Editor’s Note...............................................................................2
Secondary Curriculum
SCIENCE
Protecting Our Air .......................................................................... 3
MATHEMATICS
Favorable Odds for Success with Concepts of Probability................. 7
SOCIAL STUDIES
Human Rights Today .................................................................... 12
ENGLISH LANGUAGE ARTS
My Mistress’ Eyes: Crafting Metaphors.......................................... 16
Elementary Curriculum
SCIENCE
Severe Weather Season: Are You Safe at Night? ........................... 21
MATHEMATICS
One Step at a Time: Teaching One-Step Equations ....................... 27
SOCIAL STUDIES
China’s Rich Resources and Challenges........................................ 31
Independent Student Activities
INTERNET CHALLENGE™
Earthworms .................................................................................. 35
CURRENT EVENTS
Galactic Gravity's Pull .................................................................. 39
Professional Development
GEEK TUTOR
PicLens ........................................................................................ 42
TECHNOLOGY INTEGRATION
Break the Code – Kids and Basic HTML ........................................ 45
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Writing, Technology and Teens
J. Alan Baumgarten
I
have enjoyed reading a new report by the PEW Internet & American Life
Project entitled, "Writing, Technology and Teens," released on April 24,
2008. Being good writers themselves, they summarized their findings on
the front cover:
Teens write a lot, but they do not think of their emails, instant
and text messages as writing. This disconnect matters because
teens believe good writing is an essential skill for success and
that more writing instruction at school would help them.
When I was a high school student in the late 70s, nobody did much
writing outside of school. We had no reason to write. To put a finer edge
on it, we had no audience. The introduction of email in the 90s, and
social networking a decade later, maps directly to the rise of new global
audiences for written communication. For the first time in the history of
time, a lowly teenager from Podunk, Nowhere could say to the world, "This
is who I am and this is what I think," and somebody on the other side of
somewhere would read and know and care.
I am not concerned that emoticons are entering into students' formal
writing assignments. News flash: languages evolve. I am more interested
in the fact that students now have an authentic reason for writing, and that
prose has been re-validated as a preferred form of personal and creative
expression. Now, suddenly, magically, students care about writing and
want to become better at it.
An easily overlooked nuance in this report is that teens don't consider
their vast amount of electronic composition as real writing. And why is
that? Because informal forms of writing are not validated by the academic
community. Schools ban text messaging, emails, and MySpace. Teachers
only allow students to write formal essays, never text messages or emails.
And compositions are critiqued more on mechanics like punctuation and
grammar than on ideas and content.
Nearly all state curriculum standards contain statements like this: "The
student writes in a variety of forms, including business, personal, literary,
and persuasive texts, for various audiences and purposes." As teachers of
composition, it may be time for us to adopt a broader definition of what
that might include. We can start by validating the many forms of electronic
composition that students are already using, and use that as a
springboard for introducing more formalistic writing disciplines.
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Protecting Our Air
Lisa Kerscher
Our daily activities undermine the quality of
our atmosphere and the air we breathe.
Conscientious planning and changes in our
habits can curb these negative impacts.
N
o matter what we do–commute to school, watch
television, use the computer, get dressed–we add to
the planet's growing air pollution problem. These
connections are often hard to fathom. We can see
pollution streaming out of tailpipes and smokestacks, but
rarely do we grasp how using electricity and wearing
clothes leaves its mark on our atmosphere. Many of us
today subscribe to the thinking, "Out of sight, out of
mind."
It is difficult to build a complete picture of how the
clothes and other material goods we buy impact the
planet, as so much of that manufacturing happens
outside of the United States. However, information about
energy consumption and air pollution is available to help
students dig deeply into the interconnections between our
habits and the quality of our air and atmosphere.
NS.9-12.6 PERSONAL AND
SOCIAL PERSPECTIVES
Environmental Quality. Many
factors influence
environmental quality. Factors
that students might investigate
include population growth,
resource use, population
distribution, overconsumption, the capacity of
technology to solve problems,
poverty, the role of economic,
political, and religious views,
and different ways humans
view the earth.
TEKS
§112.49. Geology,
Meteorology, and
Oceanography.
(12) Science concepts. The
student knows the
characteristics of the
atmosphere. The student is
expected to:
(A) identify the atmosphere as
a mixture of gases, water
vapor, and particulate matter;
(C) determine the impact on
the atmosphere of natural
events and human activity.
Use this lesson to help your students examine and analyze
modern living habits and pollution
trends by state and county.
Interactive simulations and scientific
data will make the chemistry more
tangible and will help students
understand how human activities
affect the ozone and the air we
breathe. This lesson provides an
excellent opportunity for students to
use critical thinking skills to apply
these concepts and devise plans for
improving our living conditions.
What is Your Impact?
Introduce the topic by visiting The
Infinite Power of Texas at the Texas
State Energy Conservation Office.
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Practice using the interactive Energy Calculators & Software.
Prepare in advance by having data on your monthly energy ready
to plug into the forms. Show students the impacts of your usage
with the Carbon Pollution Calculator. To use the Electric Power
Pollution Calculator, first determine which primary energy resource
generates electricity in your area so that you can select the most
accurate source listed in the calculator.
Post your results for each pollutant on the board. Ask students
to bring in their individual or household energy usages, based on
last (or the current) month's activity. Have students plug in their
data, and then add their results to the board. When all students
have completed this task, total up the impacts and multiple that
number by 12 to show totals for a year. Discuss how changes in
personal and household habits could reduce these numbers.
Smog City Scenarios
To show how pollution affects the
environment, have small groups of
students visit AIRNow. Have students
watch the three featured animations:
“How Ozone is Formed,” O3 –
Good Up High, Bad Nearby,” and
“Particle Pollution.” Ask each student
to write a brief paragraph explaining
the relationship between the three
animated topics.
Next, take a trip to Smog City 2,
which offers interactive air pollution
simulators. Here, students should
first Save Smog City 2 from Ozone.
You may wish to download and print
the related Save Smog City 2 from Ozone Student Worksheet
(pdf). Review the key word descriptions listed in the top-left corner
of the game screen, including, “How to Use Controls,” “Air
Quality Index (AQI),” “Ozone,” “Particle Pollution,” and “Health.”
Instruct students to follow Scenario 1, modifying the Emissions
variables to get the AQI into the moderate (yellow) zone. In
Scenario 2, students should adjust the Weather variables. Discuss
students’ results.
Similarly, have students Save Smog City 2 from Particle
Pollution and distribute the related Save Smog City 2 from Particle
Pollution Student Worksheet (pdf). Here, the goal is to get the AQI
into the good (green) zone. Discuss results and compare with
results from the ozone scenario.
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As a class, review the significance of each variable in the
scenarios, and review why air quality matters to people's health.
Analyze and Compare
Prepare your students for an in-depth assignment by
introducing them to three resources they will use in investigating
the relationships between human activity and air quality.
Start at AirCompare – County
Comparisons, and have small
groups of students pick a state and
up to three colored counties to
compare. The resulting chart will
show “Unhealthy Days” for the most
recent year. If no bars display for any
county, instruct students to click the
"historical profiles" or to focus on a
specific health concern, such as
asthma, when selecting counties. Ask
students to use this tool to pick a
county that has had at least one
unhealthy day for the general
population or for a subpopulation
with a specific health concern.
Tell students they will now
research their selected county's air
quality conditions in-depth. More
specifically, students will describe the
conditions and explain why they exist (e.g., commuter traffic,
shipping emissions, industrial output, poor public transportation
use). Point students to AirData: Access to Air Pollution Data. Here,
students can locate more statistical information on their selected
county. They should then read the instructions on the Generating
Reports and Maps page. As with the AirCompare site, students can
Select (a) Geographic Area. After choosing their featured county,
students will get a list of available maps and reports.
Ask students to collect data from “Air Quality Index” and
“Emissions by Category” reports and charts on types and amounts
of pollutants monitored annually. For some areas, students can
see charts illustrating daily data. Encourage students to click the
"About" link on each report and chart page. Students might also
export each set of data as a spreadsheet, which would then allow
them to combine and analyze data sets. Ask students to plot the
data on charts for visual examination.
As they analyze the data, students should think about the
variables identified in Smog City. Further research on their county
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should lead them to map out the county's basic structure, showing
the county’s urban areas, major roadways, industrial areas,
suburban sprawl, and so on. How many people live in the county
and where do they live? How far do people typically travel to get
to work and shop? What areas does public transportation cover?
Where and how is the county's power generated? What health
concerns do people have about the local air quality? What actions
has the county or city previously taken to help curb pollution?
Suggest that students investigate these questions at federal and
state department Web sites, including energy, transportation, and
health department pages. Data from the U.S. Census Bureau can
help determine population growth rates. Ask students to describe
how their county's structure and inner workings have changed over
the last 10 years.
Once students have come up with a comprehensive illustration
of the area, ask them to devise a 10-year management plan that
would help the county improve its air quality. Students should
present their plans, predicting how air quality would improve each
year. Have students plot charts of projected particulate
concentrations for each year over the 10 years. Compare and
discuss the different counties student teams investigated.
Reference:
Interactive Energy Calculators
http://www.infinitepower.org/calc_electric.htm
AIRNow for Students
http://airnow.gov/index.cfm?action=student.main
Smog City 2
http://www.smogcity2.org
AirCompare
http://www.epa.gov/aircompare/
AirData: Access to Air Pollution Data
http://www.epa.gov/air/data/
U.S. Census Bureau
http://www.census.gov
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Favorable Odds for Success with
Concepts of Probability
Stephanie Tannenbaum
What are the odds that students will excel in
the field of mathematics? Probability is an
ideal concept to explore fascinating concepts
about events and outcome. Using engaging
Web applications, students will learn about
this real-world topic while having plenty of
fun. Will they gain valuable mathematical
insight and be able to apply these skills in
real-world situations? You can bet on it!
R
andomness seems to prevail in all areas of life.
Secondary students will be fascinated to find out that
they can indeed detect patterns in what seems like
unsystematic daily events and even chaos. Using
mathematics, students can learn to apply logical thinking
to everyday occurrences and make close to accurate
predictions.
NM-DATA.9-12.4
Understand and apply basic
concepts of probability
• understand the concepts of
sample space and probability
distribution and construct
sample spaces and
distributions in simple cases;
• use simulations to construct
empirical probability
distributions;
• compute and interpret the
expected value of random
variables in simple cases;
• understand the concepts of
conditional probability and
independent events;
• understand how to compute
the probability of a
compound event.
TEKS
§111.36. Mathematical
Models with Applications
(4) The student uses
probability models to describe
everyday situations involving
chance.
(A) compare theoretical and
empirical probability;
Students will explore topics of middle- or high-school
probability through the applications of online activities and
simulations. Movies, demonstrations, practice scenarios, and
graphing calculator files are all free and readily available for
individual or small-group use.
Most students first encounter
probability lessons in elementary
school. By middle school, key terms
and formulas come into play. This
advanced level of probability skills
will allow students to apply the
information in a myriad of practical
activities. Middle-school students will
find the Internet applets and
simulations enticing and
entertaining. The lessons and
activities for advanced students
provide an enhanced opportunity to
work with probability objectives.
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Increasing Chances for Comprehension
Begin with the Math Goodies Probability lesson and activity.
This is an ideal stand-alone lesson that students can work on
individually or in pairs. Instruct students to click and observe each
of the interactive components as
they proceed through the easy-toread site. Make sure students have
an opportunity to explore each of
the four experiments. Students
should then answer the questions in
the Exercises section. Finally,
challenge students to complete the
Interactive Probability Crossword
puzzle. As an extension activity,
assign students the task of using a
protractor and compass to draw a
six-inch-diameter circle and divide
the circle into equal pie slices: one
pie slice for each student in the
class. Attach a round paper fastener
in the middle with a paper clip to serve as the spinner pointer. Ask
students to figure out the probability of being selected based on
the spinner. Ask students to calculate the probability of the spinner
landing on a girl/boy. Finally, have students calculate the
probability of the spinner landing on someone with brown
eyes/blue eyes/green eyes, and someone with brown hair/blond
hair/red hair.
Continue with the excellent
Probability Simulation Flash movies
from Maths Online. Students create
the parameters for four probability
trials and then watch the movies as
the experiments play out. Toss up to
10 coins up to 10 million times with
Heads or Tails, spin a variety of
spinners up to 1 million times with
Spinning Spinners, drive Santa crazy
by making him select presents from
his many sacks up to 1 million times
with What’s in Santa’s Sack?, and
watch how the roll of a die affects a
race between the turtle and the
rabbit in Chase Me.
Once students have a grasp on the basic definitions of
probability, move to the Argyll Center’s Exploring Probability page.
This page offers a presentation of concepts about theoretical
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versus experimental probability, along with interactive
opportunities to work with each. Instruct students to read the site,
stopping to work with each mini-applet as students proceed.
Next, visit the BBC’s Maths: Handling Data. Assign Revision
Bites Probability 1, Probability 2, and Probability 3. Each Revision
Bite consists of four pages with colorful images, descriptions, and
interactive components. At the end of each lesson, there is a Test
Bite. Take the test online or hand out the printable versions (the
link for this is located in the bottom left corner). This program is
another ideal stand-alone set of lessons that students can work on
individually or with partners. For each component, encourage
students to keep a journal and record how each concept is
applicable in their own lives. For example, draw and label a
simple probability scale (0 to 1). Invite students to write five
potential events in their lives and list them in the appropriate
location along the scale. Students should answer the questions on
their own papers and then click to check their answers. Ask the
class to think of a survey question that they might ask students.
They should note the possible answers and the probability of each
answer.
Experiment with Probability Simulations
Now that students have a variety of lessons and explanations
under their belts, move to dynamic simulations where students
have opportunities to apply the concepts of probability.
Interactivate Activities from Shodor hosts 17 Probability activities.
(Just click the Probability link at the top of the page.) Each activity
consists of four components. The Learner tab provides a set of
instructions for the student. The
Activity tab presents the actual
interactive simulation. The Help tab
lists several ways the students can
modify the activity. Finally, the
Instructor tab supplies standards,
techniques for implementing the
concepts, sample introductions, and
more. Students will enjoy any of the
activities; A Better Fire!!, Directable
Fire!!, Racing Game with One Die,
and Spinner are just four examples
of the interesting and valuable
activities.
The National Library of Virtual Manipulatives also provides a
set of engaging applets based on probability. In particular, Stick or
Switch is a fun game—based on the Let’s Make a Deal game
show—in which students use their skills in probability to “win”
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various items. Hamlet Happens explores the concept of rare
events. Each applet contains a link for the teacher that provides
instruction and extended activity ideas, a link that contains the
National Standards alignments, and a link that contains specific
instructions for the students.
Use the Graphing Calculator as a Probability Tool
A large number of middle- and high-school students are using
or learning to use the various graphing calculators. Applications in
probability are a natural place to align the use of this technology
tool. Texas Instruments makes this very easy by providing a variety
of Probability Simulation downloads on their site. For middleschool-level bar graphs, tables with trial data, ways to collect the
data, weighting, and more, download the appropriate file
according to calculator type (TI-83 Plus and TI-84 Plus Families or
TI-73 Explorer). Also, try the Roll the Dice activity for the TI-83 Plus
Family and the TI-84 Plus Family. For high-school-level probability
simulations and activities, again download the correct file
according to calculator type (TI-83 Plus Family, TI-89/TI-89
Titanium, TI-84 Plus Family or TI-Nspire and TI-Nspire CAS).
Walk Away from the Table a Winner
Students gain invaluable insight to the ostensibly randomness of
life after working with the various online probability demonstrations
and activities. They will find that not only is mathematics a
captivating course, but math really does exist all around them in
the real world. The odds are that students will find concepts of
probability fascinating, and you can bet most will apply their skills
in new situations everywhere they go.
Reference:
Math Goodies Probability
http://www.mathgoodies.com/lessons/vol6/intro_probability.html
Maths Online Probability Simulations
http://www.mathsonline.co.uk/nonmembers/resource/prob/
Argyll Center: Exploring Probability
http://argyll.epsb.ca/jreed/math8/strand4/4201.htm
BBC Maths: Handling Data Probability 1, 2, and 3
http://www.bbc.co.uk/schools/ks3bitesize/maths/handling_data/index.shtml
Shodor Interactivate Probability Activities
http://www.shodor.org/interactivate/activities/
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National Library of Virtual Manipulatives
http://nlvm.usu.edu/en/nav/category_g_3_t_5.html
Texas Instruments Probability Simulations
http://education.ti.com/educationportal/sites/US/productDetail/us_prob_sim_83_84.html
http://education.ti.com/educationportal/downloadcenter/SoftwareDetail.do?appId=209&w
ebsite=US&tabId=1&eulaId=224
http://education.ti.com/educationportal/activityexchange/Activity.do?aId=8971
http://education.ti.com/educationportal/activityexchange/Activity.do?aId=9327
http://education.ti.com/educationportal/activityexchange/Activity.do?aId=9328
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Human Rights Today
Courtney Kincaid
The concept of affording basic human rights
to every human being is admirable and
something we can all agree upon, but what
are the basic human rights, and what are we
willing to give up to provide these rights?
W
e are living in a dynamic time in terms of human
rights. When students think of human and civil
rights, they might reflect on the history they have learned
throughout the year (e.g., the American Declaration of
Independence, the intense struggle resulting in the
abolition of slavery, the civil rights movements that swept
the world from the 1960s through the 1980s). Yet there is
still much work to be done to ensure that people all over
the world enjoy basic human rights, and this work may
involve sacrifices on the parts of individuals and
businesses throughout the world.
This article explores human rights in today’s world
using the vast array of resources available on the Internet.
In this lesson, students will visit the Australian Human
Rights & Equal Employment Opportunity Commission to
learn more about what human rights are, travel to the
United Nations to understand the Universal Declaration
NSS-WH.5-12.0 ERA 9: THE
20TH CENTURY SINCE
1945: PROMISES AND
PARADOXES
how post-World War II
reconstruction occurred, new
international power relations
took shape, and colonial
empires broke up.
the search for community,
stability, and peace in an
interdependent world.
major global trends since
World War II.
TEKS
§113.33. World History
(18) Citizenship. The student
understands the historical
development of significant
legal and political concepts,
including ideas about rights,
republicanism,
constitutionalism, and
democracy.
(C) identify examples of
political, economic, and social
oppression and violations of
human rights throughout
history, including slavery, the
Holocaust, other examples of
genocide, and politicallymotivated mass murders in
Cambodia, China, and the
Soviet Union;
on Human Rights, read the U.S.
Department of State’s Country
Reports on Human Rights Practices,
and explore the human rights
controversy surrounding China as it
prepares to host the 2008 Olympics.
Human Rights in the
Modern World
What are human rights? Is there
general agreement about what rights
should be enjoyed by all people
around the world? Who should
decide what these rights are? Before
you begin, activate students’ prior
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knowledge by posing these questions. Allow students to
brainstorm, and record their responses on the classroom board.
Using a classroom computer with
attached projector, take your
students down under to explore the
Australian Human Rights & Equal
Opportunity Commission’s
Information for Students. Read the
information on the first page with
your class. How does the list of
human rights on the page compare
to the list from your brainstorming
session? Scroll down the page to the
heading “Human Rights Essentials,”
and click Frequently Asked
Questions on Human Rights. Scroll
down the page with your class to
find out more about human rights:
where they come from, different
kinds, standards, and their importance.
One of the most outstanding features of this site is the Human
Rights Timeline. Scroll down through this timeline and read the
entries with your class. Are your students surprised to find that
throughout history many different cultures in many different
countries have struggled with the same human rights issues?
Explore other links on this Web site as time allows. Like many
other countries, Australia has struggled with ensuring the rights of
its indigenous peoples. Visit the page Human Rights in Australia.
At the bottom of this page, you will find several links to resources
that discuss the rights of Australia’s indigenous peoples.
Protecting Human Rights
How can we protect human rights today? Your students learned
about the United Nations’ commitment to the protection of human
rights at the previous Web site. Now take them to the source: the
United Nations’ site Human Rights in Action! Follow the About
link, and then explore the links Human Rights and the United
Nations, Understanding Human Rights, and Topics in Human
Rights. Why is it so important to protect human rights? Return to
the Human Rights in Action! page, and then follow the Stories link
to read some real-life, modern day stories of the human rights
struggles teachers and students face. Are your students surprised to
learn that these issues are going on today?
One step toward protecting human rights is to understand what
is going on in the world today. The U.S. Department of State
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issues reports on human rights by
country. Take your class to read the
2007 Country Reports on Human
Rights Practices. Read the reports for
several different countries as a class.
(This is also an excellent site for
independent research.)
China in the News
China has enjoyed a fast-growing
economy in recent years, but it has
also fallen under a great deal of
scrutiny in the area of human rights.
As China prepares to host the 2008
Olympics, some organizations have used the opportunity to attract
media attention toward China’s human rights issues. For example,
your students may have heard about the disruption of the Olympic
torch relay by protestors seeking independence for Tibet. To learn
more about this incident, read CNN’s article IOC president ‘very
concerned’ about Tibet.
China has received a lot of criticism for the poor working
conditions in its factories. But consumers and businesses in other
countries benefit from the low price of Chinese goods. Would
consumers in other countries be willing to pay more to improve
conditions for Chinese factory workers? Would businesses be
willing to give up some of their profits? These questions are posed
at China Blue, a PBS site about a documentary that explores the
working conditions experienced by
Chinese factory workers
manufacturing blue jeans for export.
Begin with the link Human Rights in
China, and then explore The Blue
Jeans Business.
What is China’s perspective on its
human rights record? Read White
Paper--The Progress of Human
Rights in China at the Embassy of
the People’s Republic of China in the
United States of America. Encourage
discussion by asking your students to
compare and contrast this white
paper with the other information they
have learned. What challenges does the Chinese government face
in implementing human rights reform?
With the formation of the United Nation, as well as the efforts
of individuals and groups throughout the world, great strides have
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been made in the area of human rights. However, as your students
have learned, there is still much to be done, and people must
balance many different interests as they implement changes to
achieve respect for human rights. Conclude this lesson with a
three-part student reflection. In terms of human rights, where have
we been? Where are we now? Where should we go next to ensure
universal respect for human rights?
Reference:
Information for Students: The Human Rights and Equal Opportunity Commission
http://www.humanrights.gov.au/info_for_students/index.html
Human Rights in Action!
http://www.un.org/cyberschoolbus/humanrights/index.asp
2007 Country Reports on Human Rights Practices
http://www.state.gov/g/drl/rls/hrrpt/2007/
IOC president ‘very concerned’ about Tibet
http://edition.cnn.com/2008/WORLD/asiapcf/04/06/beijing.ioc.ap/index.html
China Blue
http://www.pbs.org/independentlens/chinablue/
White Paper – The Progress of Human Rights in China
http://www.china-embassy.org/eng/zt/ppflg/t36621.htm
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My Mistress’ Eyes: Crafting
Metaphors
Rachel Cummings
Students are naturally drawn to the
playfulness and imagery of metaphors. Help
students deepen their understanding of this
figurative technique by spending some time
with Shakespeare, Burns, Plath, and Nye.
E
arly in their school lives, students learn of metaphors
and similes (e.g., “Her smile was a ray of sun,” “She
is sweet as candy”). True, similes are built using the words
like or as, whereas metaphors are not; however, these
figurative devices need not remain so simplistic and
formulaic. Metaphors show rather than tell; they can
compare the unexpected, creating unique visions and new
relationships. Writers often use implied or extended
metaphors to help them construct more complex and
engaging text. Finally, metaphors grow better, more
attentive readers because they demand interpretation.
By identifying, interpreting, and creating metaphors in
poems, students will become stronger writers and readers.
What Is a Metaphor?
NL-ENG.K-12.1 Reading for
Perspective
Students read a wide range of
print and nonprint texts to
build an understanding of
texts, of themselves, and of
the cultures of the United
States and the world; to
acquire new information; to
respond to the needs and
demands of society and the
workplace; and for personal
fulfillment. Among these texts
are fiction and nonfiction,
classic and contemporary
works.
TEKS
§110.42. English I
(8) Reading/variety of texts.
The student reads extensively
and intensively for different
purposes in varied sources,
including world literature. The
student is expected to:
(A) read to be entertained, to
appreciate a writer's craft, to
be informed, to take action,
and to discover models to use
in his/her own writing;
(C) read world literature,
including classic and
contemporary works; and
(D) interpret the possible
influences of the historical
context on a literary work.
Although students are likely familiar with metaphors, a
review is always helpful. Begin with a PowerPoint presentation on
Imagery & Figurative Language,
courtesy of NorthWest Arkansas
Community College. The first 13
slides review figurative language,
imagery, similes, and metaphors,
including implied, dead, and
extended metaphors. Have students
view the remainder of the slides,
which cover such figurative devices
as personification, oxymoron,
hyperbole, metonymy, and
synecdoche.
To scrub the cobwebs off further,
visit Fairfax County Public Schools’
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interactive slideshow, Practicing Similes and Metaphors. Each of
the eight “test” slides offers students the opportunity to identify the
sentences as “simile” or “metaphor.” Fireworks reward students
each time they answer correctly.
Explain that although a formula
such as “X is Y = His eyes were
almonds” helps beginners write
metaphors, students are ready for
more sophisticated examples. To
illustrate possible variations, turn to
The Purdue Online Writing Lab
(OWL)’s Using Metaphors in
Creative Writing. This document first
provides famous thinkers’ definitions
of the word metaphor, and then
defines related terms such as
extended metaphor and mixed metaphor. It also lists several
reasons for using metaphors, and it shares creative ways to write
metaphors. By examining these examples, students will begin to
understand possibilities beyond the “X is Y” formula. Students who
find it helpful to have a handout might use the links at the top
right-hand side of the page to produce a printout.
Studying the Masters’ Relationships
After defining and recognizing basic examples of metaphors,
ask students to consider why writers use metaphors and other
figurative language. Allow time for brainstorming and a brief
discussion. Explain that by studying other writers, students will
improve their own writing.
Metaphors are all about the relationships created through
comparing and contrasting two objects, and readers are often
attracted by the tease inherent in metaphor. For example,
Shakespeare’s “If hairs be wires, black wires grow on her head”
inevitably garners snickers and gasps because of the rather
unflattering image it creates in the reader’s mind. Students “get” it
when metaphors describe people and their relationships. To that
end, push students’ appreciation for the power and creativity of
metaphor by discussing metaphors in poems about relationships
(e.g., between parents and children, between lovers). For easy
access to many such poems, visit poets.org.
Direct students to Robert Duncan’s My Mother Would Be a
Falconress. Play the audio link to listen to Duncan read his poem.
In pairs, ask students to return to the text for a closer reading and
to discuss the following:
•
What is the topic of the poem?
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•
Where are the metaphors in the poem? What does each
compare?
•
How does each metaphor work within the context of the
poem? How does each metaphor reinforce the topic?
•
Identify a metaphor that works particularly well for you.
Why is it effective?
•
What do you interpret is the nature of the relationship in
this poem? How do the metaphors support this
interpretation?
•
Why didn’t Duncan just write, “My mother is controlling”?
•
How does Duncan build an extended metaphor?
Lead students through a class discussion during which each
pair of students offers their thoughts on the poem.
If time permits, assign students
one of following four poems:
Morning Song by Sylvia Plath, Blood
by Naomi Shihab Nye, My mistress'
eyes are nothing like the sun (Sonnet
130) by Shakespeare, or A Red, Red
Rose by Robert Burns. Students
should read the poem and answer
the first five of the above bulleted
questions. After students have
considered the poem on their own,
break them into homogeneous
groups. Have members of each
group share their interpretations and
consider what others who read the
same poem have to say. Each group
should then elect one reader to share the poem with the class and
one reporter to summarize their responses to the five questions.
After all groups have reported, highlight common understandings
about effective metaphors and point out that metaphors both
compare (Burns) and contrast (Shakespeare).
I Am…
Now it is time for students to write their own poems using
metaphors. To get the creative juices flowing, students may find a
series of worksheets helpful. The first, ReadWriteThink’s Simile
Poem Brainstorm, asks students to identify a person or personal
relationship and brainstorm seven characteristics about that person
or relationship. Encourage students to include a range of traits,
including abstractions that exist beyond the bounds of the senses
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(e.g., kind, helpful, inconsistent, disloyal). Once students have
identified characteristics, direct them to Come On, ______! Five
Senses Organizer for Generating Similes/Metaphors, which
provides a template for drafting concrete metaphors. An example
organizer called Come on, Weekend! is available to guide
students.
Abstract nouns often befuddle students; however, when
describing people or relationships, these words capture the
nuances and depth that concrete descriptions do not. Brainstorm
an abstract word bank to help students access these
characteristics. Have students generate new similes using
EDSITEment’s Recognizing Similes: Fast as a Whip worksheet.
Students should share their creations, as the more similes and
metaphors students hear, the richer their own writing will become.
Return to the Simile Poem Brainstorm worksheet and fill in
metaphors for each of the traits students wrote in earlier. Students
now have at their disposal three worksheets with concrete and
abstract metaphors related to a person or a relationship. From
these creative nuggets, students can cull a poem.
Metaphors offer an avenue for students to engage with
complex texts and to offer individual interpretations. By studying
works by poetic masters, students gain a greater appreciation for
metaphors—it is not just “X is Y.” Instead, metaphors amuse and
delight, touch and inspire.
Reference:
NorthWest Arkansas Community College – Imagery & Figurative Language
http://faculty.nwacc.edu/ljlovell/Powerpoints/figurativenew.ppt
Fairfax County Public Schools – Practicing Similes and Metaphors
http://www.fcps.edu/LibertyMS/sandfordsite/PowerPoint_presentations/Practicing%20Simile
s%20and%20Metaphors.ppt
The Purdue University Online Writing Lab – Using Metaphors in Creative Writing
http://owl.english.purdue.edu/handouts/general/gl_metaphor.html#sub1
poets.org
www.poets.org
Mother Would Be a Falconress
http://poets.org/viewmedia.php/prmMID/15709
Morning Song
http://poets.org/viewmedia.php/prmMID/15293
Blood
http://poets.org/viewmedia.php/prmMID/16411
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My mistress’ eyes are nothing like the sun (Sonnet 130)
http://poets.org/viewmedia.php/prmMID/15557
A Red, Red Rose
http://poets.org/viewmedia.php/prmMID/16116
ReadWriteThink.org – Simile Poem Brainstorm
http://www.readwritethink.org/lesson_images/lesson907/brainstorm.pdf
ReadWriteThink.org – Come On, _____! Five Senses Organizer for Generating
Similes/Metaphors
http://www.readwritethink.org/lesson_images/lesson993/5Senses.pdf
ReadWriteThink.org – Come On, Weekend! (example)
http://www.readwritethink.org/lesson_images/lesson993/5SensesExample.pdf
EDSITEment – Recognizing Similes: Fast as a Whip
http://edsitement.neh.gov/lesson_images/lesson608/Similes_Worksheet_V.pdf
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Severe Weather Season: Are
You Safe at Night?
NS.5-8.4 Earth and Space
Science – the Earth System.
The specific item that points to
the study of the weather
addresses the importance of
understanding Earth and the
dynamic nature of its
atmosphere.
It’s severe weather season! Many people
have learned to keep a watchful eye on the
sky during the spring season, as this is the
time of year when amazing weather contrasts
occur in the United States – from blizzards to
heat waves to other severe weather
outbreaks.
TEKS
§112.6 Science, Grade 4
(6) Science concepts. The
student knows that change can
create recognizable patterns.
The student is expected to:
(A) identify patterns of change
such as in weather,
metamorphosis, and objects in
the sky;
Alan Sills
I
n the springtime, severe weather means severe
thunderstorms and occasional tornadoes for many regions of the
United States. Tornadoes are small-scale but powerful phenomena
that affect the United States more than any other nation on earth.
Tornado activity increases as solar elevations—the height of the
midday sun above the horizon—continue to rise from the vernal
equinox to the summer solstice. By around March 21 each year,
solar elevations are high enough to heat the atmosphere, thus
providing one of the key ingredients for severe weather.
Solar elevations remain quite
elevated until the autumnal equinox,
which raises the questions,” Why is
severe weather primarily a
springtime phenomenon? Why does
it occur to a much lesser extent
during the summer season, when
incoming solar radiation in the
Northern Hemisphere is just as
intense?” An additional factor
beyond the sun’s warmth must be in
place for severe weather to occur;
that factor is a pool of cool or cold
air that “invades” the United States
from the north. At the time of this
writing (early April), daytime highs
are reaching into the 80s across
portions of the Deep South and
Southeast, while several hundred miles to the north, a blizzard is
shaping up across the northern Great Plains states. Atmospheric
conditions like these produce the raw ingredients for severe
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weather. As noted above, the United States leads the world in
severe weather. Our mid-latitude position, lack of a major eastwest mountain range that acts to separate cold (such as in Europe
and Asia), polar air masses to the north, and tropical air masses to
the south all combine to create severe weather. The United States,
particularly the Midwest and Great Plains, is a giant battleground
for diverse air masses during the spring season.
This article will provide links to online content that will facilitate
the study of severe weather. While engaging in the study of severe
weather, students will be introduced to severe weather patterns
and the reasons behind their occurrence.
GIS Assists in the Study of Severe Weather
Using geographic information
systems (GIS) and geospatial
databases (which contain locational
and temporal components) to search
for patterns can help us visualize
both severe weather across the
United States and weather patterns
created over time. KanGIS: K12 GIS
Community has an excellent graphic
created using GIS software. From
the KanGIS home page, click the
map of the United States with the
maroon colored dots. Study the
visual that appears. Note the
presence of a key indicating that
each dot represents one tornado
occurring over a 40-year period beginning in 1950. Ask students,
“What can we learn from this visual?” After a few minutes,
students should identify that 1) tornadoes are most prevalent from
March through June, and 2) there is a gradual progression
northward in tornadoes’ occurrences during that period. Prompt
students to hypothesize about why this pattern exists. Explain that
the first trend is the result of increasing solar elevation and the
clash between polar and tropical air masses. For several months
after June, polar air masses generally do not exist in the United
States. As for the second trend, northward progression parallels
the “retreat” of polar air as tropical air masses “advance”
northward. To conclude the exercise, ask students to identify the
states in which tornadoes occur most frequently.
Weather World 2010 Project
The Weather World 2010 Project, developed by the
Department of Atmospheric Sciences at the University of Illinois at
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Urbana-Champaign, is an interactive tool designed to help
students learn a number of important meteorology concepts,
especially as these concepts pertain to severe weather. From the
Severe Storms page, explore thunderstorms, tornadoes, and
associated weather. Consider splitting students into groups to
address the five major sections listed on the page. Challenge each
group to work through its assigned section and to compose a
PowerPoint presentation detailing the section’s main ideas. If time
is limited, focus on the Dangers of Thunderstorms section, as it
introduces students to such phenomena as flash floods, hail,
straight-line winds, microbursts, lightning, and tornadoes.
Fronts and Severe Weather
USA Today has a number of
excellent visuals that can further help
students learn about severe weather.
Explain that severe weather often
develops along cold fronts, and read
the section titled Cold fronts not
always all that cold. Move the cursor
over the graphic to “point one,”
which defines a cold front. Next,
move the cursor over the graph to
“point two” in order to discover
action occurring along a cold front.
Notice how the warm air moves in
advance of the cold front and the
type of clouds that form.
Cumulonimbus clouds are vertically
developed clouds and are often
associated with severe weather; in
fact, they are the only cloud type that
can produce the kind of severe weather discussed in this article.
In contrast, although widespread precipitation can and does
occur along warm fronts, severe weather rarely occurs. To learn
more about warm fronts, visit Warm fronts not as nice as they
sound. Study the graph to see the type of clouds that precede and
accompany warm fronts. Pay particular attention to the slope of
the warm front and the movement of air along the front, and
contrast this with movement along a cold front. Air movement
along a warm front is much more gradual and results in layered or
horizontally developed clouds. These include cirrus (high, thin
clouds that run far ahead of a warm front) and stratus (lower,
more moisture-laden) clouds, which are found closer to the warm
front.
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USA Today also offers an outstanding resource on tornadoes
titled Tornadoes are Earth’s most violent storms. From this page,
click the interactive graphic How tornadoes form. After reviewing
the graphic, ask students to prepare a written summary detailing
the sequence of events that result in the formation of a tornado.
The National Severe Storms Laboratory
The National Severe Storms Laboratory (NSSL), a division of the
premier research and forecasting facility National Oceanic and
Atmospheric Association, is in charge of tracking severe weather
and issuing warnings to the public to minimize the loss of life
during a severe weather outbreak. Explore the Weather Research
link to discover the full mission of the NSSL. Under News & Media,
click NSSL Video Highlights. Watch the videos, particularly the one
titled Multifunction Phased Array Radar. Discuss the importance of
this new radar tool, and how it might help people. Point out that
currently, people receive warnings, on average, only minutes in
advance of an approaching tornado.
The tornadoes . . . . Nature’s Most Violent Storms guide
contains a number of excellent visuals, along with a wealth of
practical and “actionable” information. Prompt students to study
the graphics detailing tornado formation and the role of weather
radar in tracking these violent storms; the charts detailing tornado
occurrence and mortality rates; the various watches and warnings
issued by the NSSL; the environmental clues (what to watch for);
and the steps to take to minimize your risk ahead of and in the
event of a severe weather outbreak.
Access to Real-Time Data
Local 6.com, an Orlando,
Florida, news station has a Severe
Weather section that contains
outstanding visuals and a wealth of
information. Available features
include the real-time Severe Weather
Alerts map. On this map, identify
where severe weather watches and
warnings have been issued. Use the
drop-down menu located near the
top of the map to correlate the
watches and warnings to current
weather patterns. Also, use the dropdown menu to access the surface
map, satellite and satellite loop
maps, and the radar and radar loop maps. Discuss where there
are severe thunderstorm and tornado advisories (watches and
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warnings) and correlate these places to real-time features on the
surface, satellite, and radar maps. AccuWeather.com is another
highly visual Web site that provides access to real-time maps and
summaries of current severe weather events.
Local 6.com also has an extensive background section with
excellent images. From the Severe Weather page, select
Tornadoes and navigate to the Tornado Strength and How
Tornados Form sections. Both are quite informative and can
generate class discussion. You can navigate to additional features
on this Web site by clicking “more severe weather” and selecting
Hail, Lightning, or Flooding. The photography in the Hail and
Lightning sections is exceptional!
Scholastic: Severe Weather and Natural Disasters
Scholastic has developed a comprehensive site for students to
immerse themselves in the study of Severe Weather and Natural
Disasters. The site is peppered with “Did You Know” facts students
can discuss and use to generate interest in the topic, especially if
students live in a region where severe weather is uncommon. Read
and discus the Witness Account as a class. Students who have had
similar experiences may choose to share them at that time.
Students might also watch a tornado by clicking FEMA Tornado
Video, provided courtesy of the Federal Emergency Management
Agency (FEMA).
Each year, severe weather can and does cause great and
unexpected loss of life and property across parts of the United
States. Severe weather includes severe thunderstorms, lightning,
hail, flash floods, and tornadoes. Today, warnings (especially for
tornadoes) provide just a few precious minutes to seek shelter. If
you live in or visit a tornado-prone area during severe weather
season, be sure you know where to go in the event of a real
emergency. Scientists monitor our atmosphere using a variety of
methods, including surface observations, upper atmosphere
observations, satellite images, and radar. Scientists are constantly
developing new tools with the goal of improving forecast accuracy
and extending the warning times.
Reference:
KanGIS: K12 GIS Community
www.kangis.org
Weather World 2010 Project
http://ww2010.atmos.uiuc.edu/(Gh)/home.rxml
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WW2010 Severe Storms online meteorology guide
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/svr/home.rxml
Dangers of Thunderstorms
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/svr/dngr/flood.rxml
USA Today
http://www.usatoday.com
Cold fronts not always all that cold
http://www.usatoday.com/weather/tg/wcfront/wcfront.htm
Warm fronts not as nice as they sound
http://www.usatoday.com/weather/tg/wwfront/wwfront.htm
Tornadoes are Earth’s most violent storms
http://www.usatoday.com/weather/resources/2006-04-03-tornado-basics_x.htm
National Oceanic and Atmospheric Association (NOAA)
www.noaa.gov
National Severe Storms Laboratory (NSSL)
http://www.nssl.noaa.gov/
NSSL Weather Research
http://www.nssl.noaa.gov/research/
NSSL News & Media
http://www.nssl.noaa.gov/news/
Tornadoes . . . . Nature’s Most Violent Storms
http://www.nssl.noaa.gov/edu/safety/tornadoguide.html
Local 6.com
http://www.local6.com
Severe Weather: Are You Prepared?
http://www.local6.com/severeweatherawareness/index.html
AccuWeather.com
http://www.accuweather.com/
Scholastic
http://www2.scholastic.com/browse/home.jsp
Scholastic’s Severe Weather and Natural Disasters
http://teacher.scholastic.com/activities/wwatch/tornadoes/index.htm
Scholastic’s Witness Account
http://teacher.scholastic.com/activities/wwatch/tornadoes/witnesses.htm
Scholastic’s See a Tornado
http://teacher.scholastic.com/activities/wwatch/tornadoes/gallery.htm
Federal Emergency Management Agency (FEMA)
http://www.fema.gov
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One Step at a Time: Teaching
One-Step Equations
Stephanie Tannenbaum
Equations present one of the first
opportunities for students to apply their basic
knowledge of expressions and operations in
the study of algebra. Simple, one-variable
equations provide a chance for students to
move beyond finding the mathematical sum,
difference, product, or dividend.
Implementing the one-step equation with one
variable is straightforward, and textbook
methodology rarely allows for creative
exploration of this concept. There must be a more
exciting way to teach solving equations.
NM-ALG.6-8.2
Represent and analyze
mathematical situations and
structures using algebraic
symbols
• recognize and generate
equivalent forms for simple
algebraic expressions and
solve linear equations
TEKS
§111.23. Mathematics,
Grade 7
(7.5) Patterns, relationships,
and algebraic thinking. The
student uses equations to
solve problems.
(A) use concrete and pictorial
models to solve equations and
use symbols to record the
actions
E
nhance student interest in equations by using the Internet.
Various Web sites provide engaging interactive components
embedded within easy-to-follow tutorials and demonstrations. Use
these sites as an introduction to concepts, for practice, or for
supplemental reference. Students will enjoy the self-paced nature
of the sites, not to mention the graphics and usability.
Various interactive Web sites engage students in a variety of
methods in order to teach the skills necessary for understanding
and solving one-step, one-variable algebraic equations.
Step One
One-step equations require just
that: one step. They are an ideal
place to build a solid foundation for
solving equations one piece at a
time. The motto of this lesson is,
“Numbers on one side, variable on
the other.” Create a sign and post
this motto on the walls, write it on
the board, and require students to
memorize it, noting that the equal
sign divides the two sides. All of
these introductory equations have a
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coefficient of one. Students should briefly review the concept of
inverse operations. Describe the two sides of the equal sign as two
young children. Ask students to consider what will happen if one
child (one side) receives candy? Most will quickly realize that the
other child (the other side) will also want candy. If one child (one
side) receives three pieces of candy and the other child (the other
side) receives only one piece of candy, how would the situation
play out? Again, students should recognize that the child receiving
less candy would whine, fuss, and otherwise throw a fit. The same
scenario would follow if one child has candy taken away; it would
be necessary to do the same with the other child (other side).
Therefore, it is imperative for both children (both sides) to receive
the same treatment. Thus, the basic strategy for solving equations
is set into place. Stress the importance of not rushing through each
problem. Explain that the process of attaining the final answer is as
important as the answer itself.
Step Right Up and Join In
The math.com Solving addition and subtraction equations
interactive demonstration is an ideal site with which to begin.
Instruct students to read each brief description and then to click
and review each explanation of the equation balance. Click Next
to continue with the In Depth instructions, and then move to the
Examples section. Remind students to make sure that they
understand each point before continuing. Finish with the Workout.
Once students have mastered addition/subtraction one-step
equations, continue to Solving multiplication equations and
proceed in a similar fashion. Finish with Solving division equations.
MathRealm’s One Step Equations further explores the concept
of inverse operations and applying equal operations on both sides
of the equation using a graphical
balance interactive applet. The
objective of this exercise is to solve
for the variable by moving the blocks
from one side to another or by
adding and deleting blocks. Once
students solve the equation, a brief
explanation follows. Click the
bottom right button to continue with
more equations and concept lessons
using the balance beam. The
accompanying dialogue for each
problem gives guidance and helps
students notice patterns. The
simulation furthers exploration using
interactive tiles.
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Continue with Prentice Hall’s Solving One-Step Equations. This
is an excellent lesson and activity; it is ideal for students who learn
better with graphic organizers. Various sections smoothly transition
from one to the next and are accompanied by audio clips, video
clips, and interactive practice components. The Real-World
Connection word problems provide situational problems where
students use equation-solving knowledge in practical, everyday
scenarios.
Steps for Success
Practice rules and concepts with
the Shodor Interactivate Algebra
Quiz. Select One-Step Problems
from the menu and then start the
game. Immediate feedback with the
correct steps to solve the problem
follows incorrect answers. Invite
students to challenge one another to
see who can attain the highest score.
Set up a class competition, and
record the top five students. Holt,
Rinehart and Winston’s quizzes,
Solving Equations by Adding and
Subtracting and Solving Equations
by Multiplying and Dividing are two
more excellent interactive practice applications. Use these as
supplemental activities for students who need assistance. Feedback
provides explanations and hints for those who have answered
incorrectly.
For additional practice or remedial help, use SoftSchools’ Pre
Algebra work sheets Generator and Pre Algebra Game generator.
Set up unique practice printouts or online games for students to
use as class work, homework, or review.
Many classrooms have begun to incorporate one of the
graphing calculators at this point in the curriculum. Texas
Instruments provides numerous free calculator programs for
download. The Solve It App for the TI-83 Plus and TI-84 Plus
Families is a pre-algebra game where students must solve
equations using the graphing calculator. This is a simple way to
introduce the graphing calculator into any pre-algebra lesson.
Step Up to New Levels
Learning, comprehending, and applying the skills necessary to
solve one-step equations is a vital concept that warrants sufficient
time and practice. It is important to introduce the philosophy of
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using a procedure to solve equations early in the mathematics
schedule. Students build a foundation with this lesson that will
carry them through the remainder of their math courses and into
their careers.
Reference:
Math.com – Solving Equations
http://www.math.com/school/subject2/lessons/S2U3L1GL.html
http://www.math.com/school/subject2/lessons/S2U3L2GL.html
http://www.math.com/school/subject2/lessons/S2U3L3GL.html
MathRealm – One Step Equations
http://www.mathrealm.com/Units/Assignment_D.php?FileName=SolveOneVariableAddSu
b.dcr&UnitID=99
Prentice Hall – Solving One-Step Equations
http://www.phschool.com/iText/math/sample_chapter/Ch02/02-01/PH_Alg1_ch0201_Obj1.html
Shodor – Interactivate Algebra Quiz
http://www.shodor.org/interactivate/activities/AlgebraQuiz/?version=1.6.0oem&browser=MSIE&vendor=Sun_Microsystems_Inc
Holt, Rinehart and Winston Solving Equations by Adding and Subtracting and by Multiplying
and Dividing
http://go.hrw.com/activities/frameset.html?main=3440.html
http://go.hrw.com/activities/frameset.html?main=3441.html
SoftSchools – Pre Algebra work sheet and game generators
http://www.softschools.com/math/worksheets/algebra_worksheets.jsp
http://www.softschools.com/math/games/algebra_practice.jsp
Texas Instruments – Solve It App for the TI-83 Plus and TI-84 Plus Families
http://education.ti.com/educationportal/sites/US/productDetail/us_solveit_83_84.html
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China’s Rich Resources and
Challenges
Andrea Annas
I am the world’s fourth largest country
covering approximately 9.6 million square
kilometers. My land is extremely diverse, from
coastlands to mountain ranges to deserts,
and supports over nineteen percent of the
world’s population. Who am I? I am China.
A
lthough China is the fourth largest country in the
world, over 1.3 billion people call it home. Most of
China’s population is concentrated in the eastern half of
the country along the river valleys and coastal plains. Due
to the diverse and sometimes isolating terrain, a vast
array of lifestyles exists. Additionally, the large population
and fast growing economy greatly affects the
environment. By using the five themes of geography as a
guide to examine China, students can gain insight into
this fascinating and unique country.
This article will highlight Internet resources to help
students use the five themes of geography to learn about
China.
Location, Place, and Region
NSS-G.K-12.2 PLACES AND
REGIONS
As a result of their activities in
grades K-12, all students
should
• Understand the physical and
human characteristics of
places
• Understand that people
create regions to interpret
Earth's complexity
• Understand how culture and
experience influence people's
perceptions of places and
regions
TEKS
§113.22. Social Studies,
Grade 6.
(7) Geography. The student
understands the impact of
interactions between people
and the physical environment
on the development of places
and regions. The student is
expected to:
(A) identify and analyze ways
people have adapted to the
physical environment in
selected places and regions;
(B) identify and analyze ways
people have modified the
physical environment; and
(C) describe ways in which
technology influences human
capacity to modify the physical
environment.
An ideal starting place for a
geography lesson on China is to
invite students to examine maps. For
something beyond the typical
physical and political maps, direct
students to visit the International
Mission Board’s Interactive Map of
China to learn about the different
Chinese provinces. Another
interesting map is PBS’s Soundscape
of China. Observe and listen to the
twenty different scenes from across
China. Next, send students to CNN’s
China’s Cultural Spectrum to learn
more about the different regions in
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China. Click the links in the map to watch short videos about the
various regions. For another brief look at China’s people, view a
Discovery Channel video clip entitled China Revealed: Meet the
People or the NPR audio slideshow, A Tale of Two Tibetan
Families. After watching the various clips, ask students to write a
paragraph about how their lives would be different if they lived in
these regions.
Students in ESL or Early Childhood (EC) programs will enjoy the
International Mission Board’s site, East Asia Just for Kids. Take a
brief tour of major Chinese sites. In the “Just for Fun” section,
learn how to make paper slippers, write Chinese characters, and
test your knowledge with a quiz. Read personal letters about some
fascinating aspects of China in the “You’ve Got Mail” section.
As a result of its size, China has
extremely diverse populations and
terrains. For a comparison of
China’s physical extremes, first view
a National Geographic video about
China’s Desert. Next, explore the
Discovery Channel’s site Everest:
Beyond the Limit. There are several
videos, including one about the
world’s oldest man to climb Mount
Everest. Students can also see
footage from three helmet-mounted
cameras worn during a 2007
expedition up the famous mountain,
and they can read blog entries
written by an expedition member.
Lastly, join an expedition in the
game “The Razor’s Edge.” (Please keep in mind that this game
requires students to register with an e-mail address, and it asks for
personal information. To circumvent potential problems, consider
creating an expedition that students can then join.)
Human Interaction with the Environment
China’s large population and rapid economic growth pose
many environmental challenges; animal endangerment is a
particularly important issue. To learn more about China’s
endangered animals, view the New York Times video China’s
Endangered Species. Discuss with students ways people might help
endangered animals thrive again.
Another of China’s pressing environmental concerns is water
pollution. For an overview of the water dilemma facing China,
view PBS’s interactive map, China’s Top Water Issues. For a more
in-depth look at the problems surrounding the Yellow River, one of
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China’s key waterways, view the New York Times video China’s
Yellow River, Part One and Part Two. Additionally, listen to or read
NPR’s five-part series Yellow River: A Journey Through China. (This
series also includes multiple audio slideshows.) After researching,
encourage students to brainstorm possible solutions to address
China’s water issues.
One of the most extensive and controversial waterworks
projects the Chinese government has undertaken was the
construction of the Three Gorges Dam on the Yangtze River.
Examine the controversies surrounding the dam by visiting NPR’s
site China’s Three Gorges: Assessing the Impact. After students
have read or listened to the three-part series, ask them to
summarize different sides in the Three Gorges controversy.
Movement
As China’s economy grows, more
people migrate to industrialized
cities. Watch the New York Times
video A Chinese City’s Boom, Part
One and Part Two to learn how the
city of Shenzhen is coping with the
challenges presented by migration.
The video presents the theme
“movement” both in terms of
population and in terms of products.
For years, cheaply made Chinese
products have dominated the
world’s marketplaces. Despite the
recent rash of toy and other recalls
in the United States, China continues
to produce and export millions of
products. However, are times
changing for China? Listen to the NPR report ‘Made in China’ Is
Cheap No More and discuss with students what such economic
changes may mean for China’s future.
China continues to struggle with managing rapid population
growth, and with finding a balance between industrial growth and
environmental protection. Additionally, recent violence between
the Chinese government and those supporting independence for
Tibet poses another challenge that could cast a shadow over this
year’s Summer Olympics in Beijing. However, despite these
challenges, China remains an enchanting country full of interesting
people and diverse landscapes.
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Reference:
International Mission Board East Asia Kids
http://easia.imb.org/resources/children/eakids/eakids.htm
PBS – China from the Inside
http://www.pbs.org/kqed/chinainside
CNN – Visions of China
http://www.cnn.com/SPECIALS/1999/china.50/inside.china/
Discovery Channel – Discovery Atlas China Revealed
http://dsc.discovery.com/video/player.html?bctid=219479276
Everest – Beyond the Limit
http://dsc.discovery.com/convergence/everestbeyond/everestbeyond.html
National Geographic – China’s Desert
http://video.nationalgeographic.com/video/player/places/regions-places/asiaeastern/china_desert.html
New York Times – A Chinese City’s Boom
http://video.on.nytimes.com/?fr_story=7d2f94fbafd1b3f9a129e314a6a6e884cf0471e6
National Public Radio (NPR) – ‘Made in China’ is Cheap No More
http://www.npr.org/templates/story/story.php?storyId=65080288
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Estimated Time: 6 0 Minutes
2. Look at the Species table, which includes
classifications and common names. Read through
this and write down common names of annelids
that you are familiar with or have heard of. Also,
write down what you know about each annelid.
Earthworms
Natalie Clarkson
Name __________________________________
Since spring has arrived, you have probably seen some
earthworms as you have been digging in soil. Or
maybe after a spring rain shower, you have seen
earthworms on driveways and sidewalks. These
temporary wet conditions give worms a chance to
safely move to new places.
What is an earthworm? Earthworms—often called
night crawlers, garden worms, or worms—are found in
various habitats throughout the world. A member of
the annelid family, the earthworm can range in size
from an inch or two to several feet long!
3. Next, look at the photos and be sure to click on
the images to enlarge. After viewing these photos,
list four adjectives that describe these annelids.
Earthworms play a huge role in the world around us.
You will only find earthworms in healthy soils with high
amounts of organic matter (such as dead leaves). So
actually, earthworms measure soil health for us.
a.
b.
c.
In this month’s Internet Challenge™ you will discover
fascinating facts about the earthworm and its
significance in our ecosystem. Are you ready to start?
d.
First, let’s begin by visiting the PBS site The Shape of
Life: Phylum Annelida,
Annelida, which introduces earthworms
and leeches. You can find this site by browsing to
www.pbs.org/kcet/shapeoflife/animals/annelids.html.
Great start!
Now, turn to Backyard Nature’s Earthworms,
Earthworms, found at
http://www.backyardnature.net/earthwrm.htm. Read
through this page and continue answering these
these
questions.
Read through this page and begin answering the
following questions. Also, be sure to click on the
photographs of the annelids.
4.
1. Name three characteristics of annelids.
a.
b.
a. True
c.
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Annelids, or segmented worms, are regarded as
average Earth animals. In terms of animal
complexity, about half of all animal species on
Earth are less complex than segmented worms,
while about half are more complex.
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MAY 2008
May 2008 Internet Challenge – 2/3
5.
10. What organ helps the earthworm manage the
excess calcium?
What is the most complex animal?
a. calciferous glands
6.
b. one of the five hearts
Explain the earthworm’s role in the soil.
c. lungs
d. brain
11. Earthworms are hermaphrodites. Choose the
definition of hermaphrodite below.
a. an organism that produces gametes which can
fertilize female gametes
b. an organism that produces gametes which can
fertilize male gametes
7. Earthworms have no ___________.
a. mouthparts
b. bristles
c. an organism normally having both the male
and female organs
c. circulating blood
d. an organism that cannot reproduce
d. bones
Way to go!
The last site is the Heyne's Garden Centre fact sheet
on Earthworms.
site by browsing to
Earthworms. Find this site
http://www.heyne.com.au/gardencentre/factsheets/fac
tsheet.php/Earthworms.htm.
tsheet.php/Earthworms.htm.
8. The earthworms possess tiny invisible setae also
known as bristles. Why are the setae important to
the earthworm?
Read this page, and then answer the remaining
questions.
12. Explain the earthworm’s role in the decomposition
process of organic material.
9. The streamlined body means the presence of both
antennae and fancy tails.
a. True
b. False
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May 2008 Internet Challenge – 3/3
family, the leech. Go to the Australian Museum’s
Leeches fact sheet at http://www.amonline.net.au/
factsheets/leeches.htm. While reading the fact page,
be sure to understand the leech’s use in medicine.
Next, visit PBS’s Early Practices with Leeches at
http://www.pbs.org/wnet/
redgold/basics/bloodlettinghistory3.html. This page
briefly examines medicinal uses of the leech from the
17th to the 19th century. The bloodletting described
on the page means the removal of blood. Believe it
or not, people still use leeches today! Go to Beyond
Bloodletting: FDA Gives Leeches a Medical
Makeover at http://www.fda.gov/fdac/
features/2004/504_leech.html and read this FDA
announcement. Now, envision that you and a
classmate have started a company that sells leeches.
Your task is to create a small, postcard-sized
advertisement to send out to potential customers.
What details will you include on this postcard? Why
will your customers want to purchase leeches? How
much will your leeches cost? If needed and with
teacher permission, continue your online research
about medicinal leeches. After you are done,
produce a postcard advertisement with your partner.
Once it is completed, share your work with your
classmates and teacher. Talk about it!
13. Worm excretion is good for the soil.
a. True
b. False
14. At the bottom of the Web page, you will find the
section entitled “Summary.” Read through these
fun facts. Which one do you find most interesting?
Why?
15. Imagine that you are preparing to plant your own
garden. As you are tilling the soil, you see lots of
worms squirming around in the dirt. Would you
get rid of the earthworms you find or allow them
to stay in the soil? Explain.
•
As mentioned on the Backyard Nature’s Web site,
earthworms are regarded as average Earth animals.
About half of all animal species on Earth are less
complex than segmented worms, while about half
are more complex. Create a poster showing a
hierarchy of Earth’s animals. In the middle of the
hierarchy should be a picture and short description
of an earthworm. At the top of the hierarchy should
be a picture and short description of a human. Your
assignment is to find three animals that are less
complex than the earthworm and three animals that
are more complex than the earthworm. Be sure to
include a short description of each animal. If
necessary and with teacher permission, research
online. When you are finished, present your poster
to your teacher and classmates. Talk about it!
_________________
Excellent Responses!
Extension Activities – Do one or both!
both!
•
Congratulations! You have done an incredible job in
You have just learned about the most well-known
completing this month’s Internet Challenge™.
annelid, the earthworm. Now, it is time to take a
closer look at another member of the annelid
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Answers to May's Internet Challenge™
1. The characteristics of the annelids include: (1) ring-like external bands that coincide with internal
partitions dividing their bodies into segments, (2) a circulatory body that distributes blood and
oxygen, (3) a one-way gut (4) a set of coordinating muscles that allow them to crawl or burrow,
and (5) bristle-like structures projecting from the body. Students need to list three of these
characteristics.
2. Students’ answers will vary.
3. Students’ answers will vary.
4. True
5. Humans are the most complex.
6. Earthworms plow the soil by tunneling through it. Their tunnels provide the soil with passageways
through which air and water can circulate. This is important because soil microorganisms and plant
roots need air and water like humans. Without some kind of plowing, soil becomes compacted; air
and water can't circulate in it. Ultimately, plant roots can't soak in the water and air.
7. d
8. Setae are very important to worms. These bristles allow the worms to stay in their burrows as they
jab their setae into the surrounding dirt and anchor themselves in place. In fact, the setae can
protect a worm from being nabbed by a bird. If a bird nabs a worm's head and tries to pull the
worm from its burrow, the setae anchor the worm so well that they may break before coming out.
9. b
10. a
11. c
12. If earthworms and other decomposers did not break down trees and leaves where they fell, those
trees and leaves would still be there and the soil would be lacking in nutrients. Earthworms play an
essential role in the decomposition process. They eat the decaying trees and leaf litter, and they
excrete this organic matter. The earthworm’s excrement is a natural plant food rich in nutrients
needed by the soil, plants, and trees. The earthworm’s role is indeed crucial in the decomposition
cycle.
13. a
14. Students’ answers will vary.
15. Earthworms are needed for the garden. The students will want the earthworms to stay, as the
earthworms will allow air and water to circulate in the soil. This circulation will help the garden’s
plants grow.
Extension Activities – students own answers.
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Estimated
Estim ated Time: 30 Minutes
Galactic Gravity's Pull
Lisa Kerscher
Explore the role of gravity in shaping the
universe, as observed recently by astronomers
for the first time.
O
NS.9-12.2 PHYSICAL
SCIENCE
As a result of their activities in
grades 9-12, all students
should develop an
understanding of
• Motions and forces
TEKS
§112.47. Physics.
(6) Science concepts. The
student knows forces in
nature. The student is
expected to:
(A) identify the influence of
mass and distance on
gravitational forces;
n Wednesday, April 23, 2008, researchers say they
saw a supermassive black hole belch into the
cosmos. This was no ordinary "burp." This belch released
a jet of supercharged particles. Astronomers knew black
holes did this, but this was the first time they actually
witnessed how these jet streams are formed. Winding the
particles like a corkscrew, black holes spew them out at near light
speed.
As space science improves, so does what we know about the
cosmos. One thing astronomers have learned is that large black
holes form the core of numerous galaxies and exert powerful
gravitational forces. Also, black holes and galaxies are constantly
moving matter and energy.
Hold on to your seat for this month's current events lesson as
you explore gravity's key role in galaxy collisions, the powerful
force of black holes.
The Crashing Cosmos
What happens when galaxies
crash together? To see the big
picture, visit HubbleSite's Cosmic
Collision page. Start with the
overview on Striking Encounters,
near the bottom of the page. Make
sure to have your speakers or
headphones on.
What does gravity have to do
with why collisions happen? About
how long does a collision last, from
start to finish?
Next, watch Cosmic Collision: The End of the Milky Way. This
movie tells you more about our own galaxy and the impending
crash with Andromeda. After the introduction, click to continue to
the Galaxy Evolution segment. At the end of the segment, click to
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explore more about The Expanding Universe before moving on to
the next segment. What do scientists believe is accelerating the
expansion of the universe? How will that affect the probability of
two galaxies crashing together as time goes on?
Continue with the main show to watch the next part explaining
Collision Dynamics. What happens to existing stars, gas, and dust,
when two galaxies collide? When done with that segment, review
Gravity: The Ties That Bind. What variable drives the strength of
gravity? Also, explore the nature of Dark Matter. Why do scientists
believe that dark matter exists, even though it has never been
"seen"? Why does it affect galaxy collisions?
Click to continue the show, but before moving on to the final
segment, explore more with Shaping Up: Galaxies After Collision.
What are the two key variables that determine the shape of the
outcome?
Lastly, watch the Fate of the Milky Way segment. As you will
discover, Andromeda is heading straight for us. This will not be the
first time our galaxy has collided with another, however. Explore
more to reveal Current Milky Way Collisions.
Into the Black Hole
Now, dive into Black Holes at
HubbleSite. Watch the introduction,
and then Enter the site. Read the text
and take the Journey to a Black
Hole.
Start by dragging around the
viewfinder to locate all of the objects
on the Your Findings list to the right
of the image. Click one of the
satellite types—x-ray, visible light, or
radio waves—to view through that
particular viewfinder. When you
locate a black hole, click to learn
more. Just under the image on the
detail page, click previous or next to view the black hole through
the other telescope filters. Click close to return to the main image,
and continue your task until you have found all of the black holes
on the list.
When your list is complete, Begin Your Voyage. Choose your
destination of either Cygnus X-1 or Andromeda. Follow the screen
instructions to complete your journey. What cosmic objects do you
see along the way? Once you have reached your destination and
identified its parts, click for an Up Close and Personal view of
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orbiting a black hole. Click to learn more, and read the more
detailed explanation.
On the left-hand side of that detail screen, click to try the
experiments listed. You can orbit a black hole, find the mass of a
black hole, drop a clock into a black hole, fall into a black hole,
and even create a black hole. As you complete the experiments,
explore the related questions.
Compare what you know about planets and what you have
learned about black holes. Create two lists—one for planets and
one for black holes—which describe general characteristics of
each type of object. Think about questions such as, how are
lightwaves affected when they interact with the object? What
variables influence the strength of gravity? Where is the object
located relative to other cosmic objects? Discuss your lists with
classmates.
Reference:
Hubblesite – Cosmic Collision
http://hubblesite.org/explore_astronomy/cosmic_collision/
Hubblesite – Black Holes
http://hubblesite.org/explore_astronomy/black_holes/
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PicLens Picture Viewer
J. Alan Baumgarten
PicLens by cooliris revolutionizes photo and media
viewing on the World Wide Web by introducing an
engaging 3D viewing wall and intuitive user
controls. Even if the pictures don't hold students'
attention for long, the super-cool interface will.
H
ow many lessons can you think of that might benefit from a
great collection of photos? What if students could view
photos of the Great Depression era while learning about political
and economic issues? What if young learners could see images of
whales, seals, and dolphins while learning about marine
mammals? The Web certainly makes this possible now, but an
exciting new browser plug-in called PicLens will change the way
you plan and deliver whole-class lessons. And yes, it is free.
Originally a FireFox plug-in,
PicLens is now available for Internet
Explorer and Safari as well. Visit the
download site by browsing to
http://piclens.com. The site will
detect your browser and operating
system and present you with the
correct download link right from the
homepage. How smart is that? The
instructions for installation vary
somewhat depending on your
browser and operating system, so
follow the on-screen instructions as
they appear.
Below the Download link is an
option to Play the Guided Tour,
which plays a short Flash video embedded in the home page.
Take a moment to watch the video and get a brief introduction to
PicLens before or after you install the plug-in.
Using PicLens
Once you have installed PicLens to your browser, you can
search for images and media files from supported sites like
Google or Yahoo! In the Results page, as you hover over media
files, you will see a small arrow icon appear. Click the icon to
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open the file in PicLens view. In fact, all of the results will open in
the PicLens image wall, but you will be zoomed in on the file you
clicked.
To use Piclens:
•
Click the black space
between photos to change
the view to "the wall"
•
Click and drag your mouse
left or right to scroll along the
wall. You will see the 3D
effect and notice the digital
physics at work while you
drag your pointer along the
wall.
•
If you have a mouse with a center wheel, rolling the wheel
will zoom you in and out
•
Click an image to zoom in
slightly
•
Double-click an image to
open it in full screen mode.
From this view you can return
to the wall by clicking the wall
icon at the bottom left corner,
or you can scroll through the
images one-by-one in
slideshow mode by clicking
the thumbnails below the fullscreen image, or by using the
navigation controls on the
bottom left.
Another way to find media files is
to go straight to PicLens and search
from there. On the right side of your
browser file menu, look for a blue
arrow icon and click it. When
PicLens opens, click the Search field
in the top right corner and choose a
site you want to search (Google is
always a good choice). Type a
search term like "Marine Mammals"
and wait while Google retrieves the
results. As thumbnail images start
appearing in the spaces along the wall, you can start scrolling
horizontally along the wall to view them.
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•
Exit PicLens by clicking the [X] close control at the top.
Use Carefully
You and your students will have a lot of fun viewing lesson- and
grade-appropriate images on the Web with PicLens; however, as is
the case with all other Web-based tools, use PicLens with a fair
amount of caution and common sense.
•
The first and most important rule is to make sure that you
are using some kind of proxy filter. Nearly all school
networks have them installed these days, but just be sure.
•
Second, even with filters installed, you should never do an
impromptu image search during a lesson while students are
watching. It is better to decide on and preview all keyword
searches in advance while you are planning your lesson.
•
If you do decide to do an impromptu image or media
search, cover or hide the screen from students while search,
and then quickly scan the results. If everything looks OK,
show the results to students. It won't take much extra time,
but it might save you from a potentially awkward situation.
If you do see images in the results that are not studentappropriate, try refining your search and being a bit more
specific. Using Google's Advanced Search is a great
option.
PicLens is one of the most exciting interfaces to come along in
a while. I am certain it will liven up your lesson presentations. You
may also find that it earns you an extra measure of "cool teacher"
appeal among your students.
Reference:
PicLens
http://piclens.com
Google Advanced Search
http://www.google.com/advanced_search?hl=en
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Break the Code – Kids and Basic HTML
Stephanie Tannenbaum
Have you ever noticed a jazzy and exciting image,
banner, or frame on a Web page? You can easily
access the code for these and more page elements
with a basic knowledge of HTML.
H
ow many web sites do you think there are? Hundreds of
thousands? Millions? According to a CNN video report, there
were over 100 million Web sites on the Internet in 2006; the
Netcraft March 2008 survey tallied over 162 million sites. That is
a growth of 62 million new Web sites in just over a year. What will
the number be in 2009? 2020?
Use these excellent interactive Web sites to learn and teach
students of all grade ranges—from upper elementary through high
school—how to write basic HTML code. Learning the logic-based
programming language enables students to create their own Web
pages as well as interpret the source code of others’ Web pages.
It seems everyone has a Web site these days. Yes, even kids are
now creating and hosting their own sites! Numerous fabulous
software programs and Web services provide easy-to-follow
templates for creating and setting up standard Web pages. Most
students have more than likely used these programs. However,
using templates to create generic sites is much like buying Legos,
K’NEX, or Tinkertoys that have already been constructed into
towers, Ferris wheels, and castles. The real value of and fun in
using Legos, K’NEX, or Tinkertoys is the process of designing and
constructing final buildings or contraptions. Similarly, the intrinsic
value in building Web sites from scratch provides students with
opportunities to use logic, math, creativity, and organization skills.
The basic code used to build Web sites is Hypertext Markup
Language, or HTML. HTML is the set of code words that forms a
consistent set of logic-based instructions. Invented by Tim BernersLee (creator of the World Wide Web), the text-based set of tags
enables Web browsers to interpret the creator’s intentions.
Teaching HTML is the perfect supplemental activity to embed
within any upper elementary through secondary math or science
class. Alternatively, teach this valuable skill as a stand-alone lesson
to spice up the end of the school year.
There is no need to invent the World Wide Web wheel. Some
excellent, kid-friendly Web programs take learners through the
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process of using HTML to build a Web site. Sit back, get
comfortable, and let your fingers do the work as you simply follow
the steps and links. Either try these programs out first yourself, or
learn along with students. Either way, everyone will have a
foundation for building Web pages by the end of this lesson.
What Is a Web page?
Start right off with Webmonkey
for Kids. Learners of all ages will
enjoy the colorful graphics that
accompany this set of tutorials. Click
the Lessons button. For true
beginners, start by reading the four
brief lessons under The Basics. This
set of four engaging sublinks
provides an appropriate background
for students about Web sites without
going into unnecessary detail. Be
sure to read Putting It on the Web,
and note that you will need to
explore a free hosting service prior
to implementing this lesson with
students. Yahoo! GeoCities, Tripod,
TopCities, and Angelfire are four excellent free hosting services
that are ideal to use with students. (When using any World Wide
Web program, provide appropriate supervision at all times.) Lissa
Explains it All’s basics program is another excellent and
straightforward introduction to the fundamentals of Web-site
building.
Learn the Code
Now that students have a basic understanding of the Web, it is
time to start writing code. Open a text editor application on the
computer. (Notepad and Simple Text are the most common and
standard applications on most computers. Of course, there is the
free Vim text editor from Linux as well). Click and read each of the
lessons in the WebMonkey for Kids What Is HTML? menu. The
most important part of HTML code is the tag format. Be sure to
read about how tags work. KidSpace @ The Internet Public
Library’s explanation of how Tags work is another helpful source.
All Web pages have the same page sections. The HTML4Kids!
Kid’s Guide on Page Sections provides all the necessary
information to get started. Read about Format/Nesting, and follow
this strategy as you learn to write code. Continue with Head Tags
and Body tags to gain complete insight into the structure of an
HTML page.
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Set Up Your First Web Page
Type the following set of tags into your text editor:
<HTML>
<HEAD>
My First Web Page
</HEAD>
<BODY>
This is my very first Web page created by writing HTML.
</BODY>
</HTML>
Create a new folder and name it HTML_Files. Save this file as
First_Webpage.html. Next, open an Internet browser. Click File >
Open and locate the file to see how this page as it would appear
on the World Wide Web.
Congratulations! You have
created a Web page. Now it is time
to start working with how the text
appears on the page. Return to the
IPL KidSpace tutorial on Line Breaks
and Spaces. Be sure to click on any
of the example links. Continue by
following the red arrows, and stop
after you have finished reading
about Format Tags, Nesting Tags,
and Fonts and Text Styles. (Keep
going if you wish to learn even more
about fonts.)
Try your hand at some code
writing by following the instructions
at the Learning HTML for Kids! Basic Text Formatting page. Simply
type in the code (do not just copy and paste!), and save the file to
the same folder. Look at the page in your browser. Continue with
the lesson on Lists and follow the page’s instructions.
Color My World Wide Web
Now that the initial euphoria of constructing a Web page has
passed, it is time to spice up the page with some color. The
HTML4Kids! Colours guide provides simple instructions for adding
color. Refer to the Hexidecimal Color Chart to see hex codes for
256 colors.
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The Weakest Link
What would a Web page be without active links? Links can be
underlined text or images. Simply put, they are shortcuts from your
Web page to another site’s URL. Proceed through the Webmonkey
for Kids lesson on Links. Continue to the next page, Mailto, to
learn how to embed an email address. Remember that links are
just as sensitive as any other code. Read the HTML4Kids! lesson
about Source to learn more about creating links.
Picture Perfect
Again, HTML is a text-based code. Embedding graphics and
images in a Web page is also, believe it or not, text-based. Follow
the IPL KidSpace tutorial on Graphics and Images to learn more
about this important component of engaging Web sites. In the
beginning, try to stick with easy-to-use image formats such as GIF
(Graphics Interchange Format) or JPEG (Joint Photographic
Experts Group). These files end with .gif or .jpeg (or .jpg), and
there are typically very few translation problems from program to
program.
Web-Page Success
That is it! You have the basics.
Have fun creating various Web
pages using HTML. Do you or
students want to learn more? Learn
about Special Characters
(HTML4Kids!), Building Web pages
with tables (Learning HTML For
Kids!), and Frames (Webmonkey for
Kids). Need some more examples or
further guided practice? Visit
W3Schools’ HTML Examples. Reveal
the source code for any Web page
by simply right clicking on the
window (if using Windows) and
scrolling to View Source. The HTML
code for that entire page will appear in the text editor. Challenge
students by asking them to find a specific set of tags on a specific
Web site. For example, ask students to locate the body color tags
for the American Museum of Natural History (body
bgcolor="#000066"), or ask students to locate the tags for the list
of links at the Eric Carle Web site. Encourage students to create
and write their own Web pages, and then add to these pages
periodically. However students choose to work with HTML, they will
have a foundation for Web-page building that is unattainable
through using templates alone.
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Reference:
Webmonkey for Kids
http://www.webmonkey.com/kids/
Lissa Explains it All
http://www.lissaexplains.com/basics.shtml
Learning HTML
http://www.ipl.org/div/kidsweb/
HTML4Kids!
http://html4kids.net/
Learning HTML For Kids!
http://www.goodellgroup.com/tutorial/introduction.html
W3Schools’ HTML Tutorial
http://www.w3schools.com/html/default.asp
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