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Learners Online February 2008

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Editor’s Note...............................................................................2 Secondary Curriculum SCIENCE Comprehending the Cosmos .......................................................... 3 SOCIAL STUDIES The Battle of Gettysburg ................................................................. 7 ENGLISH LANGUAGE ARTS To Kill a Mockingbird ................................................................... 11 MATHEMATICS Interactive Statistics and Data Analysis .......................................... 17 Elementary Curriculum SCIENCE Sudden Climate Change .............................................................. 21 MATHEMATICS Patterns: From Traditional to Tessellating ...................................... 27 ENGLISH LANGUAGE ARTS Words, Words, Words: Instructional Word Walls ........................... 31 Independent Student Activities INTERNET CHALLENGE™ The Iditarod ................................................................................. 35 CURRENT EVENTS Prizing Plants................................................................................ 40 Professional Development TECHNOLOGY INTEGRATION A Great Time for a Timeline ......................................................... 44 ________ Learners Online – 1 – FEBRUARY 2008 Wisconsin Virtual Schools Safe for Now J. Alan Baumgarten re you as optimistic about virtual schools as I am? I assume so, as you A are reading my Learners Online blog. Virtual learning continues to be a growing education trend, particularly as broadband Internet access becomes more ubiquitous, and with mounting evidence that the quality of virtual learning can equal or surpass traditional learning for some students. So it is not surprising to me that teachers unions are starting to take notice and, in some cases, take aim. Understand that I have no quarrel with teachers unions, having once been a card-carrying member myself. However, I have noticed that when traditional institutions do not understand something new, their tendency is to attack it first rather than embrace it—especially if the "something" receives state funding. This has been the case lately in Wisconsin. When Wisconsin's largest teacher's union, the Wisconsin Education Association Council, found out that the Wisconsin Virtual Academy was structured in such a way that parents were allowed to supervise the learning of their own children studying at home—under the direction of professional educators—they promptly filed suit. They also dug up an antiquated law that requires charter schools to be located within the districts that operate them. So much for anywhere, anytime learning. The courts ruled, correctly, in favor of the union, threatening to close the virtual schools. They were breaking the law, even if they were silly laws. Fortunately, some very astute state lawmakers recently stepped in and proposed legislation that will amend the old laws and effectively nullify the court decision. The virtual schools are expected to remain open. It may be worth noting that the teacher's union said they wanted lawmakers to analyze the financial impact of the virtual schools before approving the legislation. Basically, they want to make sure virtual schools are not diverting money from traditional public schools. But with no brick- and-mortar facilities, no sports equipment, no bussing, no school lunch programs, and so on, I hardly think they could find much in the way of spending to analyze. Good luck Wisconsin and all of you other virtual teachers and learners out there. We are certainly in your corner. ________ Learners Online – 2 – FEBRUARY 2008 NS.9-12.7 HISTORY AND NATURE OF SCIENCE As a result of activities in Comprehending the Cosmos grades 9-12, all students Lisa Kerscher should develop understanding of • Science as a human Take students on a journey into human endeavor understanding of the cosmos–from early • Nature of scientific knowledge mythologies to the discovery of dark energy– • Historical perspectives through imagery and interpretation. TEKS hen Galileo used his homemade telescope 400 §112.48 Astronomy years ago, he became the first human to identify Scientific processes. The W student uses critical thinking mountains on the Moon and watch satellites circling and scientific problem solving Jupiter. His curiosity and innovative thinking launched a skills to make informed revolution that dissolved our view of an Earth-centered decisions. The student is universe. expected to: (C) evaluate the impact of Since then, telescopes have progressively improved, research on scientific thought, society, and the environment; allowing astronomers to gain an enormous collection of (E) research and describe the images as well as scientific knowledge. With the launch of history of astronomy and the Hubble Space Telescope in 1990, this image library contributions of scientists. exponentially expanded. Scientists gained increasing insight into the depth and mechanisms of the universe, and the public has benefited by being able to view our awe- inspiring cosmos like never before. Taking students on an exploration of how human understanding about the cosmos has evolved over time and how that evolution happened through the development of technologies and scientific knowledge will help them grasp a number of key concepts. Introduce students to astronomy research by inviting student pairs each explore HubbleSite's Piercing the Sky and then Dark Energy. Through a mix of image-based animations, video interviews, and text, students gain an inside glance at how astronomers observe phenomena in the universe and how they work to interpret their observations. After students watch both presentations, discuss them as a class. Also, talk about how researching the cosmos influences popular culture, such as movies, career options, and more. ________ Learners Online – 3 – FEBRUARY 2008 Reaching for the Stars For most of human history, we have only been able to understand as much of our world around us as our eyes could see. Provide some historical context about how the human curiosity and the evolution of scientific research influenced scientific thought and shaped society's accepted beliefs over time. Visit Windows to the Universe hosted by The University Center for Atmospheric Research. Focus explorations in the advanced sections; Understanding the Sky and Astronomy throughout History. In each section, prompt students to click each underlined term or topic, including Mythology, Motions of the Planets, the Future of the Universe, the Astronomy Timeline, and People in Astronomy. Follow up the exploration with a discussion about how humans have attempted to decipher the cosmos. How have our explanations changed over time and what factors have influenced our interpretations? Why do you think it has been important to people–both scientists and the general public–to seek meaning about what we see beyond Earth's sphere? Technology, Imagery & Interpretation For hundreds of years, astronomers have used a number of types of Earth-based telescopes to observe the universe. Different telescopes rely on different wavelengths to collect images–primarily infrared, x-rays, radio waves, or visible light. Today's imagery has opened our eyes to the universe, revealing complexity that most humans could never have imagined. Since the development of telescopes has been a key ingredient to our understanding of the cosmos, encourage students to delve into the history of Telescopes from the Ground Up at Amazing Space. The branching tree of telescope technology reveals how different devices have developed and why. Starting with the Era of Galileo's Refractor, browse through the eras of refracting and reflecting telescopes. ________ Learners Online – 4 – FEBRUARY 2008 Ask students to take notes about the characteristics–pros and cons–of each type of telescope featured. Summarize by collaborating on composing a class chart that lists each telescope's primary traits. When the chart is complete, compare and contrast the telescopes. Discuss the contributions each telescope made to research and scientific thought. Launch students into apple-to-apple comparisons of today's telescopes by taking teams on a Sky-Spy Safari at NASA. Begin with the Planisphere view. Ask students to click the “Telescopes” button to learn more about the five different telescopes. Upon clicking a telescope's name, a representation will appear in the main viewer. Click the image to reveal the basic mechanisms of each telescope. Students should also click each type of wavelength listed above the telescope list: x-ray, visible, infrared, and radio. Ask students to use a half or full sheet of paper with the telescope name as the header. Right below the name, they should note which type of wavelength it uses. When students have completed this section, have them click to the “Planisphere,” making sure they read about Magnitude and Objects listed at the top. Rotate the planisphere with a click-and-drag motion. Prompt students to click on each pulsating circle within the starscape. For each cosmic object, observe and compare images from two or more different telescopes. Instruct students to write notes on their half or full pages, describing the kinds of features each telescope has revealed about an object. Ask each student to write a paragraph analyzing the usefulness of each telescope for capturing imagery. How does each telescope help scientists better understand the make-up of the universe. Discuss their analyses as a class. The Hubble Space Telescope has by far collected some of
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