FREE BOOKS!!! July 4th - August 4th

Summer's here and it's time to catch up on your reading. Project Gutenberg is sponsoring the World eBook Fair beginning July 4th and running through August 4th and will be offered the same time next year. Over 300,000 titles will be offered, of those 95% are in the public domain (no longer copyright protected) and the other 5% have been donated by their copyright holders for this event. The books can be downloaded and read on almost any computer and some cellphones and PDAs. The idea behind this project is to give books away, to be copied and shared with others. The sponsors hope to encourage knowledge and battle illiteracy. Gregory Newby of Project Gutenberg, was quoted in the Boston Globe ("Free chapter added to saga of e-books" by David Mehegan) as saying, "It breaks my heart to go into Barnes & Noble and find Jane Austen for sale in a trade format. Where does that money go? It's close to profiteering. No author is getting any money for it. I feel sorry for schools, where kids are now reading Canterbury Tales or Huckleberry Finn, and the schools are spending millions of dollars from their budgets to buy the books. We're giving the stuff away for free."

Bring your PDA or laptop with you on summer vacation and enjoy a good book. You can learn more about Project Gutenberg by visiting their site at www.gutenberg.org.

Internet Field Guide

Yesterday, my son and I fished this little guy out of the swimming pool. What kind of frog is he we wondered? The Internet is such a great tool for home and at school, with a little help from a search engine we came across the National Wildlife Federation's Website which provides online field guides. We searched for frogs in New England and identified our find as a Grey Tree Frog. What is great about this site is not only does it have pictures of the frog in question (the Grey tree frog can be grey or green) but also its voice. The sound (or racket, depending on the time of day) that this frog makes is very distinctive and helped us to identify it.

With that in mind, if you have the opportunity to take your class into the field, bring along some kind of recording devices such as taperecorders and cameras and then search for your finds on the Internet. Great way to get students into the field and to become tech savvy at the same time.

Whodunnit-DNA the Secret Code of Life

Continuing with our secret code theme in the Whodunnit class, I presented DNA as the secret code of life. I explained the basics of DNA molecular structure and emphasized the "code" that was created by the 4 different nucleotides. The cipher for our secret code is C=G and A=T (cytosine always pairs with guanine and adenine with thymine in the double helix).

We created this DNA Model using chenille stems (pipe cleaners) and pony beads. The original directions for this activity (see link above) used fishing line or plastic thread in order to make a bracelet, which I thought might not be too interesting for the boys in the class or easy for students with fine motor skill issues. I had the students bend one end of the pipe cleaner so the beads would not fall off while they were working. The Ology site provided a short list of animal and plant gene sequences (the pipe cleaners can hold 40 beads well) which I typed up for the students. The first step was to decode the other strand of DNA using the cipher C=G and A=T. Then the students could chose 4 different color beads assigning one color to each of the 4 nucleotide bases (i.e. in the model shown blue=thymine, orange=adenine, green=cytosine and pink=guanine). The visual aid helped to cement the concept of base pairing, every time I use a pink(guanine) on the other strand of DNA there will be a green (cytosine) to pair up with it when the two strands are placed next to one another. The last step was to twist the two strands together to create the helix.

Steganography

"Steganography is the technique of concealing the fact that a message ever existed. The most common way to do this is by using secret inks or microdots." (Page 50, from Spy's Survival Handbook written by Laban Carrick Hill, Scholastic c.2003)

Over the years, I have repeatedly tried to find a way to use lemon juice writing with kids without using an open flame to expose the hidden message. I tried the naked light bulb method (according to some resources I looked up today you need at least a 100 watt bulb), and a bright flashlight; neither were successful. Success was found when I read the suggestion to use an iron. This photograph shows a message I created for my class last week, it was left behind as a clue. A couple of students were quick to pick up the idea that a blank piece of paper in the middle of the crime scene might not be blank at all but a secret message. There are several methods for producing secret ink messages. The preceding link lists several methods and I plan on trying out the lemon juice writing revealed by red cabbage liquid. This method would be a great segue into using red cabbage liquid as a acid/base indicator. But that's another blog posting for the future.

Each student produced their own secret message during class. I brought fresh lemons, cut them and squeezed the juice into plastic cups for the kids. Using a Q-tip, the kids wrote their messages, once dry we pressed them with the iron (use a folded towel to cover your table surface, I happen to own a pressing pad a by product of my quilting hobby-handy for taking to sewing classes) using the high setting. Eureka! The messages were revealed.

Chromatography

Chromatography is a method of separating molecules based on size and rate of travel through a medium. For this week's Whodunnit class we used paper chromatography in order to identify which pen was used to sign the birth certificate of the fictional Princess Michaeala who had been kidnapped at birth. The Royal family managed to retain a portion of the original document and the kidnappers absconded with the rest of it. When a young woman resurfaced claiming to be the Princess (I likened it to the animated movie Anastasia that children would be familiar with) the torn document that she possessed would be tested against the existing piece in the Royal archives and the against the original pen used by the Registrar of Births.

Each student was provided with the following evidence sheet on which I had attached a strip of filter paper (coffee filter) with a sample of ink from the Registrar's pen which had been processed by chromatography. The students were then given three samples to test in order to find the matching ink pattern. In a clear plastic cup, I placed a half inch of acetone nail polish remover and the students placed their samples. We allowed the samples to rest for 10 minutes. The capillary action of the filter paper did the rest. Students removed their samples and placed them on wax paper (to protect desk surfaces) to dry. Then they compared the samples to the one provided and made a match. The documents in question were a match, no case of forgery. But is the Princess herself the real thing. That will bring us to the next topic, DNA testing.

More Secret Codes

We continued working with secret codes this week in Whodunnit? I introduced the classic alpha-numeric substitution code but with a twist. The cipher key showed a table with A=1, B=2 all the way to Z=26, however the code itself showed a number problem in parentheses such as (4+3) which equals 7 and therefore stands for the letter G. For example the word cat would be (2+1)(5-4)(10+10). You could create a variety of math fact problems for each letter of the alphabet using addition, subtraction, multiplication and division depending on your grade level.

Whodunnit? - Week 2

Here is the crime scene for our second class, a case of Industrial Espionage in the test kitchen of a famous cookie manufacturer. The kids quickly noticed that a break in had occurred, that the safe with a coded message inside had been accessed with the tools left behind by the culprit. It's harder to see but on the table is an Alberti Cipher Wheel and on the floor a package of chocolate chips with R=G written on it with black marker.

We discussed the history of secret messages and tried our hand at a grid cipher (check out the NSA's site for kids for some great information on this topic). Then we constructed our own cipher wheels and went to work on decoding the secret message from the safe. The kids really enjoyed this activity. We may try some other kinds of ciphers next week.

Whodunnit? Week 1

I started a new unit entitled Whodunnit? which mixes activities centered around forensic science and the study of the Mystery genre. In searching the web for classroom ideas I found Whodunnit and decided to pattern a class after this site. I created the crime scene below for the students to study and process (my apologies to Yankees fans, but it is a crime in Massachusetts to be a Yankee fan). Pictured is some graffiti, a spray paint can, a hat, a pair of gloves, a newspaper clipping of the Red Sox which has been defaced, a sweat shirt, soda cans, candy wrappers and a set of keys. I asked the students what they thought had happened and who might be responsible. They had some great ideas. The hat, gloves and sweatshirt were worn because the perpetrator rode a motorcycle. He/she is a Yankee fan and hates the Red Sox. The perpetrator has been to Hawaii because the key chain is from there. He/she liked to eat candy and drink soda. All great observations.

Then we proceeded to process the crime scene. First we took photographs. Then I gave the students a sheet of paper with a grid (very conveniently, the floor is tiled and I taped off the exact number of corresponding squares) for them to draw out the crime scene. Then I had the students take turns coming into the crime scene with me to measure the distances between the items. Lastly, the students made labels (date, item, and detective's name) and we bagged up the evidence.

With the crime scene sheets we can work on some math concepts. The grid can be numbered and we will be able to talk about coordinate planes (i.e. at what coordinate pair is the spray can?) as well as use the measurements to create math problems (which two items are the furthest away or closest? What two items are 17 inches apart?).

Endangered Species Day May 11th - Update

In the most recent online newsletter of the National Association of Biology Teachers (NABT) I have found a link for Endangered Species Day to share with you. You will find a variety of useful information, activities, and print outs. Enjoy celebrating this important day with your class.

Count Down to the End of the School Year

Now that we are into the second week of May, summer vacation doesn't seem so far away anymore. My daughter's math teacher has counted down the days since day one. Last week, I substituted for a 5th grade teacher who has a great twist on counting down the days. On the first day of school he represents the day as 1/180, the second day is 2/180 or reducible to 1/90, and so on. Each day the students calculate the fraction of the school year completed. Mr. M. has each of the fractions listed on the wall. Today was the 151st day of the year, as a fraction of the total it is 151/180 and is not reducible. Great way to build math skills!

May 11th Endangered Species Day

Endangered Species Day is May 11th and here is an idea for studying about these animals. Recently my Cub Scout den earned their Wildlife beltloop, and we discussed the difference between endangered and extinct animals. We placed the boys into small groups and had them research an endangered animal and answer the following questions: where does this animal live, why is this animal endangered and what are people doing to help preserve this animal?
My co-leader Joanne then explained a game that she and her sons created one night at the dinner table. They were eating hot dogs made from turkey, beef and pork and Joanne wondered what kind of animal that is. They create the "beorky," a black and white spotted, pig headed and tailed, tiny winged creature that stood on two turkey like legs. This creature's call is "wobloink," it can perch in trees and beware of the cow patty-like excrement. So we asked the boys to choose two to three endangered animals and combine them to create a new creature. They then had to choose its name, call, habitat, diet and to draw a picture of what it would look like. Below is a "progzly" a cross between a panda, grizzly bear and cougar. It lives in temperate woodlands, eats salmon skewed on bamboo and makes a "GURRRRRRRRRRRRRRRRRRRRRRR!" sound. (Drawing by my son Matt)

Earth Day Update

I had clipped a list of Earth Day sites from the Boston Globe's weekly column Surfing the Net with Kids and couldn't find them the other day. In cleaning up my pile today I unearthed them just like a good archeologist would. Here they are since you could use some of them any day of the year.

1. EcoKids- a site from Canada's youth education program about the environment.
2. Kids Domain: Earth Day- this site gives a history behind the creation of Earth Day as well as games, activities, clip art and more.
3. Kids for Saving the Earth- this is a environmental kids' club created by Clinton Hill before his death from cancer at the age of 11. His mother is carrying on his mission to get kids involved in saving the planet.
4. NASA: Earth Science Enterprise: For Kids Only- NASA has created this site with information, lesson plans and games for teachers and students.
5. The Wilderness Society: Earth Day- photojournalist John Dunne's study of the Arctic Wildlife Refuge in Alaska.

Let's face it everyday should be Earth Day!

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Gum Drops and Toothpicks - Squares vs. Triangles

Recently in my after school Science with Everyday Objects class we tried out some engineering experiments. We discussed using squares versus triangles as basic building blocks for structures. Then the kids created their structures and we tested how well they could bear weight. We used books and toy cars as weights. The strongest structure held 6.5 pounds (as weighed on a kitchen scale)and could have gone on except we ran out of toy cars to pile on top. Then we tried spaghetti and marshmellos. Not as successful. The spaghetti was too brittle and broke when they tried working with it. The kids still had fun trying. See ZOOM for this and other building project ideas.

Ethanol Gasoline Additives

Today I filled my car for the first time with gasoline with the new Ethanol additive and started wondering how you could study this in the classroom. I went searching for information on the Web and here are a couple of good websites I found.

1. How Stuff Works - explains what gasoline additives are and their history starting with lead
2. Department of Energy - good description of ethanol and where it comes from

You can also do some neat experiments with Yeast (the producers of ethanol). Yeast are an important class of fungi and very helpful to humans. There are many other products besides ethanol that they help to produce (bread, yogurt, and cheese to name a few). Check out the following sites.

1. Yeast Experiments - for older students
2. KidWizard - for younger students and a way to study other by products of the fermentation process (i.e. carbon dioxide).
3. Herbarium - a similar experiment to the one above but with a twist. This experiment also provides a control sample. Put a drop of each solution on a microscope slide with some stain and compare the number of colonies from each sample.

Lastly, if you want to do some math related activities why not chart gasoline prices over a period of time (introduce students to Excel or other spreadsheet programs). Try to discover why there is such a fluctuation in prices (weather, war, politics, increase use due to summertime travel).

National DNA Day

April 25th is National DNA Day celebrating the completion of the Human Genome Project and the 50th anniversary of the description of DNA's double helix. There will be online Webcasts from the National Human Genome Research Institue see http://www.genome.gov/DNAday.

Classroom ideas for studying DNA:

1. visit TryScience:
   http://www.tryscience.org/experiments/experiments_begin.html?dna
2. visit Origins at Exploratorium:
   http://www.exploratorium.edu/origins/coldspring/index.html
3. visit OLogy at the American Museum of Natural History:
   http://ology.amnh.org/genetics/index.html - this site includes several ideas for off-line projects to do in the classroom like DNA in a blender and a DNA model.

Girl Scouting-Studio 2B has a new interest patch which includes an activity for extracting DNA from fruit which you can do in the kitchen (or classroom for that matter). See http://www.studio2b.org/lounge/gs_stuff/ip_evidence.asp for activity directions.

Earth Day 2006

With Earth Day coming up, my Cub Scout den recently participated in our town's annual Spring Clean-Up. To extend the boys' learning about the impact of pollution on our environment we read Lynne Cherry's A River Ran Wild, the history of the Nashua River which runs through our community. (Lynne's site is http://www.lynnecherry.com and she has several other nature related titles.) You can visit http://www.nashuariverwatershed.org to learn more about this environmental project.
In the classroom students can learn more about the Clean Air and Clean Water Acts by visiting http://www.epa.gov/r5water/cwa.htm for older students and http://www.epa.gov/kids for elementary aged students.
There are many ways for students to extend their learning of how pollution impacts our lives and health. Some research topics could include: increasing asthma rates in urban areas, ground water contamination, communities with unusually high cancer rates, the impact of bottle bills, recycling efforts and products made from recycled materials, global warming, alternative fuels, and the list goes on.
It is important to remind students that science isn't only something to study, but something to be lived.