Secondary Curriculum ENGLISH LANGUAGE ARTS Read All About It: International Literacy Day ...... 2

SOCIAL STUDIES Civil War: 1862 ...... 6

Elementary Curriculum

ENGLISH LANGUAGE ARTS Teaching with WebQuests ...... 11

MATHEMATICS Cooking Up Some Math ...... 15

Independent Student Activities INTERNET CHALLENGE™ Good News About Peanuts ...... 19

CURRENT EVENTS West Nile Outbreak ...... 24

Professional Development

TECHNOLOGY INTEGRATION Apps for Back to School ...... 27

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National Standards RL.9-10.10. By the end of Read All About It: International grade 9, read and comprehend literature, including stories, Literacy Day dramas, and poems, in the Rachel Cummings grades 9–10 text complexity band proficiently, with scaffolding as needed at the Imagine a life without reading: job and college high end of the range. applications, the comics or sports page, By the end of grade 10, read and comprehend literature, birthday cards, bus schedules, Facebook including stories, dramas, and pages, prescription bottles. Your poems, at the high end of the grades 9–10 text complexity opportunities, recreation, and daily habits band independently and would all be different. proficiently.

or those who can read, it may seem automatic, like TEKS breathing. However, becoming literate is a lifelong §110.34. English Language F Arts and Reading process that begins when you are read to as a baby and (1) Reading/Vocabulary continues throughout school as you learn new strategies Development. Students for reading more effectively. Reading is a compilation of understand new vocabulary skills including the basic understandings of how to hold a and use it when reading and book, that books are organized (cover, title, pages), and writing. (B) analyze textual context that those cryptic symbols on the page hold meaning. (within a sentence and in Preschoolers, or pre-emergent readers, learn letters and larger sections of text) to draw their matching sounds, and that letters combine to create conclusions about the nuance words. School-aged children are often beginning readers. in word meanings; They learn to recognize punctuation and common spelling (C) use the relationship between words encountered in sequences, and how words form sentences. Beginning analogies to determine their readers learn that authors leave clues that allow readers meanings (e.g., to predict, they learn to make connections, and to ask synonyms/antonyms, questions. In early elementary school you learn to read; connotation/denotation); the rest of your life, you read to learn.

Each year, International Literacy Day is observed on September 8th. International Literacy Day recognizes the life-altering importance of being literate. One important way to acknowledge the importance of literacy is for students to become more aware of their own habits as a reader and to strengthen their own reading skills. Ask students to recognize International Literacy Day and their own literacy with a survey, booklists and games, and a few graphic organizers. Knowing Yourself as a Reader

Readers automatically synthesize a complex series of skills: phonics (the relationship between written letters and spoken sounds), fluency (the ability to read smoothly in order to accurately build meaning), vocabulary, and comprehension. As you learn these skills, reading becomes automatic. Secondary students may ______

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believe they are finished learning how to read; not so! It is possible to know how to read but to be a naïve reader. Naïve readers are more often stumped by texts with unfamiliar vocabulary or references, complex or technical content, or sophisticated grammar. So, what can students do to become stronger readers? There are three things: read read read, build their skills, and think about thinking.

The most important thing students can do is to read: an easy beach read, a newspaper, the comics, a magazine, a literary review, an historical fiction, a poem, a scientific report. Read on the beach, on the bus, before bed, after school. Read materials on a range of reading levels. Read often.

Knowing yourself as a reader is a key to selecting books that will challenge you and that you will enjoy. Prompt students to consider themselves as readers by completing the Student Reading Survey hosted by Carnegie Foundation’s KEEP Toolkit. Guide a reflective discussion about their responses:

 Consider your reading strengths and weaknesses?

 Under what conditions are you a more effective reader?

 What changes might help you become a stronger reader?

 What did you learn about yourself as a reader?

 What reading genres or formats most interest you?

Once students know what they enjoy reading, it helps to have a great source for suggestions. Check out the Carnegie Library of Pittsburgh’s Books and More for an extensive list of reading materials (not only books) for teens. Use the menu along the left margin to find a book to devour. The site shares booklists on a range of topics, including music and art, relationships (including romance), real issues, and fantasy and supernatural. Fiction and nonfiction are massive genres. Click All Fiction to view 40 different categories: baseball to war, vampires to Christian fiction, graphic novels to manga to poetry. Have students who hate to read? They have a fiction list for non-readers too! Non-fiction fans will surely find something to read here as well. There are 19 different categories of non-fiction: from African-American history to war, baseball and ______

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football, science, survival, and skateboarding, hip-hop and history. Do some students prefer a different format? How about a diary or a short story? Scroll down the Books and More homepage to find links for award-winning books, magazines, and comics. (The 2010 winner of the Printz award for young adult fiction was Ship Breaker by Paolo Bacigalupi.) If nothing sparks students’ reading appetite, open the link titled Books to find more resources. If students are interested in writing or writing contests, click the Writing tab. Nothing improves literacy more than reading. The Carnegie Library lists make it easy find something to whet every reading appetite. Playing Games

Vocabularies naturally grow throughout life as you have new experiences and access new, more complex information. However, a game is another fun way to increase students’ vocabulary. Have them try a game at Vocabulary Can Be Fun! Use the menu along the left margin to choose the type of game: analogies, homophones, prefixes, root words, SAT, or word play, to name a few. Some games offer the option of choosing your level: 3rd-5th grade games, 6th-8th grade games, or 9th-12th grade games.

Perhaps you want to challenge students’ comprehension skills. The University of Victoria’s Study Zone offers five levels of comprehension activities. Begin by choosing your level (middle school students try 200 to begin; high school students try 400.) Next, select “Reading.” Each story has several different exercises; click the “Show all” link to see them all. The reading comprehension activities are similar to standardized tests: a short reading accompanied by multiple choice questions. The site provides immediate feedback to your answers. The advanced level stories have a counter; try to finish before your time expires. Think about Your Thinking

Readers who are most literate know reading is not about what your eyes do on a page, but about what your brain does with that information. The most effective readers know reading involves thinking. They understand themselves as readers and learners. Highly literate readers are aware of when they do not understand, have strategies that might help, and know how and when to use them. There are many ways for students to track their thinking as ______

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they read. One strategy is to annotate—to take notes—about their reactions, questions, and predictions, and to make connections to personal experiences or other information. Graphic organizers are another method.

Most secondary students are probably experienced in using graphic organizers before they write; however, organizers are also helpful for readers to track the information they encounter in a text. Holt Publishing provides a selection of interactive organizers. Each is labeled with its title; however, best of all: they are organized by purpose. Are your students reading an Op-Ed in this week’s paper? Choose a graphic organizer for persuading or supporting an opinion. Perhaps they are reading an essay; a chart for determining main ideas and drawing conclusions is what they seek. Most of these graphic organizers are interactive; simply open one and type directly on the chart. Students can save or print their work.

Most of us take reading for granted; however, it deserves recognition. Not only do we spend most of our childhood compiling and honing the skills needed to read, if we could not read well, our lives would be more difficult, and less rich. So, have students put a poem in their pocket, write a note to a friend (not during class!), grab their local newspaper and celebrate International Literacy Day.

Reference:

Carnegie Foundation Reading Survey http://www.cfkeep.org/uploads/student_reading_survey.pdf

Carnegie Public Library: Books and More http://www.clpgh.org/teens/books/

English Vocabulary Games http://www.vocabulary.co.il/

University of Victoria: Study Zone http://web2.uvcs.uvic.ca/elc/studyzone/

Holt: Interactive Graphic Organizers http://my.hrw.com/nsmedia/intgos/html/igo.htm

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National Standards NSS-USH.5-12.5 ERA 5: CIVIL Civil War: 1862 WAR AND RECONSTRUCTION Andrea Annas (1850-1877)  Understands the course and character of the Civil War and Do you know what was happening in the its effects on the American United States one hundred fifty years ago? If people you guessed the Civil War, you are correct!

ne hundred fifty years ago, the United States was embroiled O in a bitter civil war. After the 1860 presidential election of Abraham Lincoln, eleven states seceded from the United States to form the Confederate States of America. In April 1861, hostilities began when Confederate forces attacked the Union controlled Fort Sumter in South Carolina. By 1862, a year into the war, both sides began to realize this would not be a short war.

Students will examine some of the key events and battles from 1862 at energetic and interactive primary source-based Web sites. Civil War Background

Begin by having students visit the History Channel’s site Civil War 150. Students will learn some background information such as Who They Were, Weapons of the War, How They Died, and Paying for the War. Then, direct students to the National Park Service’s The Civil War. Find out more about events leading to the Civil War, examine Civil War facts, view the interactive timeline, read featured stories like Abraham Lincoln: The War Years 1861-1865, and even search for people involved in the war. Timeline: 1862

Now that students are more familiar with the Civil War, they can delve into the events from one hundred fifty years ago. At American Memory, students can examine an 1862 timeline or view pictures taken in 1862. Briefly discuss student findings by asking questions like: What events listed on the timeline are you familiar with? What did you find interesting about the images viewed? What questions do you have?

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The Civil War Trust’s sesquicentennial page highlights many of the important events that occurred during the Civil War in 1862. Students can learn more about Robert E. Lee’s Northern Virginia Campaign, the war in the far west, and much more. Have each student pick an event listed on the site to explore. Each event page at the Civil War Trust includes a brief description of the event, battle maps, photographs, recommended reading lists, and some also include informative videos narrated by National Park Historians.

Additionally, students can learn about events that occurred in 1862 by searching the New York Times database for free articles. Give students a specific topic to look for or simply let them read two or three articles of their choosing. This is a great way for students to learn about life on the home front as well as the role of newspapers during the Civil War.

Wrap up a general look at the year 1862 by visiting the Washington Post’s interactive map: Battles and Casualties of the Civil War Map. To learn about 1862 battles and casualties, students should set the start date to 1/1/1862 and the end date to 12/31/8162. You can also have students find certain facts such as: the battle with the most casualties, the state with the most battles, and the battle that was the furthest west, north, and south. Clash of the Ironclads

On March 8 - 9, 1862, the Confederacy challenged the Union naval blockade near Hampton Roads, Virginia with its ironclad ship, the CSS Virginia (also known as the Merrimac). The Union blockade cut Norfolk and Richmond off from international trade weakening the Confederate States of America. Breaking the naval blockade was key to defeating the Union. The ironclad ship was superior to the wooden ships that typically made up a navy. However, the Union had an ironclad of its own, the USS Monitor. At Hampton Roads where the Elizabeth and Nansemond Rivers meet the James River, the CSS Virginia and the USS Monitor ______

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battled. This meeting between the USS Monitor and the CSS Virginia marked the first time in history two ironclad ships battled. While both sides claimed battle victory, there was no decisive victor.

For a description of the battle, read New York Time’s article: March 9, 1862 The Monitor and Merrimac Face Off in Battle of Hampton Roads. Be sure to click the links within the article to read the original New York Times reports of the battle. Then, read the account at Eyewitness to History– The Battle of the Ironclads, 1862. Lastly, visit the Mariner’s Museum’s exhibit on the USS Monitor. Here, learn about the history of the USS Monitor, launch the Life on Board exhibit to read letters sent by crewman George S. Geer, read crewman William Keelers’ account of the encounter with the CSS Merrimac. If students have not had enough yet, challenge them to take the quiz, and then they can meet the officers and crew, jump over and view the Webcams of the engine, the turret, and the Dahlgren guns. The Battle of Shiloh

In April 1862, Union and Confederate troops met near the Tennessee River at Shiloh. On April 6, the Confederate army led by Generals Albert S. Johnson and P.G.T. Beauregard caught the Union army led by Ulysses S. Grant off guard while camping along the banks of the Tennessee Rive at Pittsburg Landing. After two days of horrendous fighting, the Confederate army was defeated. The Union suffered over 13,000 casualties while the Confederate Army had over 10,000 casualties including the loss of General Albert S. Johnson. It was the bloodiest battle the United States had experienced since its inception.

Delve into the details of the Battle of Shiloh by first exploring the Civil War Trust’s site on the Battle of Shiloh. First read the brief battle description. Then, view the animated battle map, examine the photos in the gallery, watch the video with NPS Shiloh historian Stacy Allen, and take the quiz. Finally, watch the History Channel video about the Battle of Shiloh. The Battle of Antietam

A few months after the Battle of Shiloh, the bloodiest day of war in American history occurred in September 1862 at the Battle of Antietam (also known as the Battle of Sharpsburg). On September ______

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17, the Union army led by General George B. McClellan pursued and attacked the Confederate army led by General Robert E. Lee near Sharpsburg, Maryland and Antietam Creek. The resulting battle resulted in huge losses for both sides. The Union army lost twenty five percent of its force with over 12,000 casualties while the Confederates lost thirty-one percent of its force with over 10,000 casualties. Despite the high casualty rates, the battle ended in a draw with no clear victor. However, it is considered a major turning point because the battle ended Lee’s invasion of Maryland, prevented Great Britain and France from recognizing the Confederacy, and gave President Lincoln the opportunity to announce the Emancipation Proclamation.

Learn about the battle by visiting History Animated’s map of the Battle of Antietam. Start the animation by clicking the red triangle at the bottom of the screen. Students should be sure to watch each scene: The Campaign, The Battle Sept. 17, and Lee Withdraws. Then, at Eyewitness to History students can read Carnage at Antietam, 1862. End by watching the History Channel video clip The Battle of Antietam.

Whether you have students learn about life during the war or highlight key events, the sesquicentennial anniversary of the Civil War is the perfect opportunity to teach about this nation-shaping event.

Reference:

American Memory http://memory.loc.gov/ammem/cwphtml/tl1862.html

The Civil War Trust http://www.civilwar.org/education/2012.html

National Park Service: The Civil War http://www.nps.gov/civilwar/index.htm

The New York Times http://spiderbites.nytimes.com/free_1862/index.html

Civil War 150 http://www.history.com/topics/civil-war-technology/interactives/civil-war-150#/home

Washington Post http://www.washingtonpost.com/wp-srv/lifestyle/special/civil-war-interactive/civil-war- battles-and-casualties-interactive-map/

Eyewitness to History http://www.eyewitnesstohistory.com/

The Mariner’s Museum http://www.marinersmuseum.org/uss-monitor-center/uss-monitor-center ______

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Civil War Animated http://civilwaranimated.com/AntietamAnimation.html

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National Standards Teaching with WebQuests RF.4.4. Read with sufficient Stephanie M. Hamilton accuracy and fluency to support comprehension. English Language Arts How can teachers encourage critical and Standards » Reading: Informational Text » Grade 3 analytic thinking, develop problem-solving RI.3.5. Use text features and skills, and integrate technology into the search tools (e.g., key words, sidebars, hyperlinks) to locate curriculum? It might seem challenging, but a information relevant to a given WebQuest provides students the opportunity topic efficiently. to explore a topic while honing these critical W.3.2. Write informative and explanatory texts to examine a skills. And, it’s fun! topic and convey ideas and information clearly. Webquest is an effective way to incorporate inquiry A learning through technology into the classroom. In TEKS fact Bernie Dodge, creator of the WebQuest, states that it §110.14. English Language Arts and Reading, Grade 3 is "an inquiry-oriented activity in which some or all of the (3) Reading/Fluency. Students information that learners interact with comes from read grade-level text with resources on the Internet." Students develop skills in fluency and comprehension. thinking critically about a topic while also developing and (17) Writing/Writing Process. deepening their understanding. In a Webquest, the Students use elements of the writing process (planning, student is introduced to a “Web adventure” involving a drafting, revising, editing, and single or several topics. The student then must complete publishing) to compose text. tasks related to the topic by visiting several Web sites. At the end, the student reflects on what they have learned and has opportunities to apply that new learning. An evaluation tool is built into the WebQuest so that teachers can measure student progress.

While there are many WebQuests that can supplement the curriculum, teachers can create their own WebQuests to match their classroom instruction. Imagine creating a WebQuest for the book the class is reading. Imagine creating one to investigate a particular topic within your state or region. In this article, you will explore how to create a WebQuest. Getting Started

A WebQuest has several specific components. Before you think about how to design one on your computer, consider what you will need for your plan:

1. Introduction: This tells your students what they will explore in the WebQuest. This should be written so that students are interested and motivated for their adventure on the web.

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2. Task: This describes the end product or what the student will complete to show that they have successfully completed the WebQuest. For example, in the Charlie and the Chocolate Factory WebQuest students complete three tasks including learning about the history and origin of chocolate.

3. Process: This explains the strategies students should use to complete the task. In The President's Scrapbook WebQuest, students learn that the President has a scrapbook of heroes. By clicking on the photos of the heroes, students are taken to a Web site with information (text written at the appropriate grade level) on that hero.

4. Resources: These are the Web sites students will use to complete the task. (You will find helpful hints on selecting Web sites at the end of this article.)

5. Evaluation: This section measures the results of the activity. In The President’s Scrapbook WebQuest, students will complete a rubric to assess their completion of the task. Some WebQuests feature quizzes created by the teacher.

6. Conclusion: This area sums up the activity and let’s students know what they should have completed and learned. Students are often encouraged to share their WebQuests and to explore on their own further.

After reviewing the information about the components of a WebQuest, think about what you are studying in class. You might want to create one for a new topic, one that students are struggling with, or to expand and extend the classroom experience.

For more information, the American Library Association’s article “Thinking Outside the Book: Engaging Students with WebQuests” provides a brief history and overview for teachers. Templates and More

Creating a WebQuest has become easier for teachers because there are many easy-to-use templates with instructions available on the Internet. Bernie Dodge’s Web site contains guidance and links for the novice designer to those who have more experience. Click the classic framed templates from SDSU (2000) for several ______

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WebQuest Templates in PC and MAC form. You will need to download the file to begin your design.

The Canadian Web site Educational Technology has several modern design WebQuests to choose from. In addition to these free sites, Dodge has created Quest Garden for teachers to create and post WebQuests which can then be shared. Try it out free for 30 days, and if you like it, the fee is $20 for a two-year subscription. How to Make a WebQuest is a teacher-made, how- to video on WebQuests. While informally filmed in the teacher’s living room, she shares why Webquests are beneficial and shares her own helpful hints. Example WebQuests and Getting Started Tip

The San Diego City Schools has several WebQuests you might want to preview. Take a look at Study Insects with Eric Carle for grades 1-2 or view Kid's Court: Finding Justice in Fairy Tales for an interesting activity on characterization. Grammar Rocks! is an excellent WebQuest to review the parts of speech on the Zunal WebQuest maker site. Kathi Mitchell has assembled a list of WebQuests by content area. If you click “That’s Plymouth Rock” you will find a one page WebQuest. You might want to try this format until you feel more comfortable with adding pages for each section.

If you are ready to get started, you might wonder about the Web sites you might use. Let Learners Online help you! Look back at earlier issues (or even this one) for inspiration. Since a WebQuest involves reading and language arts skills, you can choose any topic you like. For example, Alan Sills article “Earth’s Shaking” in the January, 2012 issue might spark an exciting quest to learn more about the earth’s rocks.

Reference:

Charlie and the Chocolate Factory WebQuest http://projects.edtech.sandi.net/brooklyn/chocolate/

The President's Scrapbook WebQuest http://www.educationalsynthesis.org/famamer/Scrapbook-2/

Thinking Outside the Book: Engaging Students with WebQuests http://www.ala.org/offices/resources/thinking_outside_the_book

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Bernie Dodge: Creator of the WebQuest http://webquest.org/index-create.php

WebQuest Templates http://webquest.sdsu.edu/LessonTemplate.html

More WebQuest Templates http://www.educationaltechnology.ca/resources/webquest/templates.php

Video: How to Make a WebQuest http://teachertube.com/viewVideo.php?title=How_to_make_a_webquest_&video_id=45866

San Diego City Schools WebQuests for Students http://projects.edtech.sandi.net/projects/literature.html

Zunal WebQuest Maker http://zunal.com

WebQuests by Content Area http://www.kathimitchell.com/quests.htm

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Mathematics – Grade 5 (1) Cooking Up Some Math and (3) Kira Hamman developing understanding of the multiplication of fractions and of division of fractions Start the school year in the kitchen with a fun, developing understanding of volume tasty math lesson that students will savor all year! 111.17 (b) (2) and (3) uses fractions in problem- sk adults where they use math in everyday life and solving situations you will receive responses such as shopping, adds, subtracts, multiplies, A and divides to solve balancing the checkbook, and cooking. Cooking is surely meaningful problems the most accessible for elementary students, and it is a lot of fun besides.

Students practice the math needed for cooking, by following the recipes and instructions on a variety of Web sites aimed towards elementary math learners. There are several possible lessons that include students actually doing some cooking, at school or at home or both. Yum! Cooking Up Ratio and Proportion

Ratio and proportion are perhaps the most obvious mathematical topics to appear in cooking. Typically, we must increase or decrease a recipe. Figuring out how much requires students to think about fractions. Doubling a recipe, for example, requires the cook to increase everything by a factor of two. Scaling down a recipe requires division, or, if you prefer, multiplication by a fraction.

For a simple lesson for about doubling and tripling recipes, start here. Begin by having students complete the doubling and tripling chart. For more advanced students, add columns to the chart for cutting the recipe in half, thirds, or less. As students work through the chart, be sure to discuss the connection to ratio, proportion, and fractions. For example, to double a recipe the amount increases from 1 to 2, so the ratio in question is 1:2, or ½. If the recipe calls for 2 teaspoons of sugar, we need to find a fraction that is equivalent to ½ but has 2 in the numerator; that is, 1:2 is equivalent to 2:__? The answer, of course, is 4, ______

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and so the doubled recipe requires 4 teaspoons of sugar. While this may seem overly complicated for doubling, which could be accomplished with simply multiplying by 2, it is a crucial part of understanding how to do more difficult conversions. For instance, if a recipe that serves 4 needs to be made to serve 12, we are asking about the ratio 4:12, or 4/12, which is equivalent to 1/3. Thus the recipe needs to be tripled.

After students have completed the doubling and tripling chart, let them use the no-bake cookie recipe for a yummy hands-on application of what they have just learned. In addition to the doubling and tripling conversions, this gives students the opportunity to practice measuring out ingredients and following directions.

As an extension, offer several additional recipes for students to make at home. They can scale the recipes for the size of their families and report their experiences back to the class. There are many sites with good recipes for children, including free downloads at Cooking with Kids and Spoonful. Cooking Up Conversion

Another important topic that naturally comes up with cooking is conversion. Measurements and temperature can both be expressed in different systems – English and metric; Fahrenheit and Celsius. To take, for example, a recipe from Europe and make it in a U.S. kitchen, one needs to be able to convert both the metric measurements for ingredients and the Celsius instructions for cooking temperature.

The National Institute of Standards and Technology has a very useful cooking resources page that includes a metric recipe for chocolate chip cookies. To begin this lesson, discuss the metric system of measurement with students using Discovery Education’s A Metric World as a guide. Although the lesson is designed for middle grade students, it is easily adapted for upper elementary. You might also choose to use the conversion lesson from Math and Science Gumbo for more specific practice converting between Fahrenheit and Celsius.

Once students have a sense of how the metric system works, show

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them the cooking-specific resources available at The Metric Kitchen. Provide a couple of minutes for students to play around with the calculators on Global Gourmet (for metric conversion) and NOAA (for temperature conversion).

Now go back to the cookie recipe and ask students to convert it to a typical U.S. recipe using English measurements and temperatures. If possible, have them do these conversions by hand and check them using the calculators above. But wait - this recipe makes 100 cookies. Most families only need 20 or 25 cookies. Ask students to use the skills from the previous lesson to reduce the recipe to make fewer cookies.

Finally, they can test their new recipes by making cookies at home and bringing them to school to share!

Cooking is a natural place to use mathematics. It provides both context and motivation for several mathematical topics that students often struggle with, and is easy to implement in the classroom with a few simple preparations. In addition, it offers excellent tie-ins to other subjects: science, nutrition and health, even reading and writing. Not least, cooking is fun!

Reference:

Math and Science Gumbo http://westernreservepublicmedia.org/gumbo/dtrecipe.htm

Cooking with Kids http://cookingwithkids.net/

Spoonful: Kids’ Recipes http://spoonful.com/recipes/cooking-with-kids#carousel-id=content-carousel&carousel- item=2

NIST: Cooking Resources http://www.nist.gov/pml/wmd/metric/cooking.cfm

NIST: Metric Chocolate Chip Cookies http://www.nist.gov/pml/wmd/metric/metric-cookies.cfm

Discovery Education: A Metric World http://www.discoveryeducation.com/teachers/free-lesson-plans/a-metric-world.cfm

Math and Science Gumbo: Make it Hot Hot Hot! http://westernreservepublicmedia.org/gumbo/hothot.htm

The Metric Kitchen http://www.jsward.com/cooking/cooking-metric.shtml

The Global Gourmet: Cooking Resources http://www.globalgourmet.com/food/resources/index.html#axzz23iJqP6r5

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National Oceanic and Atmospheric Administration: Fahrenheit to Celsius Converter http://www.wbuf.noaa.gov/tempfc.htm

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Estimated Time: 50 Minutes

Good News About Peanuts 1. What is a legume? How are they beneficial to us? Geri Ruane

Name ______

Man cannot live by bread alone; he must have peanut

butter. ~ President James Garfield

In this month’s Internet Challenge™, we will learn 2. In your own words, describe the growing cycle of about the peanut, which is really not a nut at all, but a the peanut. legume. (Some other well-known legumes are peas,

beans, lentils and chickpeas.)

Today, peanuts are one of America’s favorite foods. It

has been reported that peanuts contribute more than

four billion dollars to the United States economy. Did

you know that September 13th is recognized as

National Peanut Day?

In our online activity, we will trace the history of the

peanut through Brazil, Peru, Mexico, Spain, and then Good answers! to Africa and Asia. Eventually, the peanut found its way

to the southern part of the United States where it was Now, click “History of Peanuts, Consumption and grown commercially in the 1800s in South Carolina Affordability” in the upper left corner. Then, click and used for oil, food, and a substitute for cocoa. “Growing and Variety,” and finally, “Nutritional Currently, nearly half of the peanut crop in the United Breakdown.” States is grown in Georgia.

Answer the following questions after you have read all We will read about Dr. George Washington Carver, three Web pages. who is considered to be the “Father of the Peanut

Industry.” Additional discoveries will include learning

about the growth and importance of peanut butter, 3. How did Dr. George Washington Carver and looking at the nutritional value of the peanut as influence the growth and popularity of the well as the controversy about peanut allergies. Let’s peanut? get started on our online activity.

Our first Web site is The Peanut Institute at

http://www.peanut-institute.org/index.asp

Click “Peanut Facts” in the green bar near the top; you

will jump to another page. Read the information and

then answer these questions.

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MonthMay 2012 2012 Internet Internet Challenge Challenge – – 2 2//44

4. Compare and contrast the four different types of 7. In the late 1800s, why was there little demand for peanuts. Which state seems to have the best- peanuts? How did that change in the early 20th suited conditions to grow the four different peanut century? varieties?

8. The peanut plant produces a small yellow bean. 5. Compare the nutritional value of two tablespoons of salted, smooth style peanut butter to that of a. True salted, chunky style peanut butter. What are your b. False findings?

9. Peanuts flower above ground and then migrate underground to reach maturity.

Choose an antonym for the word “migrate.”

a. travel b. drift c. remain d. all of the above

OK! Great! Our next Web site is National Peanut Board, located at http://www.nationalpeanutboard.org/classroom- Let’s go to the Georgia Peanut Commission Kids Corner history.php located at http://www.peanutcircusclub.com

Read this section along with “Fun Facts” (located Read the information in each section: “History of under “Classroom”) and then answer these questions. Peanuts” and “Frequently Asked Questions.” Then, complete the following questions.

6. How were peanuts used during the Civil War? 10. Name three other uses for the peanut that Dr. Carver discovered.

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May 2012 Internet Challenge – 3/4

11. Sylvester, the peanut capital of the world, is the allergy and its severity can be easily identified. located southwest of Atlanta, Georgia. What would your jewelry piece look like? Use paper, pencil, or computer software to create your design. a. True b. False After you have completed it, share it with your teacher and classmates. Talk about it!

12. According to this Web site, how is peanut butter  Write an advertisement for the health benefits of made? Explain briefly the steps involved. peanut butter or peanuts. Use any of the Web sites listed in this activity for a resource. Use paper, pencil and art tools or appropriate computer software to create your announcement.

After you are done, share it with your teacher and classmates. Be ready to talk about it!

Design a menu for recipes that include peanuts: breads, smoothies, soups, salads, sandwiches, side Excellent! dishes or main dishes. Create a recipe booklet that can be shared with your teacher and classmates. Be Extension Activities – Do one or all of them! ready to talk about your tasty recipes!

 What interests you most about the peanut? Learn  Read, Write, and give your View! more about this protein-packed legume by exploring the resources listed below. Using all of Should peanut butter (and other peanut –based the online resources noted in our online activity, products) be banned from schools? Read the design a multimedia presentation by using paper following statement from Peanut Institute.com. and art tools or your computer with appropriate software. Evidence does not support the effectiveness of allergen bans. Many experts feel that bans, except in Share your final product with your teacher and situations that involve very young children such as in classmates. Talk about it! daycare centers, give a false sense of security. Peanut bans, for example, ignore other potentially World Peanut History serious food allergies. School-aged children need to http://www.goodearthpeanuts.com/historyworld.htm be prepared to understand real-world environments. Education of faculty, school food service personnel, Planters – Company History parents and students on how to manage food http://www.planters.com/history.aspx allergies is thought to be the most effective

Planters – Learning about Nut Allergies approach. http://www.planters.com/nutsandnutrition/articles/aller gyfacts.aspx What is your opinion on their position for allergen bans? Do you agree or disagree? Give your point of About.com – Inventors: the History of Peanut Butter view in a one-page report. After you are done, be http://inventors.about.com/library/inventors/blpeanutbu prepared to talk about it with your teacher and tter.htm classmates. Talk about it! ______ You are a jewelry designer hired to create a bracelet or necklace for customers who have a Congratulations! You have done a terrific job food allergy. Your item should be designed so that completing this month’s Internet Challenge™. ______

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Answers to May’s Internet Challenge™

1. Legumes are edible seeds enclosed in pods. As a group, they provide the best source of concentrated protein in the plant kingdom. The physical structure and nutritional benefits of a legume more closely resemble that of other legumes, but their use in diets and cuisines more closely resembles that of nuts.

2. From planting to harvesting and depending upon the type of peanut, the growing cycle takes four to five months. Peanut seeds (kernels) grow into a green oval-leafed plant about 18 inches tall, which develop delicate yellow flowers around the lower portion of the plant. The flowers pollinate themselves and then lose their petals as the fertilized ovary begins to enlarge. The budding ovary or 'peg' grows down away from the plant, extending to the soil. The peanut embryo turns horizontal to the soil surface and begins to mature, taking the form of the peanut.

3. Dr. George Washington Carver is considered to be the father of the peanut industry. He began his peanut research in 1903. He suggested to farmers that they rotate their cotton plants and cultivate peanuts. While cotton depletes nitrogen from the soil, peanuts as legumes have the property of putting nitrogen back into the soil.

4. Texas is the state.

Virginia peanut -"cocktail nut" and is considered large-kernelled. Used for salting, confections, and in-shell roasting. Grown primarily in North and South Carolina, Virginia, and Texas. Runner peanut - most widely consumed amongst all the types and first choice for use in peanut butter. Needs a warm climate and sandy, well-drained soil. Delicious in flavor with great roasting characteristics and high yields. Grown in Georgia, Alabama, Florida, Mississippi, Texas, and Oklahoma Spanish peanut – contains higher oil content than other peanuts and have smaller kernels with reddish-brown skin that covers them. Used mostly in peanut candies, peanut and nut snacks, and peanut butter. Grown mostly in Texas and Oklahoma. Valencia peanut – mostly served as roasted and sold in shell or boiled. Sweet type of peanut with a bright red skin - usually contain three or more kernels in a longer shell. Grown less frequently in the United States - the primary production is in New Mexico and Texas.

5. Students’ own answers.

6. The first notable increase in peanut consumption came in 1860 with the outbreak of the Civil War. Soldiers on both sides turned to peanuts for food. They took their taste for peanuts home with them and peanuts were sold freshly roasted by street vendors and at baseball games and circuses.

7. Peanut production rose during this time even though peanuts were still harvested by hand. As a result, hand harvesting left stems and trash in the peanuts. Poor quality and lack of uniformity kept down the demand for peanuts. Around 1900, labor-saving equipment was invented for planting, cultivating, harvesting and picking peanuts from the plants, as well as for shelling and cleaning the kernels. With these mechanical aids, peanuts rapidly came into demand for oil, roasted and salted nuts, peanut butter and candy.

8. (b) False, it produces a small yellow flower.

9. (c) remain

10. Additional research into the peanut helped Carver to discover over 300 uses for the peanut including shaving cream, leather dye, coffee, ink, and shoe polish.

11. (b) False. Sylvester is southeast of Atlanta.

12. The steps could include

a. Raw, shelled peanuts are roasted and cooled; skins are then blanched. ______

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b. Blanched peanuts with wholesome kernels are electronically sorted or hand picked to be used in peanut butter.

c. Peanuts are ground, usually through two grinding stages, to produce a smooth, even-textured butter.

d. Peanuts are heated during the grinding to about 170 degrees.

e. Emulsifiers are added and mixed, and then the butter is cooled rapidly to 120 degrees or below. This crystallizes the emulsifiers, thus trapping the peanut oil that was released by the grinding.

f. The peanut butter is then packed into containers for sale at stores.

Extension Activities – students own answers.

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Estimated Time:30 Minutes

§115.22. Health Education, Grade 6. (3) Health information. The West Nile Outbreak student comprehends and Lisa Kerscher utilizes concepts relating to health promotion and disease prevention. The student is Ah, the joys of summer: afternoons in a cool expected to: pool, walks in the woods, hanging out with (A) describe various modes of disease transmission; friends, endless reading time and a pile of books no one assigned, shorts and tank tops, mosquito bites and itchy ankles. Wait! What was that last one? Along with the perks of summer come those pesky blood-sucking insects that hover persistently, waiting for the moment to sink their proboscis into your exposed skin. This year, mosquitoes have delivered not only itchy bites but a potentially deadly virus that has sickened scores of people.

ealth departments throughout the United States are reporting H a record high number of West Nile virus cases. The Centers for Disease Control has reported positive tests in 42 states for West Nile virus in birds, humans, and mosquitoes. At least 1,118 people have contracted the disease, the largest outbreak since 2004. 80% of those cases are in Mississippi, Oklahoma, and Texas.

Officials in Dallas declared a state of emergency in the wake of an outbreak. On Thursday (August 16, 2012), Dallas residents heard the hum of airplanes sent to spray the vicinity with insecticide. On Wednesday, August 22, Houston took its turn being sprayed. Blanketing an area with insecticide is rare; it has been over 45 years since Dallas officials conducted an aerial spray. States of emergency are not often declared in the United States. But then, this is an unusual year. Over a dozen people have died of West Nile virus this year in Texas. Clearly the little mosquito carries a mighty foe. How else do you stop a mosquito- borne virus? Arm yourself with a better understanding of West Nile virus. What You Need to Know About West Nile Virus

West Nile virus is what doctors and scientists call a vector- borne disease. Vector-borne diseases need three things to spread: the disease microbe, a host, and a vector. “Vector” is Latin for “bearer” and in a disease cycle, the vector carries the disease

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microbe from one host to another. For West Nile, the disease is caused by a virus, the mosquito serves as the vector, shuttling the virus from one host to another with each bite. The mosquito does not cause the illness but spreads it. West Nile virus’ original hosts were birds and mosquitoes spread the virus to humans. Some of the most pervasive and deadly diseases are vector-borne: Lyme disease, malaria, Rocky Mountain spotted fever, West Nile disease. Mosquitoes serve as vector for several of these.

The first West Nile virus patient was diagnosed in Uganda in 1937. Sixty-two years later, in 1999, the virus first appeared in North America. Learn more about its history and its arrival to the United States and how scientists diagnosed the first American patients—avian and human. Watch four PBS video segments: West Nile arrives, West Nile in the Rockies part 1 and part 2, and West Nile in Southern California.

The Centers for Disease Control is an excellent first stop to discover what you need to know about West Nile virus. Their fact sheet covers the basics and more: What is West Nile virus? What are symptoms? Who is at risk? Read more about how West Nile virus is spread. Familiarize yourself with common myths associated with West Nile virus.

Predict ways to prevent or reduce the spread of the virus, then check your answers against the CDC’s Fight the Bite. Watch a series of six video clips designed to help you protect yourself and your community. Watch the CDC’s public service announcement: Tell Mosquitoes to Buzz Off. Pet owners may wonder if pets are at risk and how to protect cats and dogs. Outbreak 2012

The CDC has kept annual records of West Nile incidents in the United States since its arrival. View the CDC record of 2012 West Nile human infections. View this year’s incidents of West Nile virus by state. Compare these statistics to the human infections and state outbreaks for the previous year.

The CDC predicts this year’s outbreak is not yet over. Listen to the NPR story “Preventing the Spread of West Nile Virus” for more

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information. Hear from the mayor of Dallas speak about why he decided to authorize an aerial insecticide spray.

Reference:

PBS – Deadly Diseases http://www.pbs.org/wgbh/rxforsurvival/series/diseases/west_nile_virus.html

Centers for Disease Control – West Nile Fact Sheet www.cdc.gov/ncidod/dvbid/westnile/wnv_factsheet.htm

National Public Radio – Preventing the Spread of West Nile Virus http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=1599224 36&m=159922429

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Apps for Back to School Stephanie Tannenbaum

Remember the days when ‘back to school’ supplies consisted of pencils, folders, and a three-ring binder (remember ‘Trapper Keepers’?). Ahh…the good old (and less-expensive) days. Today’s supply lists include a few additional items; DVDs, CDs, thumb drives, graphing calculators, memory cards/sticks, digital cameras, e-readers, and even laptop computers and tablets!

onsidering that most students are device- and Internet-savvy C and many (as young as grade 5) even have personal cell phones, we are staring down the barrel of tech-overload. While the expansion of tech tools has exploded over the past decade, they have not always provided the ease of use and efficiency we hoped to achieve. In fact, many tech tools become expensive toys in the hands of online game-seeking / social networking K-12th graders!

At this point, accept the technological stage we exist in today. Students not only know how to use the devices, they come to school expecting to implement them. Everything from homework/test schedules to group projects and peer-review to parent/teacher feedback and grading can be recorded, organized, and analyzed digitally and communicated wirelessly. Are these technology-based practices ‘better’? Sometimes yes; sometimes no. However that is not the crux of the debate. It is the (21st century) age-old issue: How can we use the tech tools to enhance our lives in an efficient manner?

If we were holding this discussion ten or even just five years ago, we might still be focusing on how to use the various tech devices that have emerged. This is no longer the scenario. Whether you teach in an elementary, middle, or high school; whether you are in a prep, charter, magnet, or title I school; whether exuberant parent-involvement or barely a sitter or nanny or full time daycare, the bottom line is:

Students expect to use and want to learn using the Internet and electronic applications on their wide range of tech devices.

So the focus today is not just how to work the device, but how to implement the tool using dynamic, interactive applications – ______

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otherwise known as ‘apps’. First consider what you will be using in your classroom and with students; iPad, cell phone (iPhone or Android or some other smartphone), laptop computer, tablet, mp3 player, iTouch or other app-supporting non-phone device, etc. Then take a peek at some of the back-to-school apps featured below.

 10 ‘must-have’ apps according to Edudemic http://edudemic.com/2011/08/back-to-school-apps/

 Chicago Tribune’s picks for apps to get ready for school http://www.chicagotribune.com/business/sns- 201208131130--tms--appolctnap-a20120813- 20120813,0,5641274.story

 Reader’s Digest list of six free apps for iPhone and Android http://www.rd.com/advice/6-essential-phone-apps-for- back-to-school/

 Ideal apps for note taking and class planning from Tech Learning http://www.techlearning.com/Default.aspx?tabid=67&Entr yId=3858

 Video of a variety of free apps for students featured on Fox News http://fox4kc.com/2012/08/01/back-to-school-apps/

 10 ‘essential’ apps for iPhone recommended by PC World http://www.pcworld.com/article/169521/ten_essential_bac ktoschool_iphone_apps.html

 App Advices’ review of free apps for iphones http://appadvice.com/applists/show/back-to-school- iphone-apps

 Time Magazine’s suggestion for top 10 apps for iPhone http://www.time.com/time/specials/packages/article/0,288 04,1919378_1919377_1919368,00.html

 List of low-cost apps posted by Tech & Learning Magazine http://www.techlearning.com/default.aspx?tabid=67&entry id=2989

 10 apps geared more towards busy parents from AboutOne’s blog, ‘In a Nutshell’ http://blog.aboutone.com/2011/08/12/mobile-apps- make-parents-lives-easier-at-back-school-time/

 Yahoo! Weighs in on their favorite school-ready apps

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 Of course Google is always ready for an app or two including their Chrome apps http://education.yahoo.net/articles/best_mobile_apps_for_ students.htm

 30 day free trial of School App Kit http://schoolappkit.appspot.com/schoolappkit

 Fox News featured iPad apps http://www.foxnews.com/tech/2011/08/16/10-great- back-to-school-ipad-apps/

 20 apps for any smartphone as reviewed by The Street http://www.mainstreet.com/slideshow/smart- spending/technology/back-school-2011-best-smartphone- apps

 15 more useful apps for iPad from Gotta Be Mobile news http://www.gottabemobile.com/2011/08/19/15-back-to- school-ipad-apps/

 Business Insider points out 14 ‘best’ iphone apps for older students http://www.businessinsider.com/the-best-back-to-school- apps-for-iphone-and-ipad-2011-8?op=1

 20 apps and tools for high school students from App Storm http://web.appstorm.net/roundups/20-back-to-school- apps-and-tools-for-students/

 Cool educational apps for iPad from Red Orbit http://www.redorbit.com/news/education/1112495189/be st-educational-apps-for-students-and-teachers/

 TeachAde’s recommendations for top 10 apps for K-20 learning. http://news.yahoo.com/teachade-releases-back-school-list- top-10-best-033135425.html

Admittedly there are a lot of apps out there; but they are educator-supportive apps! Use them to help organize and plan your lessons. Load and organize your class data. Share your apps with parents for collaborative feedback. Implement the apps with your students and let them explore and create innovative ways to be effective and active learners.

Your beginning-of-the-school-year assignment: download and use at least two new apps. Take on more as you find success with the various programs. Share the apps with other teachers and parents. Implement apps with your students’ lessons and projects. Apps are not only processes to use the various tech devices, they

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are also a way to communicate learning and collaborate on research, analysis, and feedback.

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