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

Secondary Curriculum ENGLISH LANGUAGE ARTS Mystery Conventions and Sherlock Holmes ..................................... 3

MATHEMATICS Art Meets Math: Ancient Meeting of Worlds..................................... 8

SCIENCE Investigating Invasive Species ....................................................... 14

SOCIAL STUDIES Knights, Chivalry, and Castles: Life During the Middle Ages........... 18

Elementary Curriculum ENGLISH LANGUAGE ARTS The Power of Speechwriting .......................................................... 22

MATHEMATICS Using Children�s Literature in the Mathematics Classroom ............. 26

SOCIAL STUDIES Elementary Economics.................................................................. 30

Independent Student Activities INTERNET CHALLENGE� Organic or Conventional Foods: Which is Better? ......................... 34

CURRENT EVENTS Inspecting Insects ......................................................................... 38

Professional Development GEEK TUTOR Securing Your Computer............................................................... 40

TECHNOLOGY INTEGRATION Webinars ..................................................................................... 44

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Learning Internet Safety J. Alan Baumgarten

chools that receive federal E-Rate subsidies for offsetting the cost of Internet access will soon be required to educate students on

appropriate online behavior, according to new legislation. The program is required to include the promotion of online safety best practices through a national outreach campaign targeting the general public, schools, local government, nonprofit organizations and local law enforcement.

This is a step in the right direction.

Until recently, the response by many schools to internet security has been to isolate children from risks by blocking all content. While I don't disagree that some content should be inaccessible to students, I believe you can only take it so far. Blocking the Internet is a bit like trying to keep students away from busy streets. The speeding cars are still there, whether or not children are allowed near them, and at some point they need to learn the dangers and know how and when to cross safely.

A few years ago I watched a news report about kids who had been taught not to talk with strangers or accept rides from them. With the permission of parents, who observed the exercise on video monitors, the news crew filmed as an actor approached the children to try to coax them into his car. He succeeded with surprising little effort. The parents, understandably, were beyond horrified. But the demonstration reinforced in my mind the importance of training through realistic scenarios, not just abstract thought experiments.

How schools will interpret the new requirements and what specific training will be implemented remains to be seen. I feel it should include the following:

• Simulation exercises that allow students to complete a MySpace or Facebook style online profile, populate it with the typical personal information, and then receive one-on-one and whole class reviews of the information they shared. This review would highlight data that could be used.

• Real examples of cyberbullying. Students should write a bullying message, receive such a message, and respond appropriately.

• Unexpectedly open a web page that has simulated inappropriate content (could be an inoffensive cartoon or just a text statement that students are told to look for) and have an opportunity to respond according to the school's acceptable use policy.

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Mystery Conventions and Sherlock Holmes Rachel Cummings

Mystery books are often thought of as �beach reading,� entertainment with little consequence or literary value. Yet, there is another side to this light, if not tawdry, genre. As the great detective Sherlock Holmes himself once said, �Crime is common. Logic is rare.�

o understand mysteries, readers must first understand the vocabulary, elements, and standards of the genre.

Stronger readers know to expect a corpse, a suspect (or two or three), and a motive. The workings of mysteries remain universal. This, perhaps, is part of the beauty of reading them. Readers can predict the course the story will take�a crime is committed, the detective discovers suspects and clues, and, finally, the �whodunit� is revealed. Mysteries do more than unfold predictably and benignly before us, however. They draw readers in and demand our attention as we track clues. They challenge us to create hypotheses and then revise them as our knowledge changes. Mysteries are arguably the most interactive genre because they allow for unique reader participation. To read a mystery may be enjoyable. To solve the crime is another sense of accomplishment altogether. That requires logic.

A collection of informative, interactive, and graphic Web sites introduces students to the mystery genre and to Sherlock Holmes.

A Clue

To begin, students must understand what a mystery is and what its parts are. If they have watched any of the crime shows abundant on television, they likely

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NL-ENG.K-12.3 EVALUATION STRATEGIES Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). TEKS §110.42. English I (7) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to: (H) draw inferences such as conclusions, generalizations, and predictions and support them from text; (12) Reading/analysis/ evaluation. The student reads critically to evaluate texts. The student is expected to: (A) analyze characteristics of text, including its structure, word choices, and intended audience;

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have solid ideas about this concept. Lead students in a discussion of Mystery Elements, A Mystery Writer�s Commandments, and Mystery Words from the International Reading Association�s and NCTE�s ReadWriteThink program. Students may want to compare their responses to those found at The Mystery Writer�s Commandments (from Sherlock�s Detective Academy).

Direct students to MysteryNet.com, where they can take a stab at a Solve-it mystery. These five-minute mysteries allow students to practice applying their knowledge of the genre�s elements and vocabulary, and to use their logic skills. Students may choose from two types of Solve-It mysteries: the advanced Solve-it (designed for adult readers) or Solve-it for kids. In pairs, instruct students to read the short mystery and analyze the elements of the story using ReadWriteThink�s Story Map for Solve-It Stories. Using the clues recorded on the story map, pairs should discuss the culprit�s identity. At the end of the story, students are prompted to identify the criminal. Before they submit their answer and read the explanation, ask the class to vote on the criminal�s identity and share their reasons for thinking as they do.

Now that students have a clue about the genre, introduce them to Sherlock Holmes. First introduced in fiction by author Arthur Conan Doyle in 1891, Sherlock Holmes is still the quintessential detective. His powers of observation and logic precede the flashier techniques featured in contemporary CSI shows; however, Holmes�s fundamentals and popularity endure.

Three short biography.com videos introduce readers to Holmes and the qualities that made him unique. The Original Holmes reveals the man who inspired Arthur Conan Doyle�s Sherlock Holmes. Holmes Dispels a Myth shares Holmes�s revolutionary ideas about social class and crime. CSI explains the connection between Holmes and contemporary forensic scientists. After students watch the three short videos, guide a brief whole-class conversation in which students discuss Holmes�s creation, how he differs from other detectives of his time, and how his characterization helps him endure.

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For a wealth of Sherlock Holmes resources, visit The Sherlock Holmes Museum. This site lends itself well to a jigsaw activity. In groups of three, invite students to each visit one page and report to their partners the most significant findings. What did they learn about Holmes, how he lived, or his times?

• For a tour of 221 B Baker Street, Holmes�s home and one of literature�s most famous addresses, click the Museum tour link in the left margin.

• To read news of Holmes�s day, find the Baker Street Times in the drop-down menu at the top left of the page. This is a collection of print excerpts from Victorian London newspapers.

• For a �biography� of Sherlock Holmes, revisit the drop-down menu.

As a final preparatory step, ask students to merge their understanding of mysteries with their new knowledge of Sherlock Holmes by discussing what they would expect of a Sherlock Holmes mystery.

A Body (of Work)

Armed with an understanding of the genre and background knowledge of Sherlock Holmes, students are ready for Doyle�s work: the mysteries of Sherlock Holmes. Students may access these works online in a variety of formats, though the most enjoyable are the audio books. To listen, download the free files at Project Gutenberg. View the complete list of Arthur Conan Doyle online texts and audio books. To open the human-read version of The Adventures of Sherlock Holmes, open the second audio file. A list of audio files appears. Unfortunately, the files are not listed by title or number; however, there are generally two files per adventure: �The Red-Headed League� may be found in file 3 and file 4, �The Adventure of the Speckled Band� in files 15, 16, and 17. Listen also to �The Adventure of the Beryl Coronet� in files 22 and 23.

As students listen to an adventure, give them the Detective�s Log to work on. This PBS graphic organizer allows students to track

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clues and analyze the mystery�s elements. Students may need to pause the audio as they listen to capture complete descriptions. When they have finished, moderate a discussion in which students identify the elements of the mystery and discuss the adventure:

• Does this adventure have all the elements of a mystery?

• Does the plot unfold as you expected?

• Does the story follow the guidelines we discussed earlier?

• How does the setting influence the story?

• Did what you learned at 221b Baker Street help your understanding of this story? How?

• How do the descriptions of the characters influence your impression of them?

• How is Holmes described? How does his character influence how he works? (To emphasize Holmes�s powers of deduction, ask someone to drop by for a visit. Then have students brainstorm a detailed physical description of the visitor.)

• What is Watson�s role and why would Doyle include him?

• When clues are revealed? Did you realize it was a clue when it was first mentioned? Why or why not?

• Well-constructed mysteries waste no words. Revisit the beginning of the story. What can learn from this section?

• Did you know who the criminal was? How? When?

• Does this story remind you of other mysteries? What elements of Sherlock Holmes do authors continue to use? Why do you think that is?

• Was this mystery satisfying? Why or why not?

• Consider what you learned about the genre from this adventure. How might this story influence how you write a mystery?

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Mysteries intrigue us. They are like the carnival-game man who taunts us to play a game we sense we cannot win but feel we should be able to. Sherlock Holmes teaches us that logic and careful observation win the game. By learning about the elements of mysteries, reading (or listening to) Doyle�s work, and analyzing Holmes�s adventures, students not only extend their literary appreciation, but they develop critical thinking skills. Of course, the next move is to create mysteries. The game is afoot!

Reference:

Sherlock�s Detective Academy � A Mystery Writer�s Commandments http://www.geocities.com/Athens/Delphi/2376/lesson4.html

ReadWriteThink � Mystery Search http://thinkfinity.org/PartnerSearch.aspx?Search=True&orgn_id=9&subject=all&partner=all&resource_type=all&q=mystery&grade=all

Mysterynet.com � Solve-its http://www.mysterynet.com/

Biography.com � Sherlock Holmes Videos http://www.biography.com/broadband/results.do?keyword=sherlock+holmes

221b Baker Street http://www.sherlock-holmes.co.uk/home.htm

Project Gutenberg � Arthur Conan Doyle listings http://www.gutenberg.org/browse/authors/d#a69

PBS � Detective�s Log http://www.pbs.org/wgbh/masterpiece/hound/tg_log.html

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Art Meets Math: Ancient Meeting of Worlds Stephanie Tannenbaum

We talk about �real world math� and practical applications of mathematics concepts with students as we try to instill a sense of meaning. Take students on a break from the rule-defined, structured realm of modern mathematics lessons and visit some creative examples where mathematics formed the very basis for various examples of ancient art. Both famous and not-so-famous instances of art from such ancient Greek, Hindu, Islamic, Egyptian, and Native American cultures will amaze students with not only the intricacy, but with the knowledge that the very establishment of the art is based upon mathematical principles.

here is a direct correlation between art and mathematics;

this relationship reaches back as far as the Stone Age (just look at Stonehenge and the 56 Aubrey Holes). This prehistoric architectural sculpture infused numerous math concepts into the design. The Aubrey Holes represent the phases of the lunar calendar as the people of that time interpreted it. (Invite students to scan this article for any math terms that they find; look closely at the photos and animation.) The fact is that art (and architecture) and mathematics were not really considered separate fields in many societies throughout recorded and even prerecorded history.

Students will identify a variety of mathematical concepts and principles that underlie the foundation of ancient art from a wide selection of civilizations and cultures.

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NA-VA.9-12.4 Understanding the Visual Arts in Relation to History and Cultures NA-VA.9-12.6 Making Connections Between Visual Arts and Other Disciplines TEKS §111.36. Mathematical Models with Applications (9) The student uses algebraic and geometric models to represent patterns and structures. (A) use geometric transformations, symmetry, and perspective drawings to describe mathematical patterns and structure in art and architecture;

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Meso and North American Art

Intrigue students by starting with Earth/Matrix. This particular project seeks evidence of mathematics and geometric principles that underlie various samples of ancient artwork. This organization consists of a variety of scholars whose primary intent is to understand and explain various famous ancient specimens of artwork and architecture from a mathematical perspective. Specifically, send students to Paleoanimation, which explores ancient cultural art samples using animation. Scroll down and begin with Pakal, The Ancient Astronaut. Watch this video and read the information for an introduction to the inherent embedding of mathematical concepts and principles directly into the design. This ancient sculpture is actually the plans for a spacecraft constructed by the Mayans. As students watch the animation of the image (just look at the pivotal joints and rotational movements of the various components and it starts to come together), a newfound sense of awe and respect for this society is born.

Continue with the pointer in An Animation of the Aztec Calendar. Evidence of space, position, symmetry, coordinates and axis, and symbols are just a few of the important components of this famous and ancient sculpture. After students finish the animation, continue with Earth/Matrix�s exploration, The Aztec Calendar: Math and Design.

Invite students to look for further evidence of mathematical concepts in other Native Indian artwork�including sculptures, pottery, and textiles�from the Aztecs, Incas, Mayans, and various North American societies. Students should click each thumbnail and then click the actual image for an enlarged view of the art. Additional features in the online exhibition are available from the Art Institute of Chicago�s collection of Indian Art of the Americas.

Greek Art

The ancient Meso and North American Indians were not the only civilizations to advance artwork through application of mathematics. The ancient Greeks based much of their statues

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of human figures and their magnificent buildings upon the Golden Ratio and rectangle. This important proportion was easily composed with a simple compass and straight line. A series of repeated and spiraling rectangles forms this mathematical phenomenon. Perhaps the most famous Greek mathematician, Pythagoras, was responsible for applying the golden ratio to various forms of Greek art and architecture. Another important sculptor, Phidias, also widely used the golden ratio in his sculptures. Students will enjoy exploring the Golden Rectangle and the Acropolis of Athens from Go Geometry. Continue with the NOVA exploration Secrets of the Parthenon. Watch the following three videos: �Optical Illusions,� �Perfect Proportions,� and �A Sculptural Achievement.� Proportion is a fundamental strategy entrenched within many forms of art and architecture, and the Greeks brought this skill to a pinnacle. Assign students to work in small groups, and peruse some selections of Greek art at the Museum of Fine Arts, Boston interactive gallery of Greek Art. Each group should compose a chart, naming the art piece and then identify any evidence of proportion, ratio, or other math concepts.

Egyptian Art

What about other parts of the ancient world? Move on to ancient Egypt. Immediately, images of the pyramids appear in students� minds. Scales and grids were an essential tool in creating many aspects of Egyptian art, from murals and sarcophaguses to great looming pyramids. Students should examine various images of Egyptian art, either in small groups or as a whole class, and compose a list of those mathematical premises they identify in the various selections of art and architecture. The Metropolitan Museum of Art�s Egyptian Art: Highlights provides plenty of excellent ancient art images. Extend the exploration by printing out various Ancient Egyptian Design Coloring Book pages. Provide students with transparency sheets with gridlines. Next, instruct them to place the transparency sheets on top of the coloring book pages and, using wipe-erase markers or crayons, identify those areas that exhibit symmetry or patterns.

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Continue the exploration of ancient Egyptian art by examining the importance of symbols in Egyptian society. (As a matter of fact, the Egyptians� entire system of writing was based upon hieroglyphics.) Point students to the Ancient-Symbols.com Web page of Ancient Egyptian Symbols. Invite the class to construct their own set of symbols for important components of their classroom, school, home, and community.

Middle Eastern Islamic Art

Although ancient Greek, Egyptian, and Meso and North American civilizations certainly gave us a plethora of mathematics-based art, the Middle Eastern Islamic societies also contributed intricate samples of amazing mosaics and other examples of math in art. Students will be enthralled with the fabulous tessellations in ancient Islamic artwork. Here, artisans created a geometric pattern-making procedure for developing ornate surfaces. With their polygons of all shapes and sizes, the tiled surfaces found throughout the Middle East are world-renowned. Direct students to the Islamic geometric art lesson and activity (from Portsmouth Ethnic Minority Achievement Service). Read the introduction, examine the animations, and then assign students one or more of the designs at the bottom. Invite students to peruse the Museum With No Frontiers� exploration of Geometric Decoration of Islamic Art. After reading the Introduction, students have the opportunity to search for and admire evidence of geometric principles in various samples of ancient Islamic art, including textiles, ceramics, sculptures, and architecture.

India Art

Do not leave out the Indians. Their elaborate Sanskrit circular Mandala patterns provide copious examples of mathematical principles of circles in artwork. Tiny grains of colored sand are carefully arranged to form a pattern that represents various components of Indian palaces in an amazing piece of artwork framed within a circle. The opportunities to study circles and patterns are plentiful, and students will enjoy

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looking at various interactive Mandala samples and models (from The International Kalachakra Network). Finally, invite students to create their own mandalas with the GirlsGoTech Mandala Maker.

All of this is not to say that other ancient civilizations and cultures did not infuse math into their art as well. Artists and mathematicians in modern times continue to identify evidence of math in ancient art in all ancient civilizations. Just consider the Japanese and the elaborate skill of paper folding. Origami is the art of forming thousands of figures and polyhedrons based on precise paper folds. In fact, extend the discussion of mathematics in art by encouraging students to research their own heritage and then to search the Internet for more information about the ancient art that prevailed from that heritage. Students of all backgrounds and levels of learning will find a new appreciation for math in the aesthetics of the art from ancient peoples.

Reference:

Stonehenge � phases of construction by Richard Mudhar http://www.anima.demon.co.uk/stonehenge/history.html

Earth/Matrix http://www.earthmatrix.com/

Earth/Matrix Paleoanimation http://www.paleoanimation.us/

The Art Institute of Chicago � Indian Art of the Americas http://www.artic.edu/aic/collections/amerindian

MathisFun.com � Golden Ratio http://www.mathsisfun.com/numbers/golden-ratio.html

The Golden Rectangle and the Acropolis of Athens http://www.gogeometry.com/wonder_world/golden_rectangle_acropolis.html

NOVA � Secrets of the Parthenon http://www.pbs.org/wgbh/nova/parthenon/program.html

Museum of Fine Arts, Boston � Greek Art http://www.mfa.org/tours/package.asp?key=89

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Metropolitan Museum of Art Egyptian Art � Highlights http://www.metmuseum.org/works_of_art/collection_database/highlights.aspx?page=1&sort=5&sortdir=&keyword=&fp=1&dd1=10&dd2=31&vw=0

Ancient-Symbols.com � Ancient Egyptian Symbols http://www.ancient-symbols.com/ancient_egyptian_symbols.html

Portsmouth Ethnic Minority Achievement Service � Islamic Geometric Art http://www.blss.portsmouth.sch.uk/resources/islamart.shtml

Museum With No Frontiers � Geometric Decoration http://www.discoverislamicart.org/exhibitions/ISL/geometric/?lng=en

The Mandala Pattern http://www.mandalaproject.org/What/Index.html

GirlsGoTech � Mandala Maker http://www.girlsgotech.org/mandala.asp

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Investigating Invasive Species Lisa Kerscher

Invasive species shift the evolutionary balance within an ecosystem. Student investigations can reveal the deep nature of these interdependent relationships and how people are working to curb negative impacts.

or millennia, plants, animals, and microbes have generally spread slowly from one place to another.

Human transportation over long distances, however, kicked this slow process into high gear. Traders shipping goods overseas, recreational boaters navigating fresh waters with dirty vessels, and consumers releasing unwanted pets in nearby refuges have resulted in a tremendous surge of alien species invading numerous discrete ecosystems. These introduced, non-indigenous species�particularly those considered pest species�often upset the natural balance that has evolved in native habitats. Invasive pests can take hold in a snap, shunting native species to extinction.

Some argue that this new mix of species is simply a natural twist in evolutionary forces; however, others argue that these rapid takeovers threaten biodiversity and often reduce local economic viability, among other concerns. During this lesson, students will investigate for themselves the nature and consequences of invasive species. Students will not only examine and analyze the introduction, spread, and impacts of introduced species, but they will also discover how public land managers and volunteer citizens are working together to help make a difference in native habitat conservation.

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LIFE SCIENCE Interdependence of organisms TEKS §112.44. Environmental Systems. (4) Science concepts. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes. The student is expected to: (D) predict how the introduction, removal, or reintroduction of an organism may alter the food chain and affect existing populations; and (E) predict changes that may occur in an ecosystem if biodiversity is increased or reduced.

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Refuge Invasions

Begin this topic by asking students to name some natural areas protected by the government. Students will likely list some local, regional or national parks. Make sure to also be familiar with one or more wildlife refuges nearby to add to the list in case students do not mention refuges themselves. After brainstorming a list, tell students that more than a century ago, the United States began conscientiously protecting unique habitat areas. This and other conservation efforts evolved over the years, leading to the creation of the U.S. Fish and Wildlife Service (USFWS) and the National Wildlife Refuge System, which is administered by the USFWS. The refuge system is essentially a network of protected habitats that support a diversity of wildlife.

Introduce the topic of invasive species by visiting the U.S. National Refuge System's site, Volunteers and Invasive Plants. The learning module includes a number of relevant PDFs, so you may want to review the module for yourself in advance and print any documents you may wish to distribute to the class.

As a class, watch the Introduction video. This video explains how invasive plants affect refuge habitats and their management. Afterward, split the students into small teams to review the complete training module. Encourage students to explore the related stories, videos, and maps provided throughout the module. Have teams begin with The NWR System�What's It All About? On the next page, Supporting Wildlife And Providing For People, students should click and Explore the Refuge System. This map shows where refuges are located across the United States. As students move through the module, ask them to pay special attention to the information on the page What's The Problem With Invasive Plants? Students should take notes on the seven impacts of invasive plants outlined on this page and view the origin of each example. At the end of this section, students can test their knowledge through taking a number of quizzes.

As students continue through the next sections of the module, they should take notes about what specific steps land managers are taking to curb the impact of invasive species on these public lands. In the Volunteers in Action section, for example, students will learn about how citizens lend a hand as part of the management plans. An example of this is illustrated in the video

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Volunteers and Invasive Plants on the Chesapeake Marshlands NWR Complex and in the stories highlighted on the Volunteer Voices page.

In the following module section, students will explore The Big Picture of invasive plants' impacts. Students should use the Invasives Defined page to help them record their own definitions. Students should also become familiar with the transportation pathways that get Plants On The Move. On a classroom board, draw the pyramid diagram about how managers are Making A Difference On Invasive Plants Problems. Students will need to refer to this later, when they complete their related project.

Students will wrap up the learning module with the Managing Invasive Plants section. Here, students will learn about the Planning and Methods for Managing Invasive Plants, such as the Integrated Pest Management approach. Students will also get a refresher About Plants and how Plant Invasions generally occur.

Refuge Research

Before giving the project assignment, introduce students to two Web sites that they will use to research invasive species: the U.S. Department of Agriculture's National Invasive Species Information Center and the Invasive and Exotic Species site, a joint project of The University of Georgia and the USDA. Allow students some time to explore each of these sites to get familiar with how to navigate each of them.

For the project assignment, ask each student team to choose a national refuge that they will research in-depth. Their resulting project will illustrate the "Making A Difference" pyramid plan for that refuge. Students can visit the main Web site for the National Wildlife Refuge System to find a Refuge List by State or an Alphabetical Refuge List. After selecting a refuge, ask each team to begin their investigation with finding out which invasive plant and animal species are of concern there. This initial phase of their research is the Scientific Research piece of the pyramid. Students may find information on the refuge Web site, or they may need to contact a refuge manager directly. Once the team has identified a list of invasive species, students should split the list among their team members. Each member should thoroughly research his or her assigned species using the research

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sites introduced earlier. Students may also be able to obtain site-specific field data and reports about the history of each species from refuge managers. If possible, the team should include maps that illustrate the presence of each invasive species over time, based on the field data.

Referring to the pyramid illustration, ask teams to include summaries covering each of the other pieces of the refuge's "Making A Difference" plan. When the projects are completed, have the teams present their findings to the class. Each team should be able to answer the following questions: How do managers think the invasive species got there? What specific impacts are they having on the refuge's native habitats? What methods are managers using to deal with the invasives? What is the current trend in the refuge's biodiversity? How would this trend shift if more volunteers got involved or if a new or more intensive eradication method was funded and implemented? Also, discuss how the scientific research drives the other parts of the refuge's pyramid scheme.

As a bonus assignment, ask each team to develop a brochure or a Web page that could be used by their selected refuge for encouraging people to volunteer to help curb the impacts of invasive species. Ask students to share their brochure or Web page with the refuge's outreach coordinator.

Reference:

America's National Wildlife Refuge System http://www.fws.gov/refuges/

Volunteers and Invasive Plants http://www.fws.gov/invasives/volunteersTrainingModule/index.html

National Invasive Species Information Center http://www.invasivespeciesinfo.gov/

Invasive and Exotic Species http://www.invasive.org/

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Knights, Chivalry, and Castles: Life During the Middle Ages Andrea Annas

Put on your armor, and grab your shield, sword, and horse. Travel back in time 1,000 years where knights practiced chivalry, castles stood strong, and kings and queens ruled nations.

he Middle Ages lasted 1,000 years, beginning with the fall of the Western Roman Empire in 479.

Medieval times are broken into three periods: Early Middle Ages, High Middle Ages, and Late Middle Ages. The Early Middle Ages, which ran from the 5th to the 8th century, encompassed the breakdown of Roman culture, the rise of Germanic kingdoms throughout Europe, and the Muslim conquests of Northern Africa and Mediterranean Europe. During this time, the Catholic Church remained strong and was one of the unifying factors in Medieval Europe. The High Middle Ages, which ran from the 11th to the 13th century, saw an increase in urbanization, a consolidation of kingdoms, and the Crusades. People living in the Late Middle Ages, which lasted from the 14th to the 15th century, experienced the Black Death, the fall of Constantinople, the emergence of powerful nation-states like England and France, the One Hundred Years War, and the emergence of Protestantism.

The Middle Ages are an extremely interesting and exciting period of history. Unfortunately, it is impossible to cover everything that happened in this 1,000-year period in one lesson. Students will enjoy the introduction to the roles of knights and castles during medieval times, however, as well as looking at the lives of ordinary people during that time.

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NSS-WH.5-12.5 ERA 5 INTENSIFIED HEMISPHERIC INTERACTIONS, 1000-1500 CEThe student in grades 5-12 should understand the redefining of European society and culture, 1000-1300 CE. TEKS §113.33. World History Studies (3) History. The student understands how, as a result of the collapse of the Western Roman Empire, new political, economic, and social systems evolved, creating a new civilization in Western Europe. The student is expected to: (A) compare medieval Europe with previous civilizations; (B) describe the major characteristics of the political system of feudalism, the economic system of manorialism, and the authority exerted by the Roman Catholic Church; and (C) identify the political, economic, and social impact of the Crusades

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Knights

First, visit the Texas Council for the Humanities Resource Center�s exhibit The Art of Chivalry to learn about knighthood and chivalry. Students will learn about weapons used by knights while viewing the authentic artifacts. After viewing the exhibit, give students a few minutes to play the interactive Medieval Knight review game. For a look at weapons used by knights�such as the sword, longbow, and lance�examine Channel 4�s Weapons that made Britain. Read the facts about the weapons, learn about the science behind the various weapons, and find out how knights used the weapons in historical battles. Then play Channel 4�s game, Joust.

Literature and movies often romanticize knights, so it is important to remember that knights were warriors. Their job was to fight battles for their liege, lord, or king. They played an important role in the Early and High Middles Ages in maintaining and protecting kingdoms, as well as in fighting in the Crusades. By the 15th and 16th centuries, however, military technology made knights obsolete. They existed only for lavish tournaments. Today, knighthood is just an honorary title. For a look at how knighthood changed throughout the Middle Ages, read the PBS article Time Capsule: Knights. Continue with the Warrior Profile of a 15th-century knight. For answers to common questions, the PBS site also presents a section called On the Job. For an interactive look at tournament jousting, play the game Joust from the United Kingdom�s National Archives or watch a video reenactment.

Castles

During the Middle Ages, one of the more challenging aspects of warfare was figuring out how to attack a castle. Remind students that the main purpose of castles was to resist and survive attack. To find out about medieval castles in the United Kingdom, visit Channel 4�s site Castle. This site examines 10 castles, from the very first castle in England at Herefordshire to King Edward I�s Caernarfon Castle in Wales. It also includes the castle Pontefract in West Yorkshire, which lasted for centuries until supporters of Parliament destroyed it during the English Civil War. With each highlighted castle, students have the opportunity to take a virtual tour, view an excerpt from the documentary entitled Castle, and

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examine a timeline about the castle�s history. Consider assigning one castle to each small group of three students. Each group should research their castle and create a presentation for the whole class that displays the background of the castle and the people who resided there.

To learn about the different ways medieval armies attacked castles and the defenses built into castles, visit NOVA�s Medieval Arms Race. Then, learn how the invention of the trebuchet changed medieval warfare at NOVA�s Destroy the Castle. Make sure to show students How Your Trebuchet Works and play Destroy the Castle. This fun opportunity challenges students to build a trebuchet that will knock down the castle�s walls.

Life During the Middle Ages

Of course, not everyone who lived during the Middle Ages was a knight or lived in a castle. To learn about everyday life in Medieval Britain, visit Channel 4�s Time traveller�s guide. There is much to find out about class and customs, as well as hazards and dangers such as the plague and punishment for criminals. An extension topic that affected life for everyone was the Black Death; watch a BBC video clip from the documentary King Death.

Interested in how people living in the Middle Ages worked for a living? Visit Channel 4�s site about the Worst Jobs in History, and learn about some pretty repulsive and grueling jobs performed by people living in the Middle Ages. Alternatively, for a more thorough and educational account of life during the Early Middle Ages, go to Annenberg Media�s site on the Middle Ages. Examine how people worshipped, where they lived, what they wore, and much more. As a wrap-up activity, compare life during the Early Middle Ages to life during the Late Middle Ages by exploring the United Kingdom�s National Archives site on the Tudors.

The Middle Ages are a fascinating time during which people�s lives changed dramatically.

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Particularly, the role of knights changed from one of importance to one of just symbolism. Castles went from being indestructible to being vulnerable to attack with the invention of the trebuchet. The Protestant Reformation signaled the end of medieval times. Soon, European exploration of the world�and a new era�would begin.

Reference:

The Art of Chivalry http://www.humanities-interactive.org/medieval/chivalry/

The Joust http://www.metacafe.com/watch/880869/the_joust/

PBS � Medieval Siege http://www.pbs.org/wgbh/nova/lostempires/trebuchet/

PBS � Warrior Challenge http://www.pbs.org/wnet/warriorchallenge/knights/time.html

Channel 4 � Britain: Middle Ages http://www.channel4.com/history/microsites/H/history/browse/britain-middle.html

Middle Ages http://www.learner.org/interactives/middleages/index.html

BBC � King Death http://www.bbc.co.uk/history/programmes/av/hob/hob_05.ram

The Tudors http://www.tudorbritain.org/

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The Power of Speechwriting Stephanie M. Hamilton

In November 2008, Americans voted for their favorite candidate for president of the United States. Voters were, in part, influenced by the speeches each candidate presented. If a candidate conveys a message clearly and focuses on the important issues, he or she can sway voters to choose him or her. For many candidates at all government levels, a speech can determine their fate in politics.

he key to an effective speech is the message, or central theme. Once this theme is chosen, the

speechwriter then elaborates on it with supporting thoughts and ideas. The skills needed to write and deliver a speech are critical to every part of life.

Students will examine a few of the most famous and remembered speeches ever delivered. They will also review several Web sites that can support them in writing their own speeches. Finally, various assessment tools may be used when evaluating students� work.

The Power of Speech

Throughout history, speeches have impacted our lives; whether they are a call for peace, a plea for equal rights, or the hope of a better future. One of the most famous speeches ever delivered is Martin Luther King Jr.�s �I Have a Dream� speech. When sharing this video of the speech with the class, keep in mind that it is 17 minutes long. You may wish to preview and only show portions of the speech or assign students to work in small groups to watch the entire video. Emphasize that King reiterates his theme �I have a dream� throughout the speech.

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NL-ENG.K-12.4 Communication Skills Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. §110.7. English Language Arts and Reading, Grade 5. (5.5) The student speaks clearly and appropriately to different audiences for different purposes and occasions. (5.16) Writing/penmanship/ capitalization/punctuation. The student composes original texts, applying the conventions of written language, including capitalization, punctuation, and penmanship, to communicate clearly.

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Next, share with your class the text of John F. Kennedy�s Inaugural Address. Print copies or display the speech on a large screen. Invite students to take turns reading passages of the speech. Emphasize the sentence �And so, my fellow Americans: Ask not what your country can do for you�ask what you can do for your country.� Finally, share a short video of the First Landing on the Moon. In this video, John F. Kennedy speaks before an audience while Neil Armstrong speaks through broadcast all alone on the moon. Emphasize Armstrong�s words �This is one small step for a man, one giant leap for mankind.�

After reviewing these three speeches, ask students to describe the themes in each one. Ask students to share their thoughts and feelings about each speech, particularly the emphasized passages. Discuss with students that although Armstrong�s speech was very short, his words were powerful and are still remembered. Ask students to think about why people might consider these speeches important. Students should form pairs and share with their partners why they believe the speeches are so memorable. Each pair should jot down at least five key aspects of the speeches that make them so meaningful and memorable. Finally, the student pairs will briefly share their responses with the whole class.

Writing a Great Speech

Start your lesson in speechwriting by sharing The Process Speech

Writing Model, developed by Douglas Parker. Print a copy of this PDF and post it in the classroom, or make enough copies for all students. Use this sheet to launch a general discussion on how to write speeches. Next, point students to Scholastic�s Speechwriting module, which focuses on writing a presidential speech. Students will learn how to �write it� and �say it.� Give students one class period to work on their speeches and then continue out of school. In class, encourage brainstorming and writing the �sloppy copy.� Upon completion, remind students to proofread and edit, and then prepare the final copy. Allow time in class for students to share their speeches. Run a competition and invite all members of the class to cast votes to determine which speech was most effective.

For students who may need additional support, visit the Time for Kids Silly Speech Makers from Time Magazine. Use the

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template to answer questions that help students brainstorm and organize their ideas. For additional tips on preparing a speech, read Pearson Education�s Organize and Write Your Speech, which provides details on how to organize your thoughts, creatively deliver your speech, use visual aids, and write effective conclusions.

How Effective Is Your Speech?

Before students share their speeches, have them evaluate their own work by using the MCAS writing rubric (checklist) for students. This is an online tool that students can use during the writing process to self-check and self-correct. When they complete their speeches, students should use this tool to evaluate their writing before delivering their speeches. When they deliver their speeches, assess their performance using the appropriate Standards-based Rubrics (from Greece Central School District). You will also find several other types of rubrics to download at this Web site.

If your students are having trouble choosing a topic, visit Speech Topics for Kids (from best-speech-topics.com) and refer to the first ten topics for ideas. As students become more comfortable in delivering speeches, ask them to share their speeches with other classes, include their speech in the morning announcements, or hold an evening event in which parents and family members can be inspired by your class�s words of wisdom.

Reference:

I Have a Dream http://video.google.com/videoplay?docid=1732754907698549493&hl=en

John F. Kennedy�s Inaugural Address http://www.yale.edu/lawweb/avalon/presiden/inaug/kennedy.htm

First Landing on the Moon http://www.weshow.com/us/p/15801/first_landing_on_the_moon

The Process Speech Writing Model http://www.capital.net/~bps2/ProcessSpeechWriting.pdf

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Speechwriting http://teacher.scholastic.com/writewit/speech

Time for Kids Silly Speech Makers http://www.timeforkids.com/TFK/election04/speech.html

Organize and Write Your Speech http://wps.ablongman.com/ab_public_speaking_2/24/6223/1593275.cw/index.html

Writing Rubric (Checklist) for Students http://www.mcasmentor.com/rubricscheck.htm

Standards-Based Rubrics http://www.greece.k12.ny.us/instruction/ELA/6-12/Rubrics/Index.htm

Speech Topics for Kids http://www.best-speech-topics.com/speech-topics-for-kids.html

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Using Children�s Literature in the Mathematics Classroom Kira Hamman

Children love stories. And why not? A good story is not only entertaining and engaging, it is educational. Bring literature into the mathematics classroom and use the inherent appeal of a good story to teach math.

ith so much focus in recent years on language arts and literacy, some would say that mathematics and quantitative

skills have been neglected. Policymakers do not make this discipline a priority, and so they are not the focus of instruction. Couple that with the fact that mathematics is not always a popular subject among teachers and students, and you have a recipe for a dearth of elementary mathematics education. However, it does not have to be this way! Mathematical skills and literacy skills are not as separate of entities as they may seem. Indeed, using literature to teach math is a wonderful way to make the subject accessible and enjoyable to students and teachers alike.

Students explore all ranges of math topics through engaging storybooks and exciting and educational hands-on and interactive activities. Students will love learning about math concepts through this alternative process.

Pre-kindergarten through Grade 2

There are abundant opportunities to use literature in the early years. Books on counting, adding one, subtracting one, and other early skills are plentiful and easy to work into a mathematics lesson. Atypical topics such as geometry and measurement also lend themselves to instruction via literature.

Visit Shapes and Poetry, from the National Council of Teachers of Mathematics Illuminations. Read with children Shel Siverstein�s poem Shapes and then ask them to illustrate the poem with their own drawings of geometric figures. This activity encourages many different types of learners including visual, auditory, and interactive integrating reading, listening, writing, and drawing with mathematics.

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NM-PROB.COMM.PK-12.1: Organize and consolidate their mathematical thinking through communication; §111.112-117 Mathematics, Grades K-5 (4) Problem solving, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics.

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Continue with another NCTM Illuminations activity, How Big Is a Foot? First, read Rolf Myller�s book to the class and then ask students to use non-standard units of measure to find the length and width of various objects in the classroom. You can even ask them to measure themselves. Discuss the need for a standard unit. In this case, the entertaining story provides a context for the study of measurement and encourages students to imagine what would happen without standard units.

The 100th day of kindergarten is a major elementary school event. Books that celebrate the number 100 are especially appropriate for kindergarteners. SMaRT Books offers a lesson based on Elinor Pinczes� wonderful book One Hundred Hungry Ants in which students compose and decompose the number 100 just like the ants in the book. Check out the additional Math Literature Connections: 100th Day of School suggested books and online activities from Mathwire.com

Students in the early grades also benefit from writing their own stories that include mathematics. An excellent resource for a lesson that incorporates student-written literature is available from the International Reading Association�s and the National Council of Teachers of English Read Write Think Web site. This complete lesson is a guide using sequencing to write a story that incorporates math concepts. Students will enjoy the creative opportunity and may hardly notice that they are learning about math!

Grades 3 through 5

In the upper elementary grades, students typically read independently. Therefore, more instructional options and more room for creativity and flexibility open up. Organize students in to small math groups. This may be arranged around different books based on interest or ability. Out-of-class reading and mathematics assignments encourage students to take ownership of their learning. Assign students a follow-up activity such as a drawing a comic book, writing a letter to a friend, illustrating a picture book, constructing a shadow-box, or creating some other imaginative method of integrating the mathematics concept acquired from the reading selection. Opportunities for collaborative learning and

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self-paced instruction help to individualize the instruction for all learners.

An ideal choice for grades 3-5 is Grandfather Tang�s Story, by Ann Tompert. This unique fable describes how Grandfather Tang uses tangrams to tell stories to his granddaughter. Follow the lesson plan for the book is on the TeachNet site.

Sir Cumference, a knight with his own series of five books, is also a high-quality choice for children at this level. Sir Cumference and the First Round Table, by Cindy Neuschwander, is an entertaining story that teaches students about geometric concepts. Follow the SMart Books lesson plan for an engaging set of activities aimed at grades 4 � 6.

An ideal book for gifted students is Math Curse by Jon Scieszka, in which the narrator falls under a �math curse� that causes her to see mathematics everywhere! Some of the math in the book is quite advanced, but the pictures and presentation make it accessible to young readers. Lessons to accompany this book are plentiful, including one from SMart Books and one from We the Teachers. Extend the exploration of this book by encouraging students to write their own math curse style stories; they should have a good time with this writing prompt. Provide the following requirements:

• The story must occur within one day�s time. Use your imagination and feel free to be funny!

• The story must include at least five word problems. (Provide the answers on the last page and title it �Answers to Problems in Story.�

• Create a colorful cover and include creative illustrations throughout the story.

• Include a title page, dedication page, and an about-the-author page.

The world of children�s literature is rich with connections to mathematics. Additional activities and book suggestions are provided by Elaine Young�s (Texas A&M University)Mathematics and Children�s Literature. For an extensive database of books that explore math through literature, peruse Ohio Literacy Resource

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Center�s Math in Children�s Literature. Alternatively, ask your students what they have read that they think is related to math�they might surprise you!

Reference:

NCTM Illuminations Mathematics and Children�s Literature http://illuminations.nctm.org/LessonDetail.aspx?ID=L202

SMaRT Books http://www.k-state.edu/smartbooks/gradeindex.html

MathWire.com � Math Literature Connections http://www.mathwire.com/literature/lit100day.html

International Reading Association and NCTE Read Write Think http://readwritethink.org/lessons/lesson_view.asp?id=144

Teachers Network � TeachNet Lab http://www.teachnet-lab.org/miami/2003/concepcion2/Grandfather.htm

We the Teachers http://www.wetheteachers.com/index.php

Mathematics and Children�s Literature http://sci.tamucc.edu/~eyoung/literature.html

Ohio Literacy Resource Center Math in Children�s Literature http://literacy.kent.edu/Oasis/Resc/Educ/mathkidslit.html

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Elementary Economics Courtney Kincaid

As the 2008 United States presidential race nears the finish line, the economy has emerged as one of the biggest issues facing the country, the new president, and the world. By building a foundation in economics, elementary students can begin to understand the broader issues affecting the world around them.

he principles of economics affect so many different aspects of our lives: where we live, what we eat,

where we go, and what goods and services are available to us. Giving elementary students a clear understanding of the basic principles underlying economics can build a foundation for understanding the world that will benefit these students into adulthood.

Using World Wide Web, students will learn key concepts in economics; such as supply and demand, producers and consumers, free enterprise, and opportunity cost. They will also try their hand at running a small business through a fun, interactive game.

The Basics

To pique student interest and activate prior knowledge, ask the class what they would do if they each received 10 dollars as a gift. Write student responses on the classroom board. Your class may be surprised at the variety of their answers. Did some of your students want to save their money? What are they saving for? Did some of your students want to spend the money? What did they want to buy, and why? When your students listened to the answers of their classmates, did the new information make them

T

NSS-EC.K-4.14 PROFIT AND THE ENTREPRENEUR Entrepreneurs are people who take the risks of organizing productive resources to make goods and services. Profit is an important incentive that leads entrepreneurs to accept the risks of business failure. TEKS §113.5. Social Studies, Grade 3 (8) Economics. The student understands how businesses operate in the U.S. free enterprise system. The student is expected to: (A) give examples of how a simple business operates; (B) explain how supply and demand affect the price of a good or service; (C) explain how the cost of production and selling price affect profits;

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want to change their own answers? Why is that? Do the things we hear change our economic behavior?

Using a classroom computer with an attached projector, take your class to visit Econopolis, a ThinkQuest site created by elementary students for elementary students. This program helps young fiscal learners to understand the basic concepts of economics. Start by clicking on the Information Booth square on the game board to meet Megamoney, Bill, and Dollar, who will guide students through Econopolis. Use the �back� button on your browser to return to the game board and visit the other areas of Econopolis. At the Trade Museum, students can learn about bartering and the evolution of currency throughout time. The Producer vs. Consumer Factory explains what makes a person a producer or a consumer and what a profit is, and opportunity cost is discussed at the Opportunity Cost Shop. Also, a visit to the Goods and Services Farm, Supply & Demand Land, and Enterprise USA are certainly worthwhile. In each area, there is an interactive game or quiz.

More About Economics

Students may want to delve deeper into economics. Present the articles at Social Studies for Kids' Economics page. Follow the Making a Budget link for a student-friendly explanation of budgeting using the example of a babysitting service. Next, follow the links at the bottom of the page to advance through the article and read about how larger companies use budgeting. Use the menu at the top right of the page to explore other topics, such as Want vs. Need, Interdependence, and Scarcity and Choices.

Are your students ready for their own business now? Cool Math's new and improved Lemonade Stand Game is an excellent small-group activity. Students purchase the goods they need to make and serve lemonade, create a lemonade recipe by choosing the amount of ice, lemons, and sugar they want to use, and set a price. As potential customers walk by, some choose to buy lemonade and may make comments about the taste. As an added twist, the weather changes! At the end of each day, students see their results and can make adjustments. For this activity, break the class into small groups of three or four, and have each group

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select a recorder to keep track of the choices the group makes and how these choices affect sales. Have students choose "30 days" or a shorter time period if you have less time. The recorder should note the number of lemons and sugar in each pitcher of lemonade, as well as how many potential customers walked by, how many cups were sold, daily profit, customer satisfaction, and the temperature. Students can choose to fast-forward using the button at the bottom of the page to make the animation go faster. When the group finishes the game, have them analyze and report their results to the class. Did the weather influence demand? What about price? Did the recipe chosen by the group influence customer satisfaction?

Extensions

Economics offers many opportunities for extension activities. One activity to consider is an economics fair. Students can work individually or in groups to make goods or offer services. For example, students could make bookmarks or sell chances to try to make a basket in the school basketball net for a small prize. Students can all start out with the same amount of school "currency" or earn currency in the classroom. Students can then set up booths and take turns being consumers or sellers.

Another extension activity that is especially well suited for talented and gifted students is to learn about the stock market. Take them to A.G. Edwards' site Big Money Adventure. Select a guide and an age-appropriate activity to learn more about the stock exchange. Storybook Adventures (from Wachovia), for students ages 6�10, features interactive stories related to the stock market that allow students to participate in choosing the paths the characters take and influence the end of the story.

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The principles of economics influence many different aspects of our everyday lives. By understanding the fundamental concepts of economics, students can better understand the world around them and make informed choices about their own economic behavior.

Reference:

ThinkQuest � Welcome to Econopolis! http://library.thinkquest.org/3901/

Social Studies for Kids � Economics http://www.socialstudiesforkids.com/subjects/economics.htm

Cool Math � The Lemonade Stand Game http://www.coolmath-games.com/lemonade/

A.G. Edwards � Big Money Adventure http://www.agedwards.com/public/content/fcgi/bma/bma.fcgi

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Estimated Time: Estimated Time: Estimated Time: Estimated Time: 66660 Minutes0 Minutes0 Minutes0 Minutes

Organic or Conventional Foods: Which is Better? Geri Ruane

2. Briefly explain the difference in cost of foods grown in the conventional method compared to foods grown organically.

Good answers!Good answers!Good answers!Good answers! The next site, The next site, The next site, The next site, MayoClinic.com MayoClinic.com MayoClinic.com MayoClinic.com ���� Food and Nutrition Food and Nutrition Food and Nutrition Food and Nutrition, , , , has an interesting article about organic foods. has an interesting article about organic foods. has an interesting article about organic foods. has an interesting article about organic foods. Go toGo toGo toGo to http://www.mayoclinic.com/health/organichttp://www.mayoclinic.com/health/organichttp://www.mayoclinic.com/health/organichttp://www.mayoclinic.com/health/organic----food/NU00255food/NU00255food/NU00255food/NU00255 3. How do organic farmers treat their animals

compared to those farmers who farm the conventional way?

4. You are walking down the cereal aisle in the food

store and you see the green and white USDA organic label on a cereal box. What does it mean?

5. Foods that are designated as �all- natural� or

�hormone-free� are also defined as organic.

a. True b. False

Name __________________________________ "We are what we eat" is an old proverb that we often hear. Our health depends on the food we eat and how we prepare it. Access to tasty, high-quality food is a priority for many of us. Upon entering a supermarket nowadays, you probably have seen signs for organic foods as you walk up and down the aisles. What does this label mean? Is organic food better than conventionally grown food? Are there any reasons to purchase �locally grown� produce? What is organic farming and how does it affect our environment? In this month�s Internet Challenge�, we will discover the answers to those questions as we learn more about organic farming, which has become one of the fastest-growing segments of U.S. agriculture since the 1990s. Let�s begin our online adventure. The first Web site we will visit isThe first Web site we will visit isThe first Web site we will visit isThe first Web site we will visit is the the the the Organic FoodOrganic FoodOrganic FoodOrganic Food page onpage onpage onpage on Wikip Wikip Wikip Wikipediaediaediaedia, which you can find by browsing to, which you can find by browsing to, which you can find by browsing to, which you can find by browsing to http://en.wikipedia.org/wiki/Organic_foodhttp://en.wikipedia.org/wiki/Organic_foodhttp://en.wikipedia.org/wiki/Organic_foodhttp://en.wikipedia.org/wiki/Organic_food Read the information on this page and then answer the Read the information on this page and then answer the Read the information on this page and then answer the Read the information on this page and then answer the following questions.following questions.following questions.following questions. 1. In the early days of organic foods, the quote,

"know your farmer, know your food,� was recited by many. Explain the significance of this saying.

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8. Name the states that have been leaders in producing organic foods/livestock.

9. In the long run, organic farms tend to conserve

energy and protect the environment by maintaining ecological harmony. Do you agree with this statement? Be ready to give your opinion and be able to support it.

Terrific!Terrific!Terrific!Terrific! Read Read Read Read thethethethe 2006 2006 2006 2006 article article article article ����Diet and NutritionDiet and NutritionDiet and NutritionDiet and Nutrition� � � � at at at at ConsumerReports.org. Find the article by going toConsumerReports.org. Find the article by going toConsumerReports.org. Find the article by going toConsumerReports.org. Find the article by going to http://www.consumerreports.org/cro/food/diethttp://www.consumerreports.org/cro/food/diethttp://www.consumerreports.org/cro/food/diethttp://www.consumerreports.org/cro/food/diet----nutrition/organicnutrition/organicnutrition/organicnutrition/organic----products/organicproducts/organicproducts/organicproducts/organic----productsproductsproductsproducts----206/overview/206/overview/206/overview/206/overview/ 10. This report states that it is best to buy certain

foods with the organic label instead of those produced conventionally. List those items and explain the reason.

6. When buying organic foods, which three things should consumers be made aware of? List any three tips and give an explanation of each one.

a. b. c.

Great!Great!Great!Great! OuOuOuOur next site is r next site is r next site is r next site is How Organic Food WorksHow Organic Food WorksHow Organic Food WorksHow Organic Food Works at the How at the How at the How at the How Stuff Works site. Point your Web browser toStuff Works site. Point your Web browser toStuff Works site. Point your Web browser toStuff Works site. Point your Web browser to http://recipes.howstuffworks.com/organichttp://recipes.howstuffworks.com/organichttp://recipes.howstuffworks.com/organichttp://recipes.howstuffworks.com/organic----food.htmfood.htmfood.htmfood.htm Read all six articles (click each link under �inside this Read all six articles (click each link under �inside this Read all six articles (click each link under �inside this Read all six articles (click each link under �inside this article�). After you are done, article�). After you are done, article�). After you are done, article�). After you are done, answer the answer the answer the answer the next set of next set of next set of next set of questions.questions.questions.questions. 7. Why are farmers switching to organic farming in

the 21st century?

November 2008 Internet Chal lenge � 2/3

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pencils/art tools/paper or with appropriate computer software) about the benefits and obstacles of buying locally grown foods. Share it with your teacher and classmates�talk about it. Center for American Progress.org � Organic vs. Conventional Foods http://www.americanprogress.org/issues/2008/09/organic_green.html

National Geographic � �Local or Organic? I Will Take Both� http://environment.nationalgeographic.com/environment/global-warming/local-or-organic.html

Time.com � �Eating Better than Organic" http://www.time.com/time/magazine/article/0,9171,1595245,00.html

CNN.com � �Organic vs. Conventional Foods - What Do the Experts Say?� http://www.cnn.com/2007/HEALTH/diet.fitness/04/13/cl.organics/index.html

• Find a local farmers market in your area! Go to LocalHarvest.org and with teacher permission, enter your zip code in the �where?� search box and see the results. If you could create your own local farmers market, what would it look like? Using paper, pencil, art tools, and/or appropriate computer software, design your own unique farmers market. Once it is completed, share it with your teacher and classmates. Talk about it! http://www.localharvest.org/

• Make up your own 12 question �fact/opinion� game about organic farming. Then, show it to your teacher and classmates after it is finished. Talk about it!

• What do you think organic farming will look like in 2020? How will it affect our environment? Write a one page summary of your vision for a 21st century organic farm � and include a drawing to illustrate it. Once it is done, share it with your teacher and classmates. Talk about it!

_________________ Congratulations!Congratulations!Congratulations!Congratulations! You have done an amazing job completing this Internet Challenge�.

Click the link �When buying organic pays (and Click the link �When buying organic pays (and Click the link �When buying organic pays (and Click the link �When buying organic pays (and doesn�t),� and then read this comparison article. doesn�t),� and then read this comparison article. doesn�t),� and then read this comparison article. doesn�t),� and then read this comparison article. 11. As of 2006, the USDA had not yet developed

organic certification standards for seafood. How does this affect the consumer?

12. Which state has banned the use of organic

labeling on fish and seafood until federal certification has been established?

Good work!Good work!Good work!Good work! EEEExtension Activity xtension Activity xtension Activity xtension Activity ���� Choose one or all of them! Choose one or all of them! Choose one or all of them! Choose one or all of them!

• Should seafood be labeled organic? Go to �Scienceline � Scinema: Organic Seafood� and watch the video. After you have viewed the clip, write down your thoughts on paper and be prepared to share them in a roundtable discussion with your teacher and classmates. Talk about it! http://scienceline.org/2007/08/08/seafood-video/

• Test your organic I-Q! Click the start button to begin shopping in this interactive supermarket. After you are done, share your knowledge with your teacher, classmates, and members of your family. Talk about it! http://www.consumerreports.org/cro/food/diet-nutrition/organic-products/organic-products-206/test-your-organic-iq/index.htm

• What are the advantages of buying �local?� Go to the Web sites below to gather information. After you are done, create a slideshow (either with

November 2008 Internet Chal lenge � 3/3

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Answers to November's Internet Challenge�

1. Early consumers interested in organic food would look for non-chemically treated, fresh or minimally processed food. They mostly had to buy directly from growers. Personal definitions of what constituted "organic" were developed through firsthand experience: by talking to farmers, seeing farm conditions, and farming activities. Small farms grew vegetables (and raised livestock) using organic farming practices, with or without certification, and the individual consumer monitored.

2. Organic products typically cost 10% to 40% more than similar conventionally-produced products. Processed organic foods vary in price when compared to their conventional counterparts. Prices may be higher because organic produce is produced on a smaller scale, and may need to be milled or processed separately. There is an increase in shipping costs from more centralized production in otherwise regional markets. In the case of dairy and eggs, the animal's requirements may affect the cost.

3. Organic farmers give their animals organic feed and allow them access to the outdoors.

They also use preventive measures�such as rotational grazing, a balanced diet and clean housing�to help minimize disease for the animals. Conventional type farmers give their antibiotics to their animals, as well as growth hormones and medications to prevent disease and spur growth.

4. Products with this label are at least 95% organic.

5. (b) False

6. Student can choose any three of the following � with explanations for (a) Nutrition; (b) Quality and appearance; (c) Pesticides; (d) Environment; (e) Cost; and (f) Taste.

7. These days, farmers are switching to organic agriculture, but now with an ecologically based, systematic approach that includes long-term planning, detailed record keeping and major investment in equipment and supplies.

8. California was the leader in production of organic fruits and vegetables in 2003, with Washington and Oregon not far behind. Farmers and ranchers in 30 states raised a small number of certified organic cows, hogs, and sheep. Wisconsin, California, and New York were the top producers of organic dairy cows.

9. Students� own answers.

10. The article states that it is worth paying more for organic apples, peaches, spinach, milk, and beef to avoid chemicals found in the conventionally produced versions of those items.

11. Whether caught in the wild or farmed, fish could be labeled organic, despite the presence of contaminants such as mercury and PCBs. Producers had been allowed to make their own organic claims as long as they didn�t use �USDA� or �certified organic� in their labeling. This might cause confusion to the consumer who thinks that the fish is organic since it is labeled �organic.�

12. As of 2006, California passed such a law.

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

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Estimated Time: Estimated Time: Estimated Time: Estimated Time: 60606060 MinutesMinutes MinutesMinutes

Inspecting Insects Lisa Kerscher

n October 16, 2008, the Natural History Museum in London revealed the world's longest insect ever

found. At about 22.3 inches long, this stick insect was discovered in Borneo. Its scientific name is Phobaeticus chani, and its common name is Chan's megastick.

Scientists know very little about this species. However, they believe that this super-sized insect likely lives in the rainforest canopies. Scientists have only scratched the surface of this elevated habitat, so more research in these areas will probably reveal new species in the future.

Insects are the world's most diverse group of animals. Over a million species of insects have been cataloged so far. Stick insects like Chan's megastick account for about 3,000 known species alone. At least one insect species lives in nearly every corner of the world. Some insects, like bees and butterflies, benefit humans and animals by pollinating. Other insects, like mosquitoes and ticks, can be pests and can even make us sick.

In this lesson, you will inspect the world of insects. You will investigate the similarities they share as a group, and you will examine the differences between species. You will also discover how an insect's habits are closely tied to where it lives.

Insect Basics

Begin the lesson at Let's Talk About Insects. Choose English or Spanish to get started. You can read the text on each screen and also listen to the narration, if you have speakers or headphones. Click next to move through the exhibit pages.

Meet C.P. Ant, who will help guide you through the exhibit. Practice pronouncing his proper, or scientific, name. About what fraction of the world's living things are insects? What exactly is a species?

O

NS.K-4.3 LIFE SCIENCE As a result of activities in grades K-4, all students should develop understanding of • The characteristics of

organisms • Life cycles of organisms • Organisms and environments TEKS §112.6. Science, Grade 4. (8) Science concepts. The student knows that adaptations may increase the survival of members of a species. The student is expected to: (A) identify characteristics that allow members within a species to survive and reproduce; (B) compare adaptive characteristics of various species; and (C) identify the kinds of species that lived in the past and compare them to existing species.

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As you discover what makes an insect, write notes and diagrams that describe their characteristics. Also, make sure to note what other arthropods people sometimes think are insects but are not. Use what you know about insects to pick the insects from the wannabes.

What is an exoskeleton? What body parts make an insect? What use are an insect's antennae? In what ways is an insect's vision different from that of a human? Why do you think the mouths of insects vary among species?

You will also soon discover how the thorax, including legs and wings, of insect species are shaped differently for different uses. In the next set of screens, you will find out what makes the abdomen an important body part. For example, what structures in the abdomen help an insect breathe?

Now, get ready to start a "bug collection" by using a stack of index cards. Then, find out how insects have jobs, including recyclers, food makers, composters, predators, and silk makers. For each of the insects listed with jobs, draw or paste a picture of that insect on an index card. Also, write on the card what job each insect has. As you go through the next set of pages, create new bug cards whenever you come across a new type of insect. Add more information to each card as you learn more about that insect.

As you continue through the pages, you will discover why some insects seem like pests. This most often happens when where and how an insect lives conflicts with where we humans live (For example, think about termites, whose job it is to eat wood. On the other hand, humans generally appreciate bees because their jobs benefit humans.) Their relationships with humans usually determine whether insects are seen as good bugs or bad bugs. As you will discover, though, some insects can fall into both bug categories. On your index cards, make sure to include the reasons people like and dislike each of these insects.

Insects may also go through a metamorphosis. What does that word mean? Draw a flowchart that shows a butterfly's life cycle. Also, draw a flowchart of a grasshopper's life cycle. On each of your insect cards, make a note about what type of metamorphosis process�complete or incomplete�that they go through.

Lastly, stop by CP's Fun Place. Here, you can build a New Bug and net the right arthropods in the Am I An Insect? game.

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Pest World

Now you are off to your next insect inspecting job at Pest World for Kids. As you already discovered, a lot of insects may be considered pests by humans simply because how and where they live comes into conflict with humans. In the Pest Games collection, you will get even more of a taste of how insects become pests to us.

First, try your hand at being an ant in Archibald's Adventure. You will find both food and life-threatening hazards outdoors and indoors. Keep at it until you have successfully completed level three, returning to the colony not only alive but with food.

As a Pest Detective, investigate The Case of the Collapsing House in the southern United States. Review the details of the case and interview three insect suspects. Check off each of the clues to identify the right suspect and solve the case. What should Danny's family do to avoid making a "nice place to live" for these insects?

In The Case of the Gruesome Bite in the northwestern United States, you will review three other arthropods�are these suspects considered insects?

As a Pest Ranger cadet, help Pest Commander Pete track down and control pests inside the house. Move through the house and the yard to identify where and why these pests are here. For each pest, note the reason the pest is around and also what you used to get rid of it. How does the control solution for each pest remove the reason the pest is there in the first place?

If you have time, play Name That Pest. Answer a series of questions to identify common pests you or your family may encounter. Try several different combinations of characteristics to focus on different pests.

Reference:

University of Illinois Extension � Let's Talk About Insects http://www.urbanext.uiuc.edu/insects/

Pest World for Kids http://www.pestworldforkids.org/

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Securing Your Computer J. Alan Baumgarten

Teachers need to be aware of the security risks associated with networked computing, and take the basic essential steps necessary to safeguard personal, student, and school information.

ow much do teachers need to know about computer security? After all, it's just school. In fact, teachers often deal with private and

sometimes extremely sensitive student and information, and grade and attendance data are official government records that impact such things as university enrollment and scholarship awards. The security demands on teachers are as high as those in medical professions and law enforcement. Moreover, teachers are more likely to be the target of hacker attacks, primarily from their own students, who start to learn and practice hacking techniques at a surprisingly young age.

In this Geek Tutor tutorial, you will learn a few essential techniques for making your school and home computers more secure and less vulnerable to attack. Definitely adhere to your school's network security policy, but follow these suggestions if your security policy is otherwise unclear on a topic.

Passwords

Like keys for your car and a lock on the door, a secure password is the first and most basic line of defense when it comes to securing your computer. A strong password, along with other measures, will thwart all but the most determined intruders, whereas a weak password renders all other measures useless. After all, there is little point in a hacker employing elaborate means to break in if the front door has been left cracked open. Here are 9 important password rules teachers must follow:

1. Never use as a password a detail or fact related to you: email address, birth date, child's name, favorite sports team, hobby, profession, etc.

2. Unless otherwise specified, use passwords that have six to fourteen characters

3. Make up a word or acronym that is comprised of uppercase and lowercase letters, as well as numbers and special characters. It can be memorable and still be secure:

H

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Attr@ct!ve, Two&fr0, @bbrev!8, 4thComin& (attractive, two and fro, abbreviate, forthcoming)

4. Never use words that can be found in any dictionary in any language. Hackers have dictionary-based tools that could automatically crack it in minutes.

5. Don't use the same password for multiple sign-in accounts, and change your password frequently

6. Never share your password with anyone, including your student aids

7. Never send your password via email or instant message

8. Use a totally new password every time you change it; don't just change one or two characters

9. Memorize your password as quickly as possible. If you have to write it down for reference, don't leave it in an obvious place, and delete or destroy it once you have the password memorized.

Anti-Virus and Anti-Spyware

Intruders are by no means the only direct threat to your computer. If you spend a lot of time on the Internet�and as a would-be geek teacher you should�you will be exposed to numerous threats like computer viruses, malware, and spyware. At best, they will fill your hard drive and impact performance. At worst they will corrupt your system and cause it to stop functioning. You could also be fooled into letting a hacker use your some of your computer's processing power and network bandwidth for things like sending bulk spam emails.

There are several good major brands, and all are quite effective. Make sure it is installed and active whenever you are signed in. If you or your school can afford to own and use a computer, you can afford these applications. You simply have to.

Latest Browser

Whether you are using Internet Explorer, Safari, FireFox, Opera, Chrome, or any number of other web browsers, make sure you have installed and are using the latest one available. What does running the latest and greatest browser have to do with security? Among other things, it usually includes patches and fixes for security threats that have been identified since previous versions were released. If you are running an older browser, you are not protected by the latest security enhancements and are therefore at greater risk.

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Most browsers have an automatic update utility that loads the latest versions and security patches automatically. These are secure; use them.

I like to keep two updated browsers on my system. That way, if an update or patch comes in that has unforeseen compatibility issues or causes unexpected conflicts, I can rely on the other one until I have a chance to resolve whatever is wrong.

Browser Security Settings

Even if you have the latest browser installed, it won't give you much protection if you don't use the security features that are built in.

Security settings are usually available in the Options menu, and they control everything from blocking pop-ups and certain types of automated scripts to file downloads. At the highest security levels, the browser prohibits a lot of things that make for a rich Internet experience. At the lowest settings, everything is allowed, which is not good either. Look for a compromise that prompts you to approve certain actions before they are allowed. That way, if you are on a trusted site like PBS you can allow them with confidence, whereas sites you are less familiar with may warrant additional caution.

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Collaborative Learning for Educators on a Time Budget: Webinars Stephanie Tannenbaum

Quick; think of some of the neologisms (new words or phrases commonly accepted and used universally) from the past few years. Blogs, IMs, texting, googling, moos, webcasts, webbing, spamming, (dare I mention hockey mom or wardrobe malfunction) all come to mind. Add to your list a relatively new term that represents an efficient way to attend educational seminars on the Web: webinars.

webinar is a very simple yet effective method of managing or attending a presentation, workshop, or course in an online

environment. The key feature of the webinar is that participants interact within the seminar from their individual remote personal computers. Some one or group exhibits the presentation through various formats (including audio, video, slide presenation, animation, images, and text) within a secure online program. Therefore this is not a webcast. The transmission of data is from the leader, to the attendees and then discussion and sharing ensues within the entire group. The nature of a webinar is collaborative as opposed to lecture-style.

Teachers learn about the latest ed-tech buzzword: Webinar. A plethora of free webinars focused on a wide range of topics for educators of all levels provide opportunities for continued professional development while working within the confines of an over-packed schedule.

In most cases, webinars are scheduled events in which participants must pre-register and then sign in at the appointed time. Many are recorded and archived; transcripts are available to peruse if you missed the event. Active participation at the time of the actual webinar is ideal to gain the full benefit of the program. The opportunity to discuss and collectively debate and explore the topic provides invaluable insight for all members (not to mention the immediate feedback for questions and comments).

A

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Calling all Bloggers

By this stage in the ed-tech game, you most likely have joined a blog or two. If not, consider joining a blogging service and then search for and join in an ongoing blog about any range of educational topics of choice. is an excellent choice and provides extremely easy templates and managing tools to monitor your blogs. Try Class Blogmeister or Gaggle.net for education-based blogging services. Blogger is another great service. There are numerous blog services and they vary so it is best to find one that you are comfortable with.

The Webinars

Discovery Education hosts the EdTech Connect series of webinars. Check the schedule for Events by Date. Register for a free web seminar simply by following the instructions. Make sure you note this exciting opportunity in your planner! Look through the past events (be sure to check the �past events� box) as well. Discovery as of this writing is working on a Webinar Archives site and will be up and running soon.

Scholastic, always on the forefront of education innovation, hosts its own Webinar Series. Leading educators and and experts in pedogogy host various seminars that pertain to all range of topics in current education fields with a special focus on technology integration.

Many teachers feel confined to their own physical K-12 communities within their district. Joining a digital community that includes educators from all over the world truly widens our perspective for optimal benefit of the classroom environment. Peruse LearningTimes for a variety of interactive discussions and groups that focus on a range of issues.

TechLearning is another cutting-edge program that hosts numerous webinars and posts the multiple past events to review at your leisure. Webinars (both upcoming and archived) are excellent ways to network with other interested educators in your particular field. Each webinar offers an opportunity for teachers to join a community where ongoing future discussion continues to occur. Even if you miss an intended webinar, visit the archived event and then join the blog or newsgroup to keep up with other educators

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around the world who have the same interests and goals as you. You will be amazed at the vast well of resources that opens up for you and your students.

Let�s keep going; there are so many more. The American Statistical Association Center for Statistics hosts quite a few free webinars for K-12 educators and administrators. Again, just read the descriptions and register for the online symposiums. This site, like many programs, offers the webinars in specific formats so make sure you have the updated application downloaded beforehand. For example, ASA presents in two formats, the more common Windows Media or in WebEx (which is purchased software but there is a 14 day free trial). Teacher Created Materials Publishing Webinars!, Hechinger Instutute Teachers College, Columia�s Seminars both host ongoing webinars. Make sure to check the available archive for both programs; the past webinar transcripts and videos are plentiful and resourceful.

The webinars are extremely easy to join and quite engaging and useful. The most difficult part is looking through all of the various presentations and selecting one, two, or more. As webinars become increasingly streamlined within the current education community, educators will find very specific seminars on very detailed subjects. Educational Testing Service provides the free ETS Higher Education SIR Online Webinar Series that all high school teachers might be interested in joining. English Language Teachers certainly would benefit from webinars as well. TOEFL iBT Webinar Series for English Language Teachers (from ETS and TOEFL) provides ample opportunities to connect online in a very helpful and meaningful meeting. Viewing an archived Webinar will help to introduce you to the format of a webinar. However, the sooner you join in and engage within one of these dynamic, interactive, and engaging events, the more you will learn and bring to your classroom. And all from the comfortable seat of your home or classroom.

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Reference:

Discovery Education Events https://discoveryed.webex.com/mw0305l/mywebex/default.do?nomenu=true&siteurl=discoveryed&service=6&main_url=https://discoveryed.webex.com/ec0600l/eventcenter/event/eventAction.do?siteurl=discoveryed

Scholastic Webinar Series http://teacher.scholastic.com/products/ReadAbout/research/webinars.htm

LearningTimes http://www.learningtimes.org/programs.php

TechLearning Webinars http://techlearning.com/techwebinar/index.php

American Statistical Association http://www.amstat.org/Education/index.cfm?fuseaction=k12

Teacher Created Materials � Publishing Webinars! http://www.teachercreatedmaterials.com/webinars/

Hechinger Institute � Teachers College Columbia http://hechinger.tc.columbia.edu/default.aspx?pageid=1502

Educational Testing Service ETS Higher Education � SIR Online Webinar Series http://ntis12.ets.org/SF/SIROnlineWeb.html?cid=701400000008l8x&lsrc=email

ETS and TOEFL � TOEFL iBT Webinar Series for English Language Teachers http://ntis12.ets.org/onyx/TeacherWebinars.htm