enough sun. As students’ experiences with plants increase,
their perceptions of the way plants grow may change. Often, by the time photosynthesis is formally
introduced in the older grades, students already have some misconceptions about
the process. If we can include
photosynthesis in science lessons from kindergarten on, learning the details of
the process and understanding the chemical reactions involved will be much
easier and more rewarding in middle school and high school.<o:p></o:p></div>
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Since plants are living things, it’s natural for students to
compare the functions of the plants to human functions. Do plants eat, drink, and breathe like
us? How are they different? How are they the same?<o:p></o:p></div>
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One common misconception going into the study of
photosynthesis is that that plants get food from outside sources such as water
and soil, much like humans get their food from outside. All living things need to eat in order to
have enough energy to stay alive. Plants
are the hard-working producers of the world, synthesizing their own food using
energy from the sun. They use carbon
dioxide and water with the sunlight to make their own food internally. <o:p></o:p></div>
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FT Exploring has a very easy to understand <a href="http://www.thegateway.org/browse/16737)">introduction to photosynthesis</a>. This resource describes photosynthesis in a
recipe format and includes diagrams that simplify the concepts. It answers the questions of how plants eat,
drink, and breathe, and shows how these functions are different for plants than
for humans. Teachers could use this introduction
for a range of grades, going more in depth with the reactions for older
students and sticking to the more basic facts with younger students. The following diagram is from their site. <o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitJnyHPYcODI8zvsJ-tc5pNAA2SzwiI47eQI4dnqkZ_Hi5ib8SFZNZoMlVaKYrSTKEKNGM_YekSgJFJG0l4fMCg4tH-pFXD3YXo0vB89OgkJbc1SnABvacP8R3xUPsC2AOpusKMJhjMPY/s1600/Untitled.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="248" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitJnyHPYcODI8zvsJ-tc5pNAA2SzwiI47eQI4dnqkZ_Hi5ib8SFZNZoMlVaKYrSTKEKNGM_YekSgJFJG0l4fMCg4tH-pFXD3YXo0vB89OgkJbc1SnABvacP8R3xUPsC2AOpusKMJhjMPY/s320/Untitled.png" width="320" /></a></div>
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In order for a plant to carry out photosynthesis, water must
travel up into the plant from the roots.
This is a fun phenomenon to explore, and would work well for primary or
secondary students. You can introduce
simple chromatography experiments with coffee filters and markers or allow
students to place the stems of white carnations into water dyed with food
coloring. When bands of color travel
out from a marker line or colored water travels to the tips of the carnation
petals, students will gain a visual understanding of how water can make its way
throughout a plant to take part in photosynthesis. Take a look at one of our 2010 blog posts
about <a href="http://thegatewayto21stcenturyskills.blogspot.com/2010/10/changing-up-your-lessons-this-fall.html">fall
lessons</a> to see come neat chromatography ideas. <i style="mso-bidi-font-style: normal;"><span style="color: black; font-family: 'Times New Roman';"><o:p></o:p></span></i></div>
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<span style="font-family: Cambria;">Once students are on the right track with the
basic concepts of photosynthesis, their learning in the later grades will be
more successful. If you have older
students and are ready to go more in-depth with the topic, be sure to look at
this comprehensive <a href="http://www.thegateway.org/browse/dcrecord.2011-09-08.9596193654">high
school unit</a>. This unit includes
inquiry-based problem solving, hands-on photosynthesis demonstrations using
props like tennis balls and balloons, and easy-to-follow procedures. Another experiment that could go along with
that unit is <a href="http://www.thegateway.org/browse/dcrecord.2007-05-25.5253216036">Glucose Factory</a>, where students experiment to see how much glucose
is actually inside different plant parts.</span>
<br />
<span style="font-family: Cambria;"><br /></span><br />
<span style="font-family: Cambria;">~Peggy's Corner - September 16, 2011~</span>The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-88969187098319575962011-09-19T21:13:00.000-07:002011-09-19T21:15:43.690-07:00Plant Power<br />
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Autumn doesn’t officially start until next week, but the
signs that the season is imminent are all around us. The nights have become
noticeably cooler, and the days shorter. Trees are beginning to change color,
and will soon begin shedding their leaves.
For many plants, the lifespan of their hardworking leaves has come to an
end; they will soon color, shrivel, and finally die. In some parts of the
country, many plants will remain dormant for the winter, and only gradually
re-animate in the spring, when they unfurl new leaves.</div>
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<o:p></o:p></div>
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Leaves are indeed the workhorses of plants. Through the
process of photosynthesis, leaves absorb carbon dioxide and sunlight, and
convert the sun’s rays into energy in which to make food. Water, of course, is
also necessary for photosynthesis to occur, and is absorbed through the plant’s
roots. Once energy is created, the plant is able to store reserves in its
leaves for future use, and emits oxygen as a waste product. It’s a remarkably
efficient process, and vital to the survival of nearly all living things.
Animals and humans exhale carbon dioxide, which the plants take in, and in turn
emit oxygen for our use. Photosynthesis occurs in some bacteria, algae, and in
most plants. <o:p></o:p></div>
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Leaves are, perhaps, the original solar panels. In autumn,
the process of photosynthesis slows as the amount of daylight and precipitation
declines. Food production wanes, and deciduous trees and other plants will
essentially shut down over the winter months until increased sunlight and
rainfall in the spring gradually prompt photosynthesis to resume. Fall is a
wonderful time to discuss the process by which leaves make energy, and there
are lots of materials available for classroom use. This week’s selected resources on
photosynthesis are for a variety of grade levels, and some can be adapted for
different ages. I’ll also be featuring several new lessons and resources on photosynthesis
daily throughout the week on our <a href="http://www.facebook.com/TheGateway.org">Facebook</a> and <a href="http://twitter.com/GatewaytoSkills">Twitter</a> pages, so be
sure to take a look.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">But What IS
Photosynthesis?<o:p></o:p></b></div>
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<a href="http://www.thegateway.org/browse/dcrecord.2011-09-08.4180484745">http://www.thegateway.org/browse/dcrecord.2011-09-08.4180484745</a>
<o:p></o:p></div>
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Subjects: Math, Botany, Biology<o:p></o:p></div>
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Grade: 3-5<o:p></o:p></div>
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In this lesson, students will experience aural, written,
reading, and hands-on instruction in learning about photosynthesis. This lesson
is a product of the College of Education at Western Michigan University.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Photosynthesis,
Trees, and the Greenhouse Effect<o:p></o:p></b></div>
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<a href="http://www.thegateway.org/browse/dcrecord.2011-09-03.7139319487">http://www.thegateway.org/browse/dcrecord.2011-09-03.7139319487</a>
<o:p></o:p></div>
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Subjects: Geography, Botany, Ecology<o:p></o:p></div>
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Grade: 6-8<o:p></o:p></div>
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In this lesson, students will study photosynthesis and then
transfer their understanding of this topic to a consideration of how trees can
help reduce the negative impacts of the greenhouse effect. They will read a Web
page describing the greenhouse effect, carbon dioxide's role as a greenhouse
gas, and the role of humans in exacerbating this effect. This lesson was
produced by <span class="text">National Geographic Xpeditions, which offers a
plethora of tools, interactive adventures, and ideas relating to geography and
the world around us. In addition to lesson plans, the site offers daily global
news, maps, interactive games for kids, and more. Lessons are aligned to the </span>U.S.
National Geography Standards.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Photosynthesis: Unit
Plan<o:p></o:p></b></div>
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<a href="http://www.thegateway.org/browse/dcrecord.2011-09-08.9596193654">http://www.thegateway.org/browse/dcrecord.2011-09-08.9596193654</a>
<o:p></o:p></div>
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Subjects: Botany, Biology, Ecology<o:p></o:p></div>
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Grade: 9-12<o:p></o:p></div>
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In this series of eight lessons, students will learn about
the light reactions of photosynthesis, the physical plant characteristics and
their functions, and the role of energy in the metabolic processes in plants.
They will also apply their knowledge to the topics of world deforestation and
global warming. This lesson was created by Dayna Wilhelm, a graduate student in
Education at Virginia Tech. <o:p></o:p></div>
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<o:p>~Joann's Picks - September 15, 2011~</o:p></div>
The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-49046844639432488132011-09-16T16:12:00.000-07:002011-09-16T16:12:11.987-07:00September 11<!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--> <!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>JA</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:EnableOpenTypeKerning/> <w:DontFlipMirrorIndents/> <w:OverrideTableStyleHps/> <w:UseFELayout/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal">You probably remember exactly where you were and what you were doing on the morning of September 11, 2001.<span style="mso-spacerun: yes;"> </span>On that day, history gained a new <i style="mso-bidi-font-style: normal;">day of infamy </i>that will be a part of American History classes from now on.<span style="mso-spacerun: yes;"> </span>Although this piece of contemporary history is seared in their parents’ minds, it might be just another story for many students who are too young to remember the events themselves. In remembrance of the tenth anniversary of this tragedy, many teachers are planning to cover the events and the aftermath in some way.<span style="mso-spacerun: yes;"> </span>Teachers have a chance to use this awful event to continue the learning for future generations.</div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Studying September 11 brings up a whole list of issues for educators.<span style="mso-spacerun: yes;"> </span>This <a href="http://www.tolerance.org/blog/bringing-911-classroom-10-years-later">blog post</a> from Teaching Tolerance is a good overview of things to think about before presenting lessons on 9/11 to your classes.<span style="mso-spacerun: yes;"> </span>One point I thought was especially important was that we need to be careful not to scare primary students with too many graphic images and audio clips, although they are sure to be inundated with these images on television during the tenth anniversary of the attacks.<span style="mso-spacerun: yes;"> </span>The site for the <a href="http://www.911memorial.org/teach-learn">National September 11 Memorial & Museum</a> has some excellent lesson plans and resources for teaching about the events and related topics with your class.<span style="mso-spacerun: yes;"> </span>Their K-2 fact sheet explains the events for a young target audience.<span style="mso-spacerun: yes;"> </span>This would make a very good introduction for elementary students who might be learning the facts of September 11 for the first time. A more detailed explanation that includes pictures and sound clips can be found in this <a href="http://timeline.national911memorial.org/#/Explore/2">interactive timeline</a>. <o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Joann has collected and catalogued resources on the topic for the Gateway that we will feature in our columns and in our daily <a href="http://www.facebook.com/TheGateway.org">Facebook</a> and <a href="http://twitter.com/Gatewaytoskills">Twitter</a> posts.<span style="mso-spacerun: yes;"> </span>Be sure to look there first as you plan activities for your classroom.<span style="mso-spacerun: yes;"> </span>If you don’t live in New York, there is a good chance your students haven’t been to the site of the twin towers in New York City.<span style="mso-spacerun: yes;"> </span>When you introduce the topic of September 11, it would be really nice to take your students there.<span style="mso-spacerun: yes;"> </span>A good place to start introducing the events of September 11 to your students is a virtual field trip to the site using Google Earth.<span style="mso-spacerun: yes;"> </span>If you search, you can find some that have already been created, or you can create one of your own.<span style="mso-spacerun: yes;"> </span>The following <a href="http://www.cbsnews.com/stories/2011/09/06/national/main20102199.shtml?tag=re1.channel">animation</a> will show you what the site looks like today and what the planned memorials look like.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">In addition to teaching the history of the events of the day, the topic provides a good context for presenting lessons on tolerance, cultural differences, disaster response, heroes, and other related topics.<span style="mso-spacerun: yes;"> </span>A search of the <a href="http://TheGateway.org/">Gateway</a> for any of these topics will bring up a list of standards-aligned resources you can use.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">One major issue brought up by the study of September 11<sup>th</sup> is students’ understanding and acceptance of Islam.<span style="mso-spacerun: yes;"> </span>Studying the attacks might stir up feelings of prejudice in your students against Muslims or even the Middle Eastern culture.<span style="mso-spacerun: yes;"> </span>It’s important to study this religion in a balanced way so your students can form their own opinions.<span style="mso-spacerun: yes;"> </span>Read our blog post, <a href="http://thegatewayto21stcenturyskills.blogspot.com/2011/08/peace-through-knowledge-study-of-islam.html">Peace Through Knowledge</a> to find some ideas and resources for incorporating the study of Islam in your classes.<span style="mso-spacerun: yes;"> </span>Another blog post from Teaching Tolerance discusses <a href="http://www.tolerance.org/blog/commemorate-911-confronting-islamophobia">confronting Islamaphobia</a>, and would be a good post to read before teaching about the subject.<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Whether you study the events of September 11<sup>th</sup> from a purely historical perspective or if you decide to take a different angle and study other issues related to that day, I hope you find some good resources here and on the Gateway.<span style="mso-spacerun: yes;"> </span>We’ll continue to share ideas all week, and we hope you do, too!<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">~Peggy's Corner - September 9, 2011~</div><!--EndFragment-->The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-30941708464102814512011-09-16T16:09:00.000-07:002011-09-16T16:09:45.005-07:009/11<!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--> <!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>JA</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:EnableOpenTypeKerning/> <w:DontFlipMirrorIndents/> <w:OverrideTableStyleHps/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal">This week marks the 10<sup>th</sup> anniversary of 9/11. For me, the only day that was worse than September 11, 2001 was September 12, 2001. By then, the shock of what had happened was starting to recede, and the grim reality of the utter devastation was sinking in. Most of our K-12 students are too young to remember much, if anything, about that day, but it remains a watershed event in American history. The legacy of 9/11 is that the U.S. is a changed nation, psychologically, politically, and culturally. It’s forever changed the way that we view our personal freedoms and security. A recent study indicates that emergency response personnel – the firefighters, police officers, and EMTs who worked furiously to save others at the World Trade Center – are being diagnosed with various types of cancers from the toxic dust at an alarming rate. The tragedy of 9/11 still resonates through each of us, every day.</div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">The Memorial at the new World Trade Center site in New York City is scheduled to open on the tenth anniversary of 9/11, on September 11, 2011. The site includes the Survivor Tree, reflecting pools, and panes of glass from one of the original twin towers. It’s a reminder that even in the face of terrorism and tragedy, life does indeed continue, and we move forward as a nation and as people. <o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Many students learn about the events of 9/11, and why it happened, at school. For nearly a decade, school districts throughout the nation have held annual observations or remembrances on the date, sometimes following up with related lessons, and sometimes simply allowing the students to commemorate the event in their own ways. The social, political, economic, and historical events leading up to 9/11 and its aftermath are intricate and varied, and ripe for study. Terrorism, religious and social extremism, geography, tolerance, and world history are just some of the topics that can be explored in class discussions of September 11, and these and other topics can be adapted for different age groups. <o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">My picks this week focus on the events of 9/11 and its aftermath. The resources are for a variety of grade levels, and many can be adapted for different ages. <span style="mso-spacerun: yes;"> </span>We’ll also be featuring several new lessons and resources on 9/11 daily throughout the week on our <a href="http://www.facebook.com/TheGateway.org">Facebook</a> and <a href="http://twitter.com/GatewaytoSkills">Twitter</a> pages, so be sure to take a look.<o:p></o:p></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">September 11 National Day of Service Lesson Plans <o:p></o:p></b></div><div class="MsoNormal"><a href="http://www.thegateway.org/browse/dcrecord.2011-09-01.0805353918">http://www.thegateway.org/browse/dcrecord.2011-09-01.0805353918</a> <o:p></o:p></div><div class="MsoNormal">Subjects: US history, Character education<o:p></o:p></div><div class="MsoNormal">Grades: K-12<o:p></o:p></div><div class="MsoNormal">These three lessons aim to teach valuable, heartfelt, and constructive lessons about the 9/11 experience, the way tragedies impact us as people, and the remarkable spirit of service that arose in response to the attacks. Students will learn about the incredible outpouring of support from people following the attacks, select causes or organizations<o:p></o:p></div><div class="MsoNormal">to support through service projects as a way to honor the victims of 9/11, and plan and execute those projects. While the lessons are aimed at the entire range of K-12 students, teachers may want to make adaptations for younger students. This lesson is a product of <o:p></o:p></div><div class="MsoNormal">911day.org, part of MyGoodDeed.org. MyGoodDeed.org is a national nonprofit organization that successfully led a seven-year effort to establish September 11 as a National Day of Service and Remembrance.<o:p></o:p></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Lesson MV-11: Civil Rights in the Age of Terrorism<o:p></o:p></b></div><div class="MsoNormal"><a href="http://www.thegateway.org/browse/dcrecord.2011-09-01.6648623912">http://www.thegateway.org/browse/dcrecord.2011-09-01.6648623912</a> <o:p></o:p></div><div class="MsoNormal">Subjects: US history, Civics <o:p></o:p></div><div class="MsoNormal">Grade: 7-8<o:p></o:p></div><div class="MsoNormal">In this lesson, students will define and identify some American civil rights, analyze hypothetical cases, and discuss the impact of terrorism on these rights. This lesson is a product of the New Jersey Commission on Holocaust Education at the State of New Jersey Department of Education, which provides Holocaust and genocide education materials to the state of New Jersey and beyond.<o:p></o:p></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">The Post 9/11 Landscape<o:p></o:p></b></div><div class="MsoNormal"><a href="http://www.thegateway.org/browse/dcrecord.2011-09-01.7854436879">http://www.thegateway.org/browse/dcrecord.2011-09-01.7854436879</a> <o:p></o:p></div><div class="MsoNormal">Subjects: English Language Arts, US history<o:p></o:p></div><div class="MsoNormal">Grade: 6-12<o:p></o:p></div><div class="MsoNormal">In this podcast, teen readers will encounter page-turning suspense and hard-hitting social commentary in books exploring the political and cultural landscape of our post-9/11 world. Tune in to hear how graphic novels place the events of 9/11 in historical context, how war stories put a human face on the costs of military conflict, and how young adult novels imagine roles that teens can play in working for a better world. This lesson was produced by ReadWriteThink, which offers peer-reviewed lessons in reading and English/Language Arts.<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">~Joann's Picks - September 9, 2011~</div><!--EndFragment-->The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-65872416899070123312011-09-04T22:23:00.000-07:002011-09-04T22:23:01.870-07:00Math Class is Tough! <!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--> <!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>JA</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:EnableOpenTypeKerning/> <w:DontFlipMirrorIndents/> <w:OverrideTableStyleHps/> <w:UseFELayout/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal"><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;">I remember the commotion started by </span><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;"><i style="mso-bidi-font-style: normal;">Teen Talk Barbie </i></span><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;">when she announced, “Math class is tough!” in the early nineties. </span><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;"><span style="mso-spacerun: yes;"> </span></span><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;">After only a few months, the phrase was taken out of the dolls’ vocabularies and Mattel swapped out the dolls that still said the phrase.</span><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;"><span style="mso-spacerun: yes;"> </span></span><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;">These toys echoed a much larger cultural trend that continues to plague math teachers across the country: being smart and doing well in math doesn’t always make you popular. </span><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;"><span style="mso-spacerun: yes;"> </span></span><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;">Social conditioning can lead students, especially those in their very impressionable adolescent years, to believe that math is very hard and “uncool,” and generally not worth their time and effort.</span><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;"><span style="mso-spacerun: yes;"> </span></span><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;">It’s often seen as a required subject to pass, not a subject that will be interesting, fun, and ultimately very useful in life.</span><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;"><span style="mso-spacerun: yes;"> </span></span><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;">Making math accessible and intriguing and even </span><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;"><i style="mso-bidi-font-style: normal;">cool</i></span><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;"> to these students is an obstacle that successful math teachers overcome.</span><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;"><span style="mso-spacerun: yes;"> </span></span><span class="Apple-style-span" style="font-family: Helvetica; font-size: 17px;">Math class can be tough, but students who enjoy it from a young age will enjoy it enough to make it worth the effort.</span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: Helvetica; font-size: 13.0pt; mso-bidi-font-family: Helvetica;">Great middle school and high school math teachers find ways to connect with their students to help them embrace and enjoy math, blending mathematical concepts into all different subjects. Integrating subjects like this can seem like a lofty goal for those of us who are constantly short on time, but there are plenty of Gateway resources to help you out.<span style="mso-spacerun: yes;"> </span>If you start a search for <i style="mso-bidi-font-style: normal;">math</i> resources, you can narrow your search with a secondary subject (such as <i style="mso-bidi-font-style: normal;">art</i>). When I did this search, I found a neat <a href="http://www.thegateway.org/browse/5568">lesson</a> about M.C. Escher artwork and the mathematical concept of tessellations.<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: Helvetica; font-size: 13.0pt; mso-bidi-font-family: Helvetica;">You can intrigue your students by presenting real-world projects and activities that demonstrate the relevance of math in students’ lives.<span style="mso-spacerun: yes;"> </span>Tessellations and fractals are both math concepts can be taught with fun hands-on activities at many grade levels.<span style="mso-spacerun: yes;"> </span>Many adolescent students will balk at a discussion of interior and exterior angles, and how different geometric shapes can fit together.<span style="mso-spacerun: yes;"> </span>These same students might truly enjoy exploring the concept with manipulatives or interactive computer models.<span style="mso-spacerun: yes;"> </span>From simple pattern-building activities in the primary grades to some of the more <a href="http://www.thegateway.org/browse/11812">complex activities</a> available on the Gateway, using hands-on activities and visual aids is appealing and memorable to many students.<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: Helvetica; font-size: 13.0pt; mso-bidi-font-family: Helvetica;">My favorite math and science teachers showed me how to embrace my inner “nerd,” helping me succeed in math despite the social pressure (and Barbie) telling me that math class is tough. In my calculus class, the community was so tight-knit that we created a class shirt that was actually cool to wear it around campus.<span style="mso-spacerun: yes;"> </span>In that classroom, I learned an important lesson: being a dork or geek is not a bad thing!<span style="mso-spacerun: yes;"> </span>In her book <i style="mso-bidi-font-style: normal;">Math Doesn’t Suck</i>, Danica McKellar takes an opposite approach by showing teen girls that math is actually cooler than they think, and not just a subject for the smart boys. <i style="mso-bidi-font-style: normal;">The Wonder Years </i>actress turned math guru’s books are a good resource to suggest to girls struggling (or not trying) in your class.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div><div class="MsoNormal"><br />
</div><span style="font-family: Helvetica; font-size: 13.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">As a math teacher, you are a very important role model for your students. Your love for math will show, and if you get excited about math in your everyday life, your students will notice.<span style="mso-spacerun: yes;"> </span>If you have fun and embrace your own inner “geek,” maybe they will, too. Kids who learn to love math today will excel in it tomorrow. Good luck, and please let us know if you have successful math activities you want to share.</span><!--EndFragment--> <br />
<span style="font-family: Helvetica; font-size: 13.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><br />
</span><br />
<span style="font-family: Helvetica; font-size: 13.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">~Peggy's Corner - 9/1/2011~</span>The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-15318111472095765852011-09-04T22:19:00.000-07:002011-09-04T22:19:36.173-07:00Repeat After Me…. <!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:PixelsPerInch>96</o:PixelsPerInch> <o:TargetScreenSize>800x600</o:TargetScreenSize> </o:OfficeDocumentSettings> </xml><![endif]--> <!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>JA</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:EnableOpenTypeKerning/> <w:DontFlipMirrorIndents/> <w:OverrideTableStyleHps/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal">It’s always fun to do something unexpected in the classroom, and to watch the kids’ reactions. It’s especially gratifying when the event furthers a curricular goal, or makes subject matter more palatable to the students.<span style="mso-spacerun: yes;"> </span>I remember one day in middle school where we math students weren’t particularly engaged in the material, and the teacher’s attempts to salvage the class weren’t working. She was a fine teacher, and we were normally motivated learners, but it was just one of those days where things didn’t click. She sighed, scrapped the lesson, and took out a large book of M.C. Escher drawings. While most of the students had seen some of his work before, the tessellation pictures were the ones we focused on. We marveled at the intricacy and precision of his work, and before long were discussing different types of symmetry and what types of shapes could and couldn’t be used to produce tessellations. It wasn’t the lesson the teacher had originally intended (or even wanted) to teach, but she did what gifted educators everywhere do: she took the class pulse, decided to change tactics by introducing something novel to the class, and wound up still delivering math content in a way that was memorable and valuable.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Tessellations are neat things. They’re created when a specific shape is multiplied and repeated over and over, until it covers the entire surface of a plane without any gaps in the pattern. Tessellations are sometimes also known as “tiling,” and can occur in nature as well as being a man-made product. The repeated shapes shown on brick walls, soccer balls, honeycombs, and the sections of an orange, for instance, are all examples of tiling, or tessellations. The use of tessellations as a decorative motif has been traced to the ancient Sumerians, who some 4,000 years ago decorated the walls of temples and other buildings with elaborate repeated patterns. It’s a fine blending of mathematics and visual art – a fairly rare combination – and can be a great topic to engage students who usually don’t like math. The trick is to consistently emphasize the mathematical properties of tessellations, and how they in turn make the artistic properties possible. <o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Tessellations can be taught across the curriculum and to a variety of age groups. Younger students can use pattern activity blocks to emphasize patterns and symmetry while working on their problem-solving skills. Older students can calculate distance using individual tile measurements, explore the different types of symmetry on a plane, and figure out which shapes tessellate and which ones don’t. All ages can create their own tessellations, using either simple shapes like triangles and squares or more complex irregular shapes. Tessellations can be studied in the art classroom, and in science by examining symmetry in nature, such as in animals and plants. <o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">This week I’ve highlighted three hands-on tessellation lessons with activities for a variety of ages.<span style="mso-spacerun: yes;"> </span>Please be sure to read Peggy’s companion column where she discusses how to use these resources and others in the classroom. We’ll also be featuring several new lessons and resources on this topic each day throughout the week on our <a href="http://www.facebook.com/TheGateway.org">Facebook</a> and <a href="http://twitter.com/GatewaytoSkills">Twitter</a> pages, so be sure to take a look.</div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal"><span class="bodytextsize3"><b style="mso-bidi-font-weight: normal;">Exploring Tessellations <o:p></o:p></b></span></div><div class="MsoNormal"><span class="bodytextsize3"><a href="http://www.thegateway.org/browse/dcrecord.2011-08-24.6118809390">http://www.thegateway.org/browse/dcrecord.2011-08-24.6118809390</a> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div><div class="MsoNormal"><span class="bodytextsize3">Subjects: Geometry, Art<o:p></o:p></span></div><div class="MsoNormal"><span class="bodytextsize3">Grade: K-2<o:p></o:p></span></div><div class="MsoNormal"><span class="bodytextsize3">In these activities, students learn about tessellations and how to create them. They learn to tessellate with one shape, two shapes, and finally with three dimensional (3-D) shapes. This lesson was produced by the Geometry Playground at Exploratorium, </span>a museum of science, art, and human perception located in San Francisco, California. The Exploratorium offers a host of materials for educators, including lesson plans.<span class="bodytextsize3"><o:p></o:p></span></div><div class="MsoNormal"><span style="color: black;"><br />
</span><b style="mso-bidi-font-weight: normal;">Medieval Tessellations <o:p></o:p></b></div><div class="MsoNormal"><a href="http://www.thegateway.org/browse/dcrecord.2011-08-24.0009022082">http://www.thegateway.org/browse/dcrecord.2011-08-24.0009022082</a> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div><div class="MsoNormal">Subjects: Geometry, Art, World history<o:p></o:p></div><div class="MsoNormal">Grade: 6-8<o:p></o:p></div><div class="MsoNormal"><span class="bodytextsize3">The major focus of this lesson is to surreptitiously introduce the teaching of math concepts across the curriculum. Students will each produce a tessellation of original design that effectively uses shape, pattern/repetition and color to create a "beastie" inspired by bestiaries of the Middle Ages. This lesson is a produce of the Incredible Art Department at Princeton Online, and offers </span><span class="st">a plethora of materials for art teachers, art students, parents, homeschoolers and artists.</span><span class="bodytextsize3"><o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Let’s Tessellate <o:p></o:p></b></div><div class="MsoNormal"><a href="http://www.thegateway.org/browse/dcrecord.2008-05-01.5810723795">http://www.thegateway.org/browse/dcrecord.2008-05-01.5810723795</a> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div><div class="MsoNormal">Grade: 9-12<o:p></o:p></div><div class="MsoNormal">This lesson is a hands-on, technology-based project that will take place in the classroom and computer lab. Students will discover which regular polygons tessellate the plane by constructing polygonal tessellations. Students will also use a spreadsheet to calculate the area and perimeter of the polygons. This lesson was produced by the Alabama Learning Exchange (ALEX), an education portal that provides lesson plans, education-related podcasts, best practices, and Alabama professional development activities. Lessons are aligned to Alabama Content Standards.<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><o:p>~Joann's Picks - 9/1/2011~ </o:p></div><!--EndFragment-->The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-39865562321539033262011-08-29T12:55:00.000-07:002011-08-29T12:55:03.888-07:00Where did that Healthy Eating Post Go? ...AKA Getting Organized for Better Teaching <!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--> <!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>JA</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:EnableOpenTypeKerning/> <w:DontFlipMirrorIndents/> <w:OverrideTableStyleHps/> <w:UseFELayout/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal">Eating disorders and body image issues can be life changing for students during the adolescent years. They are, at the very least, a distraction from learning and can escalate quickly into a major problem for your students. Seeing these types of issues in the school setting, has reminded me how important it is to include life skills in my teaching. We are in the business of teaching our students how to be healthy and successful as much as we are in the business of teaching them the specifics of our particular subject areas.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">As I was reading Joann’s overview of eating disorders and body image, I thought about some previous posts we have written about nutrition and exercise.<span style="mso-spacerun: yes;"> </span>These columns are very relevant to teachers trying to tackle issues of self-esteem, body image, and healthy living in the classroom.<span style="mso-spacerun: yes;"> </span>If you are looking to encourage healthy eating, try implementing some ideas and resources from our previous posts, <a href="http://thegatewayto21stcenturyskills.blogspot.com/2010/05/you-are-what-you-eat.html">You Are What You Eat</a> and <a href="http://thegatewayto21stcenturyskills.blogspot.com/2010/05/battle-of-bulge.html">Battle of the Bulge</a>.<span style="mso-spacerun: yes;"> </span>Good health habits are not formed through healthy eating alone, and with current budget cuts teachers can’t always rely on a P.E. program to encourage exercise. <a href="http://thegatewayto21stcenturyskills.blogspot.com/2010/10/get-out-and-run.html">Get Out and Run!</a> and <a href="http://thegatewayto21stcenturyskills.blogspot.com/2010/10/brain-gym.html">Brain Gym</a> present physical education ideas that are easy for classroom teachers to implement during regular classroom time.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">As I was searching our blog site to find these entries, I realized how hard it can be to find specific things online, even when I know exactly what I am looking for.<span style="mso-spacerun: yes;"> </span>Ideas I come across online every day can get lost in the shuffle if I don’t have an easy way to bookmark them to find them later.<span style="mso-spacerun: yes;"> </span>How often have you read a great idea in a blog or website that you decide revisit later, when you “have time?”<span style="mso-spacerun: yes;"> </span>The real problem is remembering what you wanted to come back to read and where you found it. (Finding the time is hard, too, but I haven’t come across any solutions for that one!)<span style="mso-spacerun: yes;"> </span>I am constantly reading blogs from my Google reading list, Facebook posts, and Twitter updates from fellow educators.<span style="mso-spacerun: yes;"> </span>I can “Like” them, retweet them, and join in discussions about the ideas, but that doesn’t help me easily organize the ideas so I can find them again when I am ready to use them.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">It’s nice for teachers to be able to organize findings to use later, and we can pass on this very valuable skill to students for their own research and organization.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div><div class="MsoNormal">There are quite a few methods to keep track of notes and webpages you don’t want to forget.<span style="mso-spacerun: yes;"> </span>You can bookmark sites on your computer or use one of many online bookmarking tools.<span style="mso-spacerun: yes;"> </span>I haven’t worked with too many of these tools, and I would like to know if there are certain ones any of you suggest and have used successfully.<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">A friend of mine who is an avid technology user and kindergarten teacher suggested one method for organizing my online findings. (Thanks Mr. K!) I have been really happy with it, since I can access my saved pages on different devices like my phone or iPad.<span style="mso-spacerun: yes;"> </span>It’s been keeping me more organized, and hopefully it will help you stay a little more organized this year, too.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">This blog post, <a href="http://tinyurl.com/3n7pdv8"><span style="mso-bidi-font-family: Arial;">A Web-to-Evernote Workflow that Works Everywhere</span></a><span style="font-family: Arial; font-size: 13.0pt; mso-bidi-font-family: Arial;">, </span>explains the process well.<span style="mso-spacerun: yes;"> </span>Basically, I signed up for two different accounts: <a href="http://www.instapaper.com/">Instapaper</a> and <a href="http://www.evernote.com/">Evernote</a>.<span style="mso-spacerun: yes;"> </span>I dragged a “Read Later” button onto my computer’s toolbar from Instapaper’s site, and I click it anytime I come across a page I want to read later.<span style="mso-spacerun: yes;"> </span>When I find some extra time to look at my archived pages, I click a button in Instapaper to send the ones I like over to Evernote, where I can organize them however I like.<span style="mso-spacerun: yes;"> </span>I installed Evernote on my Android phone and my iPad, so I can access my notes and saved pages from anywhere.<span style="mso-spacerun: yes;"> </span>I can also access them on the web by signing into my account from any computer.<span style="mso-spacerun: yes;"> </span>Cool, huh?<span style="font-family: Arial; font-size: 13.0pt; mso-bidi-font-family: Arial;"><o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">I hope the resources and suggestions Joann and I present each week are immediately useful.<span style="mso-spacerun: yes;"> </span>If not, click “Read Later” and save these ideas and resources for later!<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">~Peggy's Corner - 8/26/2011~</div><!--EndFragment-->The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-28947806460565095752011-08-29T11:30:00.000-07:002011-08-29T11:30:22.193-07:00The Body Shop <!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:PixelsPerInch>96</o:PixelsPerInch> <o:TargetScreenSize>800x600</o:TargetScreenSize> </o:OfficeDocumentSettings> </xml><![endif]--> <!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>JA</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:EnableOpenTypeKerning/> <w:DontFlipMirrorIndents/> <w:OverrideTableStyleHps/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal">A new book aimed at six-to-twelve year olds will hit the shelves in October, and it’s already generating a lot of comment in the press and from nutritionists. The book is entitled <i>Maggie Goes on a Diet</i>, and it tells the story of an overweight and insecure girl who diets and exercises her way to becoming a soccer star. While the author is careful to note that Maggie becomes “normal-sized” rather than paper-thin, the book has been roundly criticized by mental health and eating disorder experts for the message it sends. The author, no doubt, means well; with over half of all American adults either obese or overweight, the health problems associated with being overweight have skyrocketed over the past few decades. The target audience of <i>Maggie Goes on a Diet</i>, however, is worrisome. Educating children about good nutrition and the importance of exercise to keep their bodies healthy is one thing, but to stress dieting and exercise as a weight-loss method to gain acceptance and to become a “star” is quite another.</div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">The American Academy of Pediatrics (AAP) has announced that eating disorders in children have shown a rapid increase in recent years. It’s not difficult to figure out why – kids are bombarded daily with images of sleekly muscled men and ultra-willowy women who slink around selling products. Most of the celebrities that female students currently admire lament their clothing sizes, which usually top out at either 0 or 00. This culture of extreme thinness is indeed an illness, and eating disorders are considered the most prevalent form of mental illness in the world. The British supermodel Kate Moss, a perennial tabloid darling for her chain-smoking and drug use, has said that she keeps her famous figure waif-like by limiting what she eats. She came under fire last year for declaring that “Nothing tastes as good as skinny feels” – a sentiment that promptly appeared as a slogan on best-selling tee shirts aimed at pre- and adolescent girls. While the tee shirts were eventually banned in the UK, their success points to a very troubling question: What kind of parent would buy their young girls such a shirt, and why is it so vital to them that their daughters conform to an unrealistic super-thin “ideal”?<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Studies have estimated that 8 million Americans suffer from eating disorders, including 1 million males. Schools have recognized that many eating disorders start in intermediate and middle school, and have responded with wellness classes and programs that emphasize proper nutrition and exercise to maintain a healthy body. Physical education classes, too, have been instrumental in educating students to the dangers of eating disorders such as bulimia, anorexia, and binge eating, and districts nationwide have been offering healthier lunch options for students. While proper nutrition and exercise information is most often discussed in science, health, and PE classes, discussion on the role of media, society, and peer pressure in relation to body image can be integrated into classes in different subject areas. My picks this week focus on educating students on developing a healthy body image, and Peggy will discuss ways to use these resources and others in the classroom. Throughout the week, we’ll also be featuring several new lessons, tip sheets, and resources on this important topic each day throughout the week on our <a href="http://www.facebook.com/TheGateway.org">Facebook</a> and <a href="http://twitter.com/GatewaytoSkills">Twitter</a> pages, so be sure to take a look. It’s information that could have a very big impact on a student’s life.<o:p></o:p></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="color: black;">Healthy Body Image: Teaching Kids to Eat and Love Their Bodies Too!<o:p></o:p></span></b></div><div class="MsoNormal"><span style="color: black;"><a href="http://www.thegateway.org/browse/dcrecord.2011-08-16.7462628853">http://www.thegateway.org/browse/dcrecord.2011-08-16.7462628853</a> <o:p></o:p></span></div><div class="MsoNormal">Subjects: English Language Arts, Health, Social studies<o:p></o:p></div><div class="MsoNormal">Grade: 4-6<o:p></o:p></div><div class="MsoNormal">A comprehensive resource manual and lesson guide with scripted-lessons and activities for grades four, five, or six. The guide teaches kids to focus on a healthy lifestyle and preventing disordered eating. This guide was written by Kathy Kater of BodyImageHealth.org, which promotes healthy body image attitudes for students and adults.<o:p></o:p></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Gender Stereotypes and Body Image<o:p></o:p></b></div><div class="MsoNormal"><a href="http://www.thegateway.org/browse/dcrecord.2011-08-16.8529610999">http://www.thegateway.org/browse/dcrecord.2011-08-16.8529610999</a> <o:p></o:p></div><div class="MsoNormal">Subjects: Writing, Health, Social studies<o:p></o:p></div><div class="MsoNormal">Grade: 6-7<b><br />
</b>The goal of this lesson is to make students aware of the dangers of gender stereotyping and the media's role in perpetuating gender stereotypes. This lesson was prepared by <o:p></o:p></div><div class="MsoNormal"><span class="kssattr-atfieldname-descriptionkssattr-templateid-widgetstextareakssattr-macro-textarea-field-viewinlineeditable">Media Awareness Network, a Canadian non-profit organization that offers a wealth of digital and media literacy resources.</span><o:p></o:p></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Eating Disorder Facts & Myths Lesson Plan<o:p></o:p></b></div><div class="MsoNormal"><a href="http://www.thegateway.org/browse/dcrecord.2011-08-18.2048515931">http://www.thegateway.org/browse/dcrecord.2011-08-18.2048515931</a> <o:p></o:p></div><div class="MsoNormal">Subjects: Health, Social studies<o:p></o:p></div><div class="MsoNormal">Grade: 9-12<o:p></o:p></div><div class="MsoNormal">Students will learn basic information about eating disorders including anorexia nervosa and bulimia nervosa. Students will learn facts about these disorders and be able to identify common myths associated with the disorders. Students will learn about and discuss the media's influence on adolescent society in the areas of body image and eating disorders. Students will develop leadership skills by having the opportunity to promote awareness in their school community. This lesson was produced by <span style="color: black;">Bright Hub, which provides K-12 educational resources and information for schools.</span><o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">~Joann's Picks - 8/26/2011~</div><!--EndFragment-->The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-36502720202787531812011-08-20T15:48:00.000-07:002011-08-20T15:48:48.465-07:00Social Networking for Good<!--StartFragment--> <br />
<div class="MsoNormal">First of all, I’d like to say that I love Facebook.<span style="mso-spacerun: yes;"> </span>I move around a lot, and it has been a great way to keep up with all of my friends and family who live far away. <span style="mso-spacerun: yes;"> </span>For many people, sites like Facebook and Twitter are simply places to network socially.<span style="mso-spacerun: yes;"> </span>They provide a simple way to share with the world the answer to “What’s on your mind?”.<span style="mso-spacerun: yes;"> </span>There are plenty of ways we can change how we use social media for more than simply finding out what your friends are doing.<span style="mso-spacerun: yes;"> </span>In the past few years, educators have begun to embrace the collaborative value of these social networking sites with resource sharing, groups, and weekly Twitter “chats” (like <a href="http://edchat.pbworks.com/w/page/219908/FrontPage">#edchat</a>) for all different educational topics.<span style="mso-spacerun: yes;"> </span>Instead of using these sites purely for fun and entertainment, teachers are including some very valuable professional development time while they network.<span style="mso-spacerun: yes;"> </span>Using social media in the classroom can introduce the importance of this type of collaboration and sharing to students.</div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Twitter and Facebook are just 2 examples of the social media tools available to teachers (depending on the privacy settings on your school network).<span style="mso-spacerun: yes;"> </span>Many teachers use blogging, class wikis, and video conferencing tools like Skype for collaboration.<span style="mso-spacerun: yes;"> </span>Some other sites suggested by educators in a recent #edchat conversation are <a href="http://www.thinkquest.org/en/">Thinkquest</a>, <a href="http://www.ning.com/">Ning</a>, and <a href="http://www.edmodo.com/">edmodo</a>.<span style="mso-spacerun: yes;"> </span>This list could go on and on, but instead of listing specific tools to use, I want to discuss the benefits of using social media at school in the first place.<span style="mso-spacerun: yes;"> </span>Please continue the conversation on our <a href="http://www.facebook.com/TheGateway.org">Facebook</a> and <a href="http://twitter.com/Gatewaytoskills">Twitter</a> pages to share suggestions and ideas.<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">One Kaiser study found that most school-age children spend more than 6 hours a day interacting with electronic media.<span style="mso-spacerun: yes;"> </span>Much of this time is spent passively consuming, not creating content.<span style="mso-spacerun: yes;"> </span>A goal for including social media in the classroom is to improve this time already spent in a digital environment.<span style="mso-spacerun: yes;"> </span>Instead of simply taking in information and viewpoints, we want to teach students to analyze what they see and contribute to the conversation by creating well-crafted responses of their own.<span style="mso-spacerun: yes;"> </span>Understanding this goal might alleviate some parent and teacher’s valid concerns about using social media in the school setting.<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">In 21<sup>st</sup> century education, students shouldn’t be learning <i style="mso-bidi-font-style: normal;">about</i> the world, they should be learning as they interact with the world.<span style="mso-spacerun: yes;"> </span>The Internet and social media tools have given students unprecedented access to the thoughts and ideas of people across the globe.<span style="mso-spacerun: yes;"> </span>Memorizing and repeating facts will no longer be the hallmark of a successful learner.<span style="mso-spacerun: yes;"> </span>Digesting these facts and synthesizing them with other knowledge to create something new is the ultimate goal.<span style="mso-spacerun: yes;"> </span>Every student should have easy access to the facts, and 21<sup>st</sup> century teachers will guide their students to filter and analyze these facts so and contribute to the world by sharing new knowledge they have created.<span style="mso-spacerun: yes;"> </span>What will this look like in the classroom?<span style="mso-spacerun: yes;"> </span>It can be a real-life project where your students collaborate with students from around the planet to solve a problem.<span style="mso-spacerun: yes;"> </span>This is an excellent example of authentic learning.<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Social media can allow our students to reach out to other learners in new and exciting ways.<span style="mso-spacerun: yes;"> </span>Instead of reading about Africa in a textbook, writing a report, and possibly presenting the information to the class, your students have a chance to do something bigger.<span style="mso-spacerun: yes;"> </span>Maybe you can help them actually communicate with a student in Africa through Skype, Facebook, or Twitter.<span style="mso-spacerun: yes;"> </span>Instead of a report, they could create a video about the country to post to YouTube, reaching a much wider audience than a classroom presentation.<span style="mso-spacerun: yes;"> </span>They could even create a wiki to collaborate and share ideas with kids in Africa, a kind of 21<sup>st</sup> century pen pal program!<span style="mso-spacerun: yes;"> </span>There are many other web 2.0 tools that good ways for students to share information.<span style="mso-spacerun: yes;"> </span>Check out our<span style="mso-spacerun: yes;"> </span>previous posts for some examples.<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Service learning is an important aspect of education.<span style="mso-spacerun: yes;"> </span>Students need to understand that they are capable of changing their communities and the world.<span style="mso-spacerun: yes;"> </span>In my days as a student, service learning included projects like volunteering at a local nursing home, collecting food for the food bank, or being involved in a community clean-up event.<span style="mso-spacerun: yes;"> </span>While these types of service projects are still a vital part of education and an important part of being a contributing member of society, students can build on this type of service and use social media to make their voices heard. From kindergarten on, students can create multimedia projects to educate others and make a difference in the world around them.<o:p></o:p></div><div class="MsoNormal"><br />
</div><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">This is just an overview of the topic, and I am really excited to write more posts with examples of how social media can benefit our students and our communities.<span style="mso-spacerun: yes;"> </span>I hope that more of us can take the time and energy to include a component of social media in our classrooms.<span style="mso-spacerun: yes;"> </span>If you have ideas, questions, or examples of social media in education, please don’t hesitate to post them on our Gateway <a href="http://www.facebook.com/TheGateway.org">Facebook</a> and <a href="http://twitter.com/Gatewaytoskills">Twitter</a> pages.<span style="mso-spacerun: yes;"> </span>We love to hear what you want us to write about!</span><!--EndFragment--> <br />
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<span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">~Peggy's Corner - 8/18/2011~</span>The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com2tag:blogger.com,1999:blog-9079077668246217166.post-67774572668966282992011-08-20T15:29:00.000-07:002011-08-20T15:29:23.712-07:00The Social Network<!--StartFragment--> <br />
<div class="MsoNormal">I have a love/hate relationship with social media. It can be a great way to keep current with certain events and individuals, but it can also become yet another demand on one’s time. There has been a flurry of news articles lately on how many social media users feel obligated to stay online; indeed, many feel compelled to constantly tweet or update their Facebook statuses, even while on vacation or during the night. Adolescents and teens are the heaviest users of social media – a 2009 Pew report found that 73% of kids aged 12-17 used social media regularly. It’s no wonder, then, that some teachers have decided to shake up traditional lesson plans a bit by incorporating social media in their classrooms.</div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Many parents, educators, and administrators have reservations about using social media in school. In many schools, access to sites like Facebook, Skype, and YouTube are blocked. Granting students access to social media sites in the classroom may seem like playing with fire – we all know how good intentions can be easily abused by some kids, which can quickly sour the experience for everyone. In granting classroom access to social media sites, students need to clearly understand the class rules surrounding its use in class, and the ramifications if the privilege is abused. Monitoring by the teacher, especially in the beginning of such activities, is likely necessary. But the use of social media in lessons can be an effective way for students to collaborate, quickly share information, prompt discussions, create content, and lend insights into class work that might not otherwise occur.<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">The use of social media can level the playing field for many students. Students who are shy and reluctant to speak in class are often more likely to participate in discussions and offer critiques online. When used creatively, it can be a powerful learning tool for many classrooms. Foreign language students, for example, can use tools such as Skype to connect with native speakers and practice their conversational skills and proper pronunciation. Teachers of ELL students can use the Add Video feature on Facebook to record words or phrases that his/her students mispronounced during that day’s class. In addition to using Twitter and Facebook to communicate with parents, some enterprising teachers also use such social media to recap lessons for their students – a technique that appears to be very successful with younger students in particular.<span style="mso-spacerun: yes;"> </span>One teacher had his students tweet chapter summaries of Gary Paulsen’s novel <i>Hatchet</i> -- an effective exercise in concise writing and summarization in 140 characters or less. <o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">The inclusion of social media in the classroom can be a vastly rewarding experience, but it’s clearly not suited to every teacher. Nor should it be. Everyone has their own pedagogical strengths and weaknesses, and the academic world will hardly come to a standstill if you decide that social media isn’t appropriate for you and your classes. In the right hands, however, social media can be an engaging, inspirational, and motivating tool for students. This week I’ve featured three resources that all make use of social media in creative ways. Please be sure to also check Peggy’s companion column, which features many more ideas on how to incorporate social media into the curriculum. As always, we’ll be featuring several new lessons and resources on this topic each day throughout the week on our <a href="http://www.facebook.com/TheGateway.org">Facebook</a> and <a href="http://twitter.com/GatewaytoSkills">Twitter</a> pages, so be sure to take a look.<o:p></o:p></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">SKYPE PALS Project Share NC <o:p></o:p></b></div><div class="MsoNormal"><a href="http://www.thegateway.org/browse/dcrecord.2011-08-07.8720126849">http://www.thegateway.org/browse/dcrecord.2011-08-07.8720126849</a> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div><div class="MsoNormal">Grade: 4-12<o:p></o:p></div><div class="MsoNormal">This lesson uses Skype and digital storytelling technology to communicate and exchange cultural and language information with students in another country. While this lesson was written for students in North Carolina, it can easily be adapted to students in other regions. <span class="kssattr-atfieldname-descriptionkssattr-templateid-widgetstextareakssattr-macro-textarea-field-viewinlineeditable">This lesson is a product of Digital Wish, </span>a non-profit organization whose mission is to modernize K-12 classrooms and prepare students for tomorrow's workforce. Teachers create wish lists of technology products for their classroom, and donors then connect with their favorite schools and grant classroom wishes through online cash or product donations.<span class="kssattr-atfieldname-descriptionkssattr-templateid-widgetstextareakssattr-macro-textarea-field-viewinlineeditable"><o:p></o:p></span></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Less is More: Using Social Media to Inspire Concise Writing </b><a href="http://www.thegateway.org/browse/dcrecord.2011-08-07.6981607066">http://www.thegateway.org/browse/dcrecord.2011-08-07.6981607066</a> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div><div class="MsoNormal">Subjects: English, Technology<o:p></o:p></div><div class="MsoNormal">Grade: 6-12<o:p></o:p></div><div class="MsoNormal">How can online media like Twitter posts, Facebook status updates and text messages be harnessed to inspire and guide concise writing? In this lesson, students read, respond to and write brief fiction and nonfiction stories, and reflect on the benefits and drawbacks of “writing short.” This lesson was produced by The New York Times Learning Network, which offers free lesson plans and other educational materials. Also offered at the site are videos, podcasts, photographs and graphics, daily interactive news quizzes, and other resources for use in the classroom or for homeschoolers. Lessons are aligned to national content standards.<o:p></o:p></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Social Media: An Introduction <o:p></o:p></b></div><div class="MsoNormal"><a href="http://www.thegateway.org/browse/dcrecord.2011-08-07.0731220691">http://www.thegateway.org/browse/dcrecord.2011-08-07.0731220691</a> <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div><div class="MsoNormal">Subjects: English, Sociology<o:p></o:p></div><div class="MsoNormal">Grade: 8-12<o:p></o:p></div><div class="MsoNormal">In this lesson, students discuss various social media sites, and their potential impact on future job searches and employment. The lesson includes topics such as students’ digital reputations, online privacy, and the importance of using social media privacy controls. This lesson was published on Scribd, <span class="st">a social publishing site where people can share original writings and documents.</span><o:p></o:p></div><div class="MsoNormal"><span class="st"><br />
</span></div><div class="MsoNormal"><span class="st">~Joann's Picks - 8/18/2011~</span></div><!--EndFragment--> The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-81448465487208756682011-08-20T15:22:00.000-07:002011-08-20T15:22:34.198-07:00HeroesIn the past couple of weeks, the word “hero” has been a huge part of the news media as 30 American soldiers were tragically killed in a recent Chinook crash in Afghanistan. The crash caused the highest number of American casualties in one day since the beginning of the conflict. As the names of the fallen were being released, friends and family remembered the soldiers as heroes. One 10-year-old boy posted a picture of his dad, a pilot of the downed helicopter, on CNN’s iReport and described him as a hero. This touching personal account of loss touched many people and caused an outpouring of comments on the site.<br />
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After reading Joann’s post on heroic journeys, I realized that these soldiers are truly heroes in every sense of the word. They embarked on the archetypal heroic journey, as described by Joseph Campbell. They left their normal lives to go and complete challenging tasks in an unfamiliar world. These 30 heroes were unable to finish the journey and return home to their normal lives, a loss that is mourned throughout the country. Heroism is not a new concept, and it is not limited to wartime. With the focus on heroism in the news right now, teachers can use these current events as in introduction to studying the plight of heroes in current and classic literature.<br />
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Whether your students find heroes in soldiers, sports icons, fictional film or literary characters, or even family members or friends, their relationship with these personal heroes can help them understand how a hero’s character is built. Stories of heroes and the classic heroic journey transcend cultural lines, and can be found in literature throughout the ages. There are some great resources available on The Gateway to 21st Century Skills to help your students integrate their study of heroes into many different subject areas. The resources use all different types of media to bring heroism alive for your students. <br />
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I<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;">f current events won’t hook your students into the study of heroes, the heroism in some of their favorite movies might. The Star Wars movies are good examples of a hero’s journey, and many of your students have probably seen the films.<span style="mso-spacerun: yes;"> </span>This lesson from the </span><a href="http://www.thegateway.org/browse/12247"><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;">PBS American Masters</span></a><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"> uses Star Wars to explore the characteristics of a hero and study the concepts of good versus evil.<span style="mso-spacerun: yes;"> </span>I like how this resource includes a project and allows students to be creative through artwork.</span><br />
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<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;">I also liked one high school unit from Read, Write, Think because the complete unit that explores many different aspects of a hero’s character and suggests some good websites to enhance students’ investigations.<span style="mso-spacerun: yes;"> </span>The unit titled “</span><a href="http://www.thegateway.org/browse/dcrecord.2009-11-06.3503403588"><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;">Heroes are Made of This: Studying the Characters of Heroes</span></a><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;">” uses individual and group activities to appeal to different types of learners. You can use the entire unit or pick and choose from the activities to meet your needs.<span style="mso-spacerun: yes;"> </span>One useful supplemental website they suggested is called </span><a href="http://myhero.com/go/home.asp"><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;">My Hero Project</span></a><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;">.<span style="mso-spacerun: yes;"> </span>This is a place where students can discover modern day heroism as people creatively present their heroes to the world using the Internet.</span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Joann has selected some other very valuable resources that will be posted daily on our Facebook and Twitter pages.<span style="mso-spacerun: yes;"> </span>Please watch for these posts so you can find resources that will help you include the study of the hero’s journey into your classroom.<span style="mso-spacerun: yes;"> </span></span></div><br />
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~Peggy's Corner - 8/12/2011The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-80241558771588946922011-08-20T15:03:00.000-07:002011-08-20T15:12:42.800-07:00Holding Out for a HeroThe past six months has seen a renaissance of superheroes, particularly in feature films such as <i>The Green Lantern</i>, <i>Captain America</i>, and <i>Thor</i>. The final installment of the Harry Potter movies, <i>Harry Potter and the Deathly Hallows Part 2</i>, however, does not feature a superhero, but instead a hero in the classic sense – one who completes his quest and hence concludes his archetypal heroic journey. In completing his quest, Harry joins the pantheon of archetypal heroes such as Gilgamesh, Odysseus, Huckleberry Finn, Luke Skywalker, and many others.<br />
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</div><div class="MsoNormal">Archetypes are recurring types of characters, events, or symbols found in stories, artwork, religions, and mythologies throughout the world’s cultures. They’ve been present in folklore and stories for thousands of years, and have garnered attention largely due to the work of psychiatrist Carl Jung and professor Joseph Campbell. In his seminal books <i>The Hero With a Thousand Faces</i> and <i>The Power of Myth</i>, Campbell compared myths from around the world and highlighted many common themes among them. He was particularly interested in heroes, and the archetypal heroic journey portrayed in world literature, art, and religion. Campbell found that many myths and stories present heroes’ journeys in similar stages. The hero begins in the everyday world and receives a “call to adventure” that enables him (or her) to leave his familiar life (“crossing the threshold”) and enter an unfamiliar world where he must engage in a series of tasks or tests. Sometimes the hero must face these trials alone, and sometimes he receives assistance from companions or other loyal helpers. The tasks ultimately conclude in a final battle, after which (if successful) the hero again crosses the threshold to re-enter ordinary life. In all, Campbell identified 17 distinct stages of the archetypal hero’s journey, which he dubbed the “monomyth.” <o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">The study of archetypes and the heroic journey is a fascinating addition to the classroom, as it pulls elements from art, literature, religion, world cultures, and mythology. Younger students can be introduced to common archetypes through fairy tales, such as the wise old woman or man characters, the “trickster” (usually a fox), the child(ren), and the villain. Young students don’t have to be told about archetypes per se, but may be encouraged to think about the types of characters and situations that frequently occur in fairy tales and other stories. Older students are able to delve much more deeply into the texts, relating them to similar journeys in other texts as well as in films. The <i>Star Wars</i> films are famously based on Campbell’s monomyth, and many other films such as <i>The Lion King</i>, <i>The Matrix</i>, <i>The Lord of the Rings</i>, <i>Avatar</i> and others also feature the heroic journey. Higher level students can also examine how archetypes and the hero’s archetypal journey can be viewed as man’s search for self-knowledge. <o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">This week’s picks feature three resources from the Gateway’s collection on the archetypal hero and the heroic journey for a range of ages. We’ll also feature many more lesson plans, activities, and information throughout the week on our <a href="https://www.facebook.com/TheGateway.org">Facebook</a> and <a href="http://twitter.com/Gatewaytoskills">Twitter</a> pages, so please be sure to check those pages for lots of good classroom ideas and materials.<o:p></o:p></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Identifying Supporting Evidence from a Text - What is a Hero?<o:p></o:p></b></div><div class="MsoNormal"><a href="http://www.thegateway.org/browse/dcrecord.2011-08-01.0719354500">http://www.thegateway.org/browse/dcrecord.2011-08-01.0719354500</a> <o:p></o:p></div><div class="MsoNormal">Subjects: Language Arts<o:p></o:p></div><div class="MsoNormal">Grade: 1-4<o:p></o:p></div><div class="MsoNormal">Students watch a 3-minute video about Ping, a young hero who proves himself worthy to be the emperor of China. Students identify what makes Ping's behavior special using evidence from the story. This lesson is designed for grades 1-4. It includes video and support materials. This resource was produced by PBS LearningMedia, an online site offering educational materials and public media content for PreK-16 teachers.<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">A Story of Epic Proportions: What Makes a Poem an Epic?<o:p></o:p></b></div><div class="MsoNormal"><a href="http://www.thegateway.org/browse/dcrecord.2011-08-01.6126300576">http://www.thegateway.org/browse/dcrecord.2011-08-01.6126300576</a> <o:p></o:p></div><div class="MsoNormal">Grade: 6-8<o:p></o:p></div><div class="MsoNormal">Students learn about the epic poem form and to its roots in oral tradition. They study the epic hero cycle and will learn how to recognize this pattern of events and elements in both ancient and modern texts, including <em>Star Wars</em>, <em>The Lord of the Rings</em>, and <em>Harry Potter</em>. This lesson is a product of EDSITEment, an educational outreach program of the National Endowment for the Humanities. EDSITEment offers lesson plans and activities for social studies, literature and language arts, foreign languages, art, culture, and history classrooms.<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">I Need a Hero<o:p></o:p></b></div><div class="MsoNormal"><a href="http://www.thegateway.org/browse/dcrecord.2011-08-01.9522773918">http://www.thegateway.org/browse/dcrecord.2011-08-01.9522773918</a> <o:p></o:p></div><div class="MsoNormal">Grade: 9-12 Gifted<o:p></o:p></div><div class="MsoNormal">The heroic archetype features prominently in literary analysis at the high school level. A clear understanding of, and the ability to manipulate and apply, this idea is critical to any approach to world literature for the high school student. This series of lessons was designed to fulfill the needs of gifted children for extension beyond the standard curriculum with the greatest ease of use for the educator. The lessons may be given to the students for individual self-guided work, or they may be taught in a classroom or homeschool setting. This lesson was produced by Mensa for Kids, part of the Mensa Education and Research Foundation. The Foundation is committed to the pursuit of excellence in the areas of intelligence, and focuses on scholarship, education, and awards.<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">~Joann's Picks - 8/12/2011~</div>The Gateway to 21st Century Skillshttp://www.blogger.com/profile/17492754253646860372noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-92103339018790882062011-08-11T02:54:00.000-07:002011-08-11T02:55:34.872-07:00Civil War Connections<!--StartFragment--> <p class="MsoNormal">We study history to learn from other people’s mistakes and successes. More importantly than learning the facts about particular historical events, we want students to form connections with the history they are studying so they can apply the lessons to their own lives.<span style="mso-spacerun:yes"> </span>In order to do this, we can help students compare and contrast historical characters and events to current events and people.<span style="mso-spacerun:yes"> </span>The featured resources on The Gateway to 21<sup>st</sup> Century Skills this week employ creative techniques for the study of the American Civil War.<span style="mso-spacerun:yes"> </span>Using these resources with some of the following ideas will help you frame the war in a contemporary way and connect the learning to things currently affecting students’ lives.</p><p class="MsoNormal"><o:p></o:p></p> <p class="MsoNormal"><o:p> </o:p></p> <p class="MsoNormal">To help your students put the Civil War into perspective, it might be helpful to compare the statistics with events that have happened during your students’ lives.<span style="mso-spacerun:yes"> </span>Without this type of comparison, the numbers and facts can seem very abstract and it can be hard for students to identify with the war.<span style="mso-spacerun:yes"> </span>It’s hard to believe that 7,000 men died in the first twenty minutes of one battle in the war.<span style="mso-spacerun:yes"> </span>Is there anything in our more recent history that we can use to help us wrap our mind around that number? To put it into a more current perspective, nearly 3,000 people died in the attacks on September 11, 2001.<span style="mso-spacerun:yes"> </span>The devastation of that loss in our nation is still fresh in students’ minds, and it illustrates the impact that the loss of over twice that many people would have on a small but growing nation.<span style="mso-spacerun:yes"> </span>By the end, the total deaths during the civil war reduced the American population by 2%. <span style="mso-spacerun:yes"> </span>Based on today’s national population of over 300 million people, a civil war today with the same percentage of fatalities would claim 6 million lives.<span style="mso-spacerun:yes"> </span>Wow. This number is astronomical compared to the thousands of Americans killed in action in current conflicts.<span style="mso-spacerun:yes"> </span><o:p></o:p></p> <p class="MsoNormal"><o:p> </o:p></p> <p class="MsoNormal">Comparing statistics with current numbers can help students get a big-picture idea of how the civil war compares to current conflicts.<span style="mso-spacerun:yes"> </span>Creating a personal connection to the events can come about when students get to know the characters involved.<span style="mso-spacerun:yes"> </span>One fun way to do this is to have your students create a fake Facebook profile detailing the person’s life. Free Technology for Teachers, a blog I read regularly, explains <a href="http://www.freetech4teachers.com/2011_07_04_archive.html">three different ways</a> to do this. Students can present their Facebook pages to the class, and they can be creative with the status updates and information they use to present their character.<span style="mso-spacerun:yes"> </span>You can also let your students choose other ways to present information about historical events and characters.<span style="mso-spacerun:yes"> </span>Some ideas to suggest to your students are a mock job interview or news interview, a political speech, or writing and illustrating a historical fiction story about the event.<o:p></o:p></p> <p class="MsoNormal"><o:p> </o:p></p> <p class="MsoNormal">As students begin to know and understand more about the people involved in the Civil War, they might be able to gain some empathy toward them.<span style="mso-spacerun:yes"> </span>Today we see how tragic it is when our service members are injured and killed in conflict.<span style="mso-spacerun:yes"> </span>This tragedy was magnified in earlier wars where the death toll was magnitudes greater.<span style="mso-spacerun:yes"> </span>An empathy for the people and a connection to their plight will help students learn from the mistakes and successes of major historical events like the American Civil War. <o:p></o:p></p><p class="MsoNormal">
<br /></p><p class="MsoNormal">~Peggy's Corner - August 4, 2011~</p> <!--EndFragment--> The Gateway to 21st Century Skillshttp://www.blogger.com/profile/05891045768284838086noreply@blogger.com0tag:blogger.com,1999:blog-9079077668246217166.post-42038060154331598072011-08-11T02:51:00.000-07:002011-08-11T02:53:32.267-07:00A House Divided<!--StartFragment--> <p class="MsoNormal">The American Civil War remains one of the saddest chapters in U.S. history. It lasted for four years, divided a nation and some families, and forever shaped the American psyche. For many people, it was a war of horrible necessity – a last resort when political and cultural ideologies clashed, and all hopes for a peaceful resolution faded. While the vast majority of battles were fought in southern and mid-Atlantic states, it was also a war that saw conflicts around the country in places like Vermont, New Mexico, and Florida. Virtually no family in the nation was left unscathed, as sons, fathers, husbands, and neighbors either enlisted or were drafted to fight their countrymen. The death toll from the war was immense, and it remains the deadliest war in U.S. history. Over 620,000 soldiers were killed in the war (about 2% of the total U.S. population at that time), as were countless civilians. At the Battle of Cold Harbor in Virginia, for example, 7,000 men alone died within the first 20 minutes of battle.</p><p class="MsoNormal"><o:p></o:p></p> <p class="MsoNormal"><o:p> </o:p></p> <p class="MsoNormal">The American Civil War meant different things to different people. The moral and ethical questions regarding slavery was obviously a hotly-contested issue in both political and civilian circles, and certainly played a vital role in the war. While classrooms tend to focus on the desire to end slavery as the primary cause of the American Civil War, historians draw a much more complex picture, and cite numerous reasons for the conflict. Economics played a role, as the American South remained agrarian and the North became increasingly industrialized, factors which inflamed already divisive cultural tensions. Many southern states viewed the “Northern Aggression” as a quest to undermine a deeply-entrenched way of life and tradition, and an attempt to wrest economic control from profitable plantations. Northerners in turn felt strongly that the economic benefits of a free labor market would best suit the nation. Others felt that the federal government had overstepped its bounds, and that states should be allowed to exercise greater rights for their constituents. Opponents to this view countered that the federal government needed greater control in order to move the country as a whole forward in the world economy and set a standard for human dignity and justice. Still others fought to preserve a nation and reclaim states that had seceded, in the hopes that the country could mend itself and become a world leader. <o:p></o:p></p> <p class="MsoNormal"><o:p> </o:p></p> <p class="MsoNormal">Teaching about the Civil War has benefits that extend beyond U.S. history classes. It was the first truly “modern” war, where both sides relied on mass-produced weapons, hot-air balloons for surveillance, submarines, railroads, and other technologies. A great deal of literature, poetry, music, and poignant letters came out of the war, as well as new therapies and treatments in medicine. Examination of the economics of war, battle strategies, and the fundamental quest for human dignity and civil rights are all rich topics for students to explore. This week I’ve highlighted three resources on the American Civil War from the Gateway’s collection, and will feature many more lesson plans, activities, and information throughout the week on our <a href="”http://www.facebook.com/TheGateway.org”">Facebook</a> and <a href="”http://twitter.com/GatewaytoSkills”">Twitter</a> pages. Please be sure to check those pages and let us know what you think.<o:p></o:p></p> <p class="MsoNormal"><o:p> </o:p></p> <p class="MsoNormal"><span style="font-size:10.0pt"><o:p> </o:p></span></p> <p class="MsoNormal"><b style="mso-bidi-font-weight:normal">Map the Civil War Lesson Plan <o:p></o:p></b></p> <p class="MsoNormal"><a href="http://www.thegateway.org/browse/dcrecord.2011-07-18.9913656434">http://www.thegateway.org/browse/dcrecord.2011-07-18.9913656434</a> <b style="mso-bidi-font-weight:normal"><o:p></o:p></b></p> <p class="MsoNormal">Subjects: U.S. History, Math, Geography<o:p></o:p></p> <p class="MsoNormal">Grade: 4-7<o:p></o:p></p> <p class="MsoNormal">Mapmakers were very important to Civil War generals. The generals used maps to figure out how to move their armies from one place to another, and how to trap the enemy forces against rivers or high bluffs. If the maps were wrong, the army could be late getting to a battle…or worse. <span style="mso-spacerun:yes"> </span>In this activity, students will be mapmakers. Their job is to survey the land for their general so they can pick sheltered places for their army to camp and open areas where they can march and fight. This activity was created by The Civil War Trust, which is America's largest non-profit organization devoted to the preservation of endangered Civil War battlefields. The Trust also promotes educational programs and heritage tourism initiatives to inform the public of the war's history and the fundamental conflicts that sparked it. <o:p></o:p></p> <p class="MsoNormal"><o:p> </o:p></p> <p class="MsoNormal"><b style="mso-bidi-font-weight:normal">The Battle of Honey Springs: The Civil War Comes to Indian Territory </b><a href="http://www.thegateway.org/browse/dcrecord.2009-01-29.7001785986">http://www.thegateway.org/browse/dcrecord.2009-01-29.7001785986</a><b style="mso-bidi-font-weight:normal"><o:p></o:p></b></p> <p class="MsoNormal">Subjects: U.S. History
<br />Grade: 5-12<o:p></o:p></p> <p class="MsoNormal">Learn how the Civil War created fierce conflicts among American Indian nations who had been moved across the Mississippi River. This lesson could be used in teaching units on the Civil War, particularly the war in the West, on Native American history, or on cultural diversity. This lesson was produced by the National Park Service (NPS), a division of the U.S. Department of the Interior. The NPS oversees America’s national parks, as well as provides educational resources on American history and places to the public. <o:p></o:p></p> <p class="MsoNormal"><span style="font-size:10.0pt"><o:p> </o:p></span></p> <p class="MsoNormal"><b style="mso-bidi-font-weight:normal">On the Eve of War: North vs. South </b><a href="http://www.thegateway.org/browse/dcrecord.2011-07-18.9381504421">http://www.thegateway.org/browse/dcrecord.2011-07-18.9381504421</a> <b style="mso-bidi-font-weight:normal"><o:p></o:p></b></p> <p class="MsoNormal">Subjects: Economics, U.S. History<o:p></o:p></p> <p class="MsoNormal">Grade: 9-12<o:p></o:p></p> <p class="MsoNormal">This lesson will examine the economic, military, and diplomatic strengths and weaknesses of the North and South on the eve of the Civil War. In making these comparisons students will use maps and read original documents to decide which side, if any, had an overall advantage at the start of the war. This lesson is a product of EDSITEment, an educational outreach program of the National Endowment for the Humanities. EDSITEment offers lesson plans and activities for social studies, literature and language arts, foreign languages, art, culture, and history classrooms.<o:p></o:p></p><p class="MsoNormal">
<br /></p><p class="MsoNormal">~Joann's Picks - August 4, 2011~</p> <!--EndFragment--> The Gateway to 21st Century Skillshttp://www.blogger.com/profile/05891045768284838086noreply@blogger.com0