Secondary Curriculum Elementary Curriculum

Secondary Curriculum
SCIENCE
Cancer Out In the Open ............................................................... 2
MATHEMATICS
‘Lure’ Pre-Algebra Students with a ‘Labyrinth’ .................................. 6
ENGLISH LANGUAGE ARTS
Walter Dean Myers: Young People’s Ambassador ........................... 9
SOCIAL STUDIES
The Congressional Medal of Honor ............................................. 13
Elementary Curriculum
MATHEMATICS
Benjamin Banneker, Mathematician ............................................. 17
ENGLISH LANGUAGE ARTS
All Aboard the Underground Railroad ........................................... 21
SOCIAL STUDIES
Patriotic Songs ............................................................................ 25
Independent Student Activities
INTERNET CHALLENGE™
Be Heart Smart! .......................................................................... 29
CURRENT EVENTS
Blackout: The Day the Internet Went on Strike ............................... 33
Professional Development
TECHNOLOGY INTEGRATION
Safe and Fun Web Design for Kids of All Grades .......................... 36
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Cancer Out In the Open
Lisa Kerscher
Cancer can be scary and mysterious. Help
students shed some light on the science and
the risks.
Y
oung adults rarely think cancer will strike them
personally, or at least not until they are much older.
Although it is true that children and teens are a relatively
small proportion of cancer patients, genetic,
environmental, and behavioral factors come into play and
sometimes cancer arises due to known inherited risk or by
complete surprise.
Cancer may be a topic that is difficult for children to
talk about, due to not understanding how it happens or
because it has already affected someone they know. Help
get the science and social aspects of cancer out in the
open with a project that combines both.
NS9-12.6 Personal and
Social Perspectives
Personal and community
health
Natural and human-induced
hazards
§115.32. Health 1
(6) Health behaviors. The
student assesses the
relationship between body
structure and function and
personal health throughout the
life span. The student is
expected to:
(A) examine the effects of
health behaviors on body
systems;
(B) relate the importance of
early detection and warning
signs that prompt individuals
of all ages to seek health care;
True Stories
Get the conversation started by
watching some insightful true stories
of young adults dealing with cancer.
Explain to students that, like all
science, especially related to health
issues, it is important to understand
the impacts. In this case, cancer
affects a person‘s health, social
interactions, and emotional wellbeing.
The Teens Living with Cancer site
features teens dealing with inherited
or other genetic-related cancers. Have one or more students take
turns reading the General Cancer Overview page out loud to the
class. The page explains how some cancers are caused by genetic
factors and some can be triggered by factors such as smoking or
sun exposure. It also shows a pie chart of the proportions of
cancer types that affect teens. Jump into Cancer 101 and play for
the class some of the dozen 1-2 minute videos listed.
Next, visit the Skin Cancer Foundation site, which features
some True Stories about people dealing with cancer triggered by
sun exposure. Have students watch 22-year-old Natalie explain
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her personal story of how tanning led to melanoma. Following the
videos, ask students to share their reactions to these stories and
lead a brief discussion about how cancer can affect people‘s lives.
The Science
Lead students into why cancer happens by starting at the
University of Utah‘s Learn.Genetics site. This is an excellent
resource for reviewing a number of genetics topics, including
heredity and cell function. For example, review the narrated
slideshow explaining The Nature of Stem Cells as an ideal way to
talk about cell differentiation during embryonic development and
also for repairs through adulthood. Discuss the normal cell cycle
of specialization, cell death, and replacement. In the site‘s Using
Family History to Improve Your Health section, show students the
Cancer page, which shows an illustration comparing normal
regulated cell growth with cancerous, uncontrolled cell growth.
Read out loud the short explanation of what causes cancer. You
may also want to review the easy-to-understand explanation of
how mutations cause genetic disorders. The Genetic Disorders
Library features two specific types of cancer: Colon cancer and
Breast/Ovarian cancer. Each page explains the roles that genetics
and cell growth play in risk.
To get students digging deeper
into the topic, have them visit one
or both of these sites: the
Understanding Cancer Series at the
National Cancer Institute and Inside
Cancer at the DNA Learning
Center. The first site lists dozens of
related slides with short
explanations, starting with What is
Cancer? The series can be reviewed
either by selecting individual titles from the list or using the arrow
buttons to navigation between slides.
The Inside Cancer site is more interactive and visually
engaging, providing content in four categories: Hallmarks of
Cancer, Causes and Prevention, Diagnosis and Treatment, and
Pathways to Cancer. Each section includes subtopics that feature
slideshow animations with text to read. Some slides offer the
option to listen to an expert narrate the text. Below the category‘s
topic navigation is the Molecule Menu, which can be popped
open to access the related glossary of terms.
The Hallmarks of Cancer section illustrates how and why
cancer cells grow and become a problem for the body. The
Causes and Prevention section nicely explains and provides some
statistics for the leading risk factors involved, such as smoking,
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inheritance, and sunlight. Diagnosis and Treatment highlights the
efforts and challenges in treating cancers. Finally, Pathways to
Cancer provides a more advanced level for understanding of how
cancer cells grow and spread, with exceptional animations. In fact,
this category may be reviewed immediately after the Causes and
Prevention section, rather than at the end of this site‘s exploration.
New Stories
Introduce students to the site, 15-40 Connection. This site
focuses on cancers that affect people ages 15 to 40. Prompt
students to review the sections about Reducing Risk, Early
Detection, and Self-Advocacy. Make sure to also direct students to
the section highlighting Teen and Young Adult Cancers, which lists
the top 10 most common types. This is a good place to divide
students into small, cooperative groups. Assign each group one of
these cancer types or have students select another from the Teens
Living with Cancer or Skin Cancer site. Keep a list of cancer
selections to avoid duplication.
Ask students to research their cancer type and develop a story
about it from a first-person perspective. Instruct students to include
points that explain the key science facts, including risk factors,
related to their featured cancer. Emphasize that story scripts should
be well developed, the science should be accurate, and it should
include an appropriate advocacy or prevention aspect. Encourage
students to use graphics or animations to help tell the story.
Highlighting a related community-based facility or organization
may also be suggested. Presentation formats may be live skit
performances or edited video productions. Whatever the format,
the presentation should be shared with peers or the general public,
followed by a group discussion.
Reference:
Teens Living with Cancer
http://www.teenslivingwithcancer.org
Skin Cancer Foundation
http://www.skincancer.org
Learn.Genetics
http://learn.genetics.utah.edu
Understanding Cancer
http://www.cancer.gov/cancertopics/understandingcancer/cancer
Inside Cancer
http://www.insidecancer.org
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15-40 Connection
http://15-40.org
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‘Lure’ Pre-Algebra Students with
a ‘Labyrinth’
Stephanie Tannenbaum
Common Core Standards
Grade 6
Expressions and Equations
Grade 7
Expressions and Equations
Once in a while we come across a program
that is so engaging and beneficial for
students that happens to also be 1) free and
2) directed towards middle school math
learners! Get ready to ‗Lure‘ Pre-Algebra
students into the challenging ‗Labyrinth.‘
L
Grade 8
Expressions and Equations
Functions
TEKS
Various Pre-Algebra concepts
in Grade 6
Various Pre-Algebra concepts
in Grade 7
Various Pre-Algebra concepts
in Grade 8
ure of the Labyrinth (from Learning Games to Go
project, funded by the U.S. Department of Education
Star School Program, directed by Maryland ThinkPort) is
an interactive cyber game for Pre-Algebra students.
Geared towards middle school students, the nature of the game
ties in with the creative and inquisitive mental level of students in
grades 6, 7, and 8. Using a variety of pets and monsters, students
must solve a myriad of Pre-Algebra based puzzles as they progress
through the graphic-novel style story. The challenging activity
provides a long-term digital game
that students can work on together
or individually and compare their
progress with their peers for
enhanced collaboration.
Teachers can tailor the game to
fit the classroom needs and set the
schedule and process for how the
class will use the program. The main
goal is for students to develop their
problem-solving skills by using a
variety of strategies, following up by
checking for reasonableness,
making/learning from mistakes, and
applying prior learning to new and
more challenging problems. The nature of the narrative provides a
‗fun‘ backdrop that motivates students to desire to tackle and
successfully complete the numerous math puzzles. The incredible
flexibility of the ‗Labyrinth‘ allows student, teacher, and even
parent involvement at any level they choose. Students will gain
extensive practice and application with three primary Pre-Algebra
concepts and methods:
Proportions (which includes fractions and ratios)
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Variables and Equations
Number and Operations (which includes geometry, order
of operations, and modular arithmetic).
Pre-Algebra students in grades 6, 7, and 8 will enjoy this
engaging extensive online game where they continue to learn
about and then apply a vast variety of concepts in order to
progress through the story and adventure of the ‗Labyrinth.
Behind the ‘Labyrinth’ for Educators
Before introducing the program to the class, start by reading
the For Educators link. In the left-hand column, click and read the
Game Description. Next, click briefly off of the site to Using Lure of
the Labyrinth in the Classroom (video provided by Maryland Public
Television via Teachers‘ Domain).
Watch the introductory clip about
how one teacher used the program.
Return to the Labyrinth Educators‘
page and now continue by clicking
and reading the Game Handbook;
this is a helpful note to teachers who
may be nervous about working with
the world of gaming for which
students today seem so much more
familiar. Continue with Plot and
Characters. Next scroll down to the
chart that contains the GamePlaying Intro script. This is for you to
read when you introduce the
program to the class. Print out the script and then click and read
First Steps in the Game. This link (as well as the others) provides
anecdotal guidance for the many scenarios that may arise when
playing this game. Read Using the TPC which helps to seal in the
importance of the story-line of the game. For a glimpse of the
math concepts in the game, read Math in the Game and more
specifically, the Math in Each Puzzle. (Note that you do not have to
employ the full program in order to have students solve the
puzzles, they can play it in either of two modes.)
Get Ready to Enter the ‘Labyrinth’
Now that you have completed the overview of the ‗Labyrinth‘
program, start thinking about your own classroom and how this
will best fit with your students‘ needs and personality. In the lefthand column, make sure to read the information and links in
Before Bringing Labyrinth Into Your Classroom. There are four
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steps to follow listed at the bottom. Proceed through each step in
order to set up your class for the program.
The Resources for Planning link provides specific helpful tools
and resources for you and students to enhance the program and
ensure success (for example check out the graphic organizers for
students). The set of seven video clips for implementing the game
provide visual cues for working with the ‗labyrinth‘.
Enter the ‘Labyrinth’
It is time to Introduce the
‗Labyrinth‘ to Your Students. Follow
through this framework that will
guide you step by step as you
present this exciting project. Do not
fret, even if you do not feel 100%
knowledgeable of all that this
program has to offer, students will
embrace it and share with you their
learning and discoveries as the
progress. Use the While Working
with Labyrinth link to assist you as
the class works. Read ahead on the
Following Up link to plan how you
will wrap this project up with your
class.
To learn more about Scot Osterwiel (the actual
designer/developer of the game) and his team at MIT, listen to his
audio message and then continue to find out More From Scot
Osterweil. Mr. Osterwiel is also the director of the Learning
Games Network. Advanced and/or interested students can check
out more of this creative genius at this site.
Reference:
Lure of the Labyrinth - Learning Games to Go (LG2G) project
http://labyrinth.thinkport.org/www/
(Funded by a Star Schools grant from the U.S. Department of Education, spearheaded by
Maryland Public Television)
Using the Lure of the Labyrinth Game in the Classroom - Maryland Public Television
http://www.teachersdomain.org/resource/cyb11.pd.cyber.labyrinth/
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Walter Dean Myers: Young
People’s Ambassador
Rachel Cummings
Monster. Hoops. Autobiography of My Dead
Brother. Slam. Fallen Angels. Malcolm X: By
Any Means Necessary. 145th Street: Short
Stories. Carmen. Street Love. Boys and girls,
middle schoolers and high schoolers, prolific
readers and non-readers: there is a Walter
Dean Myers book for everyone. Do not limit
yourself to just one of his stories; conduct an
author study and explore the books of Walter
Dean Myers.
Walter Dean Myers published his first work in 1969.
Forty-three years later, Myers has over eighty books to his
credit; his latest, Kick, a collaboration with teen author
Ross Workman, was published in 2011. During this time,
Myers has accumulated an impressive collection of
awards and honors: the Margaret Edwards Award for a
body of work, the Michael Printz Award for young adult
fiction, the Newbery Honor (twice), the Coretta Scott King
Award (multiple times), He is a three-time finalist for the
National Book Award. On January 10, 2012, the Library
of Congress added yet another accolade when it was
announced Myers will be the third National Ambassador of
Literature for Young People. This year he will travel the United
States to promote reading and to speak about the importance of
literacy.
Language Arts: RL.8.5.
Compare and contrast the
structure of two or more texts
and analyze how the differing
structure of each text
contributes to its meaning and
style.
§110.20. English Language
Arts and Reading, Grade 8
(6) Comprehension of Literary
Text/Fiction. Students
understand, make inferences
and draw conclusions about
the structure and elements of
fiction and provide evidence
from text to support their
understanding. Students are
expected to:
(A) analyze linear plot
developments (e.g., conflict,
rising action, falling action,
resolution, subplots) to
determine whether and how
conflicts are resolved;
(B) analyze how the central
characters' qualities influence
the theme of a fictional work
and resolution of the central
conflict; and
(C) analyze different forms of
point of view, including limited
versus omniscient, subjective
versus objective.
Myers is best known for realistic works of fiction that draw in
young readers because they relate to his themes, characters, and
conflicts. Characters in Myers‘ books often struggle with making
the right choice when the wrong choice is so much easier, and
what it means to be a man. Sports and street life feature
prominently in several Myers novels. However, Myers does not
restrict his books to the streets. He finds inspiration in ballets (Swan
Lake inspired Amiri and Odette: A Love Story), opera (Carmen),
and history (Fallen Angels, I’ve Seen the Promised Land: the Life of
Martin Luther King, Jr.).
Neither does Myers curtail his writing to a specific genre or
audience. From picturebooks (Blues Journey and Harlem) to works
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for young adults (Lockdown, Autobiography of My Dead Brother,
both National Book Award finalists), from nonfiction (Malcolm X:
By Any Means Necessary, Greatest: Muhammad Ali) to memoir
(Bad Boy), and countless fiction, Myers‘ bibliography runs the
gamut. Even his fiction cannot be pigeonholed; realistic fiction
may be what he is best known for but his works also include sports
(Hoops, Kick, Game, The Outside Shot), romance (What they
Found: Love on 145th Street, Street Love, Motown and Didi: A Love
Story), and fantasy (Shadow of the Red Moon). Walter Dean Myers
writes it all.
Walter Dean Myers is unique. Few writers are as prolific. Few
writers write across so many genres. And few receive acclaim
across the body of their work. If ever an author was meant for an
author study, it is Walter Dean Myers. So embark on an
exploration of Walter Dean Myers. Plenty of online destinations will
aid your class‘s literary adventure.
Author Extraordinaire
Of course the first site to visit
should be the official Walter Dean
Myers site. On the homepage is a
message from Myers. A link at the
bottom of the message directs you
to ―read more about Walter Dean
Myers‖; click this link and you will
arrive at for a bio of Myers‘ early
life. (For a more complete
biography, visit
notablebiographies.com) The bio
page also houses a link to
download a photo of him. (Think
bulletin board.) For a bibliography
through 2009, open the
Bibliography tab. To view a list of
awards and to read reviews of select
books, open the Reviews tab. You
will notice links for two books listed
in the Reviews section: Monster and Bad Boy: A Memoir. These are
perhaps Myers‘ most award-winning books. Click on these titles to
read summaries, brief reviews, and a complete list of awards. The
News tab holds the New York Times article about Myers‘ newly
anointed Ambassadorship. If you are interested in contacting Mr.
Myers, the Contact tab tells you to do so via his agent.
Returning to the homepage you will find two additional
resources: videos and podcasts. View a YouTube video interview
with Myers and his co-author, son Christopher Myers, speaking
about We Are America: A Tribute from the Heart. The second
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multimedia option routes you to Adlit.org where you will find
several podcasts and interviews with Myers. Podcast topics include:
prewriting, where ideas come from, and writing and race. The
video library features clips from his interview. Watch clips about
promoting reading and research, re-engaging teens, and an
excerpt from his novel, Dope Sick. The Adlit site also offers
additional Dope Sick resources, including information about the
Second Chances Initiative, a program designed to help students
look (and live) beyond challenges and bad choices.
If you are looking for discussion
guides to supplement student
reading, turn to publisher Harper
Collins. The Harper Collins page for
Walter Dean Myers will add little to
your understanding of the man;
however, their collection of
discussion guides is extensive; each
can be downloaded, saved, and
printed. The PDF guides contain a
plot summary as well as discussion
questions. Some guides present
extension activities. A few guides
cover several Myers books; this will
be especially helpful for students
conducting author studies. Harper
Collins features discussion guides for
the following books by Walter Dean
Myers:
The Dream Bearer, Handbook for Boys, It ‘Ain’t All for
Nothin’
Monster
Monster, Bad Boy, Handbook for Boys
Kick
Dope Sick
Lockdown
Shooter
Autobiography of My Dead Brother
Finally, consider the resources available at Scholastic.com.
Collection: Walter Dean Myers includes a video of Myers
discussing language, along with a transcript of an interview
conducted by Scholastic students. If students are in middle school,
you may be particularly interested in the Scholastic list of books by
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Walter Dean Myers for grades 6-9. Students interested in reading
Cruisers may find a guide with pre and post reading questions
helpful. Those reading Somewhere in the Darkness may want to
read the Wall Street Journal article, The Tragedy of America’
Disappearing Fathers.
Scholastic also has resources available for Fallen Angels and its
sequel, Sunrise over Fallujah. Students looking for a discussion
guide Fallen Angels or Sunrise over Fallujah will find it here. There
are questions for each novel, questions for comparing the two
novels, and suggestions for additional (non-Myers) reading.
Scholastic shares a link to the New York Times review of Sunrise
over Fallujah.
Walter Dean Myers‘s prolific and varied bibliography, his
engaging themes, and his realistic style make his books enjoyable
to even the most reluctant of readers. Gather copies of a few titles
and introduce Myers to your students. With discussion guides in
hand, students can read and explore these novels in small groups.
A book by Walter Dean Myers may be just what they need to fall in
love with reading.
Reference:
Walter Dean Myers
http://www.walterdeanmyers.net
Harper Collins publisher
http://www.harpercollins.com
Notable Biographies
http://www.notablebiographies.com/news/Li-Ou/Myers-Walter-Dean.html#b
Scholastic
www.scholastic.com
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The Congressional Medal of
Honor
Courtney Kincaid
At 25, First Lieutenant Vernon Baker, a
former servant, risked his life to save the
wounded of World War II; at 77 he would
receive the Medal of Honor…
In 1941, Vernon Baker was tired of being a railroad
porter and servant. He decided to enlist in the Army. Four
years later, at the age of 25, he found himself in heavy
combat in Italy. There he would repeatedly risk his life as
he fought valiantly against German forces and
volunteered to cover the withdrawal of wounded troops,
waiting for reinforcements that never came. More than half a
century later, when a federal grant
called for the re-evaluation of
heroism of black troops in World
War II, First Lieutenant Vernon Baker
would become the only living black
World War II veteran to earn the
Medal of Honor.
NSS-C.9-12.5 ROLES OF
THE CITIZEN
What are the Roles of the
Citizen in American
Democracy?
§113.41. United States
History Studies Since 1877
The student understands how
people from various groups
contribute to our national
identity. The student is
expected to discuss the
importance of congressional
Medal of Honor recipients,
including individuals of all
races and genders such as
Vernon J. Baker, Alvin York,
and Roy Benavidez.
Students will learn about the
origins and history of the
Congressional Medal of Honor and
the stories of its courageous
recipients by exploring photographs,
primary source materials, first person
accounts, and video. In honor of
Black History Month, this lesson
features the story of Vernon Baker.
Remembering First Lieutenant Vernon Baker
As troops withdraw from Iraq and Afghanistan, many war
veterans will be returning home to the United States and other
countries. From past wars we have learned that reintegration into
civilian life can be challenging, in part because it is difficult for
others who have not been to war to understand and appreciate the
sacrifices made by these heroic men and women. Some students
may have a friend or relative serving their country, while to others
the recent wars are distant events. Help students to appreciate our
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returning patriots by explaining that they will be exploring the
commitment and heroism of the United States troops.
Captivate student interest by introducing them to the story of
First Lieutenant Vernon Baker. Using a classroom computer with
an attached projector, take your class to the PBS site, American
Valor. Click Stories of Valor at the bottom of the page and then
Vernon Baker. Read the ‗Official Citation‘ with the class. Next
click the link entitled Read an excerpt from Vernon Baker's
interview. Allow a classroom volunteer to read Lieutenant Baker‘s
words to the class. Ask students to compare and contrast the two –
how is his story different from the ‗Official Citation‘, and how are
they alike? Why do students think the medal was awarded so long
after his service?
Explore the inspiring stories of other Medal of Honor recipients
by clicking their names to the left of the screen. Then click History
of the Medal at the top of the screen in the menu to the far left to
find out more about the origins of the Medal.
The Medal
Students can find out many
interesting facts about the
Congressional Medal of Honor at
the Congressional Medal of Honor
Society site. Use the cursor to mouse
over the heading at the top of the
page, ―The Medal‖, a drop down
menu appears. Select Types of
MOH to see the three types of
Medals awarded today, and then
Symbolism to find out what the
symbols on the Medals mean. Then
check out MOH FAQ and Statistics
to learn more. Your Talented and
Gifted students will enjoy this section!
Did your students know that there is a National Medal of Honor
Museum of Military History in Chattanooga, Tennessee? This Web
site is wonderful to explore and has several hidden gems. Move
your cursor over ―Museum‖ and select Museum Archives for the
online exhibit of War Comics, including a series about the Medal
of Honor. Read the first section of text with the class, and discuss
the role of comic books in the lives of youth in the 1930‘s through
the 1960‘s. What types of media hold the interest of youth of
today?
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The Medal of Honor Today
How does it really feel to be awarded the Medal of Honor?
Watch and listen to the incredible story of Sgt. First Class Leroy A.
Petry‘s bravery in Afghanistan, and hear about his experience in
his own words in this CBS News
video: Medal of Honor recipient
"humbled".
Another Medal of Honor recipient
who served in Afghanistan, Dakota
Meyer, tells his story in this Reuter‘s
video: Medal of Honor recipient "felt
like a failure". After you have
watched these two videos, discuss
them with your class. What were
students‘ impressions?
Help students synthesize their learning with a classroom project
that will allow English Language Learner and Special Needs
students to shine. Go back to your earlier discussion about what
types of media hold the interest of youth today. Ask students to
reflect on the stories of Vernon Baker, Leroy A. Petry, and Dakota
Meyer, as well as the other Medal of Honor recipients they have
learned about. Allow students to design a comic book cover based
upon the heroism of one of these individuals, or allow them to
brainstorm another way to communicate the story visually to
today‘s youth, and sketch their idea on paper. Perhaps a
smartphone ―App‖? A story board for an Internet video? A t-shirt
logo? Encourage creativity, and ask students to include at least 3
details from the information they learned about the Medal of
Honor recipient they chose.
As the men and women who sacrificed and fought bravely for
their country in time of war return home, it is important for us all to
reflect upon their contributions. When your students encounter our
veterans in daily life, they can reflect on their learning about the
Medal of Honor in order to better understand what it means to
have served in the military in time of war.
Reference:
PBS: American Valor
http://www.pbs.org/weta/americanvalor/history/
Congressional Medal of Honor Society
http://www.cmohs.org/
National Medal of Honor Military Museum of Military History
http://www.mohm.org/
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CBS News: Medal of Honor recipient ―humbled‖
http://www.cbsnews.com/video/watch/?id=7373195n
Reuter‘s: Medal of Honor recipient felt ―like a failure‖
http://www.reuters.com/video/2011/08/15/medal-of-honor-recipient-felt-like-afai?videoId=218336694
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Benjamin Banneker,
Mathematician
Kira Hamman
He built the first clock made in the United
States, and he built it from memory, using
parts he carved by hand. It kept perfect time
for 50 years. He planned the entire city of
Washington, D.C. in two days. His
publications were mailed around the world by
presidents and kings.
Well, actually, probably not. But while many of these
stories about Benjamin Banneker are most likely fictional,
what is certain is that he was a remarkable man with a
talent for mathematics. Furthermore, he is the earliest
African American mathematician about whom we have a
significant amount of information, making his contributions an
ideal topic to explore during Black History Month.
Common Core
Represent and solve problems
involving multiplication and
division.
Understand properties of
multiplication and the
relationship between
multiplication and division.
Solve problems involving the
four operations, and identify
and explain patterns in
arithmetic.
Make sense of problems and
persevere in solving them.
§111.15. Math
(3) Number, operation, and
quantitative reasoning. The
student adds and subtracts to
solve meaningful problems
involving whole numbers.
In this article we will briefly cover Banneker‘s life and work and
then look at some of his mathematical ideas. In particular, he was
fond of creating logical puzzles and problems, some of which can
be made accessible to elementary school students.
Benjamin Banneker: A (Very) Brief Biography
Born in 1731 in Baltimore, Maryland, Benjamin was the son
and grandson of former slaves. He had little formal education, but
showed a great deal of interest in and talent for inventing things
and solving mathematical puzzles. As he got older he taught
himself more advanced mathematics including algebra,
trigonometry, and geometry. He was very interested in other
sciences, as well, and for many years wrote an almanac
containing astronomical observations and predications including
other scientific information. This almanac is the principal surviving
source of information about Banneker, who died 1806.
During Banneker‘s lifetime, slavery was still legal and widely
practiced in the United States. Both his mother, who was born free,
and his grandmother, an indentured servant from England, had
bought their husbands‘ freedom in order to marry them. Thus
Banneker was never himself a slave, but slavery was a looming
specter in his life. At one point he corresponded with Thomas
Jefferson on the subject of the intellectual equality of black people
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and white people. Although Jefferson was against slavery, but he
held beliefs about the two races that differed vastly from what
Banneker believed.
For students in the upper
elementary grades, this background
and connection to the history of our
country can provide an opening for a
discussion of slavery, discrimination,
and prejudice. Ask students to
imagine the obstacles Banneker may
have faced in trying to learn the
mathematics we today take for
granted. What would have been
different for him? What would his
experience have been like? How
might he have felt about Thomas
Jefferson‘s opinion of African
Americans?
A longer biography of Banneker is
available on the Mac Tutor History of
Mathematics Web site. Another biography is located on the Black
Inventor site.
A Problem from Banneker
A puzzle from Banneker‘s journal, recovered after his death,
reads as follows:
Divide 60 into four such parts that the first being increased by 4,
the second decreased by 4, the third multiplied by 4, and the
fourth part divided by 4, that the sum, the difference, the product,
and the quotient shall be one and the same number.
While this problem may be too difficult for elementary school
students, go ahead and show the four numbers that answer the
riddle: 5.6, 13.6, 2.4, and 38.4. These four numbers do indeed
add up to 60:
5.6 + 4 = 9.6
13.6 – 4 = 9.6
2.4 x 4 = 9.6
38.4 / 4 = 9.6
As you can probably guess, finding the number 9.6 is the trick,
and Banneker had a method for finding that number in a problem
like this one. Read about it in John Mahoney‘s article The
Mathematical Puzzles of Benjamin Banneker.
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To adapt this problem for elementary school students, start with
a one-digit even number, for example the number 6. Pick a factor
of that number to be the ―adjuster,‖ for example the number 2.
Now ask students to find:
6+2=8
6–2=4
6 x 2 = 12
6/2=3
Now add up the results: 8 + 4 + 12 + 3 = 27. Bingo! You
have your own Banneker problem:
Find four numbers that add up to 27 so that the first one plus 2,
the second one minus 2, the third one times 2, and the fourth one
divided by 2 are all equal to the same thing.
Students can write these problems for each other, then trade
and try to solve them. Writing the problems provides excellent
practice with basic operations while also working on a higherorder understanding of the relationships between quantities and
operations. Solving the problems requires similar arithmetic skills
and understanding, while also developing problem-solving skills
and encouraging persistence in tackling difficult puzzles.
Similar Problems
Banneker‘s puzzle above is
essentially a logic puzzle involving
arithmetic. Happily for us, such
puzzles abound on the internet. For
example, try the Addition Squares
logic puzzle that deals with addition
at a fairly basic level. Print out
copies and ask students to complete
it, then write their own and swap.
Creating a puzzle like this is an
excellent homework assignment,
too!
Sudoku puzzles engage many of
the same problem-solving and
logical thinking skills on a more
advanced level. There are literally
hundreds of sites that offer free Sudoku puzzles online, but one of
the best is FunBrain Sudoku. Choose Easy or Hard, depending on
the level of your students. Ask students to solve some puzzles and
then describe their thought processes as they do. How do they
know which numbers to put where? When do they know a number
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is, or is not, in the correct position? Having students articulate their
thinking improves their communication skills, an important part of
the Common Core Standards.
Finally, consider introducing students to Magic Squares. These
are wonderful puzzles with a long history in mathematics, and can
be done at many different levels. Magic Squares from MathCats is
appropriate for advanced elementary students and provides a
variety of related challenges.
As your students work these challenging but fun mathematical
puzzles, be sure to remind them of Benjamin Banneker, who
taught himself mathematics (and a lot of other things) in a time
when African Americans were not provided education and
opportunities for invention.
Reference:
Benjamin Banneker – Mac Tutor
http://www-history.mcs.st-and.ac.uk/Biographies/Banneker.html
Benjamin Banneker – Black Inventor
http://www.blackinventor.com
The Mathematical Puzzles of Benjamin Banneker
http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/34224.html#name4
Addition Squares
http://www.superteacherworksheets.com/addition-squares/2x2-level1-set1_WQRMW.pdf
FunBrain Sudoku
http://www.funbrain.com/sudoku/Sudoku.html
Magic Squares
http://www.mathcats.com/explore/puzzles/magicsquare.html
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All Aboard the Underground
Railroad
Stephanie M. Hamilton
As Harriet Tubman led the group of runaway
slaves to the clearing, she pointed to a brick
house across the river. ―There,‖ she said,
―that‘s where freedom lies. Mr. Coffin and his
wife will watch over you as you rest.‖ Levi and
Catherine Coffin‘s house was an important
stop on the Underground Railroad.
Conductor Tubman sighed with relief as the
fugitives made their way to their next station.
Common Core RI.3.3.
Describe the relationship
between a series of historical
events, scientific ideas or
concepts, or steps in technical
procedures in a text, using
language that pertains to time,
sequence, and cause/effect.
Common Core W.3.3.
Write narratives to develop
real or imagined experiences
or events using effective
technique, descriptive details,
and clear event sequences.
§110.15. English Language
Arts and Reading, Grade 4
(24) Research/Gathering
Sources. Students determine,
locate, and explore the full
range of relevant sources
addressing a research question
and systematically record the
information they gather.
The Underground Railroad was not literally a train
carrying people. It was a system that included signs,
pathways, and houses that provided safe harbor for
runaway slaves. Those who ―worked‖ on this railroad
were courageous as their lives were in great danger for
helping fugitives. Secrecy was the key to keeping the train running
and two people who famously drove this train were Harriet
Tubman, conductor, and Levi Coffin, stationmaster. Over the
course of their lives, Tubman and Coffin helped thousands of
runaway slaves escape to freedom.
In this article, students will
experience the Underground
Railroad. It is a difficult concept to
explain how something called a
railroad really is not a railroad. We
can help students by taking them on
a virtual ―ride‖ with Harriet Tubman
and then stop at a station owned by
Levi Coffin. Students will explore the
characteristics of the people who
worked on the railroad while also
gaining a better understanding of
why it was so important.
The Tracks of the Underground Railroad
A railroad is a system of tracks that carry people or materials to
a location. On the Underground Railroad, Harriet Tubman carried
many ―packages‖ along wooded trails and across muddy rivers.
The term ―packages‖ was a secret code word for fugitive slaves.
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Along the way there were ―stations‖ where a warm, safe home was
waiting for them. The fugitive slaves could enjoy the shelter offered
and have a brief rest and they continued on their journey to
freedom.
Show students the interactive Underground Railroad map. First
click to show students the slave states, then the free states, and
finally routes to northern cities and Canada. Ask questions to
make sure students understand what these terms mean. Show
students the routes to freedom and talk about how there were no
cars or planes in 1860. Tell students that fugitive slaves could not
ride a real railroad, so they had to travel by foot. Ask students to
think about how that might have felt walking so many miles.
Include this Web site in a classroom learning center. At the bottom
of the page are several activities for students to complete on their
own.
The Underground Railroad video will help bring the map to life.
In this video students will hear gospel music with a narrative
explaining the history of the railroad. Photos illustrate the people,
places, and things associated with it. View the video with the whole
class, and then divide the class into these three groups: The
Runaway Slave, Harriet Tubman, and Levi Coffin. Show the video
again and assign each group to record at least five facts about
their specific topic. After watching the video, give each group time
to share the notes they took. Then have each group share their
thoughts with the whole group. This video works very well with
English language learners or struggling students.
Visit National Geographic‘s The
Underground Railroad interactive
lesson. First click, ―enter‖ to visit a
world in which you are a slave
traveling on the Underground
Railroad. Along the way you will
have decisions to make. For each
choice, a short, clear explanation
will guide you along this journey.
Encourage students to look closely
at the photographs and artifacts
included in this lesson. This Web site
would also be useful in a classroom
learning center.
Harriet Tubman
The Underground Railroad journey begins with Harriet
Tubman, who had escaped slavery herself. Tubman went back and
helped over 300 slaves flee the south to freedom in the north.
Students can learn more about her from America‘s Story: Harriet
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Tubman. After viewing the first page, click the link for the story
―Running to Freedom‖ and then click ―more stories‖ to return to
the main page. Click and read the story ―Freeing the Slaves‖.
Ask students to think about what they read and then share their
thoughts with a partner. Direct students to think about what she
did and how she might have felt. Ask students to list at least three
characteristics that would describe Tubman. For students who
struggle with reading, show the video Harriet Tubman and the
Underground Railroad which is a three-minute biography of
Tubman and her role on the railroad.
Distribute the Character Trait Chart to students. Ask them to
choose one of the characteristics they listed. If they wrote physical
characteristics, help students to think about personal
characteristics like courageous, strong, smart, responsible, or any
others you or your students come up with. Students will list
evidence from the online story or video that reveals that
characteristic.
Levi Coffin
Along the route of the
Underground Railroad were stations,
or homes that provided aid and
safety to runaways. Levi Coffin was
considered the President of the
railroad as he gave over 2,000
fugitive slaves a safe place to rest on
their way to freedom. The Levi
Coffin House has been designated
as an historical site. This Web site
has a short, and fairly easy to read
narrative of Coffin, the house and
the railroad routes. Point out and
look at the photos on the page.
Follow up with a visit inside the
Coffin House. Students will listen to music and see photos of the
interior of the Coffin House. Point out these key areas:
Fresh spring well hidden in the floor with water for the
runaway slaves
Wagon with hiding compartment for slaves
A bedroom with a hidden cubby behind the bed. Historians
believe that slaves slept in this area.
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Portrait of Levi
After looking at these photos and thinking about how Coffin
helped so many slaves, ask students to think about their own
home. Tell students to pretend that their home was a station on the
Underground Railroad. Ask students to write an essay describing
how they might hide and take care of slaves at their station. Allow
students to read their essay aloud or share with a partner. Display
papers in the classroom near a map of the Underground Railroad
or a map of the United States.
As a final activity, students will apply all of their new learning to
writing a secret letter about this lesson. They will pretend to be an
agent on the Underground Railroad (like Tubman) and will write to
a stationmaster (like Coffin) in Philadelphia. Before students write
the letter, review the terms that were used on the Underground
Railroad. Then click ―Write a Letter‖ to complete a letter using the
terms. As an extension, have students use the terms and write their
own letters or stories using the secret code words. Display these
letters with the essays students wrote earlier.
Reference:
Underground Railroad Map
http://eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u6/index.html
Underground Railroad Video
http://watchknowlearn.org/Video.aspx?VideoID=628&CategoryID=3728
The Underground Railroad Interactive Journey
http://www.nationalgeographic.com/railroad
America‘s Story: Harriet Tubman
http://www.americaslibrary.gov/aa/tubman/aa_tubman_subj.html
Harriet Tubman and the Underground Railroad
http://www.history.com/shows/america-the-story-of-us/videos/harriet-tubman-and-theunderground-railroad
Character Trait Chart
http://www.educationoasis.com/curriculum/GO/GO_pdf/character_trait_chart.pdf
Levi Coffin House
http://www.waynet.org/levicoffin/default.htm
Inside the Coffin House
http://www.flickr.com/photos/becca3k/4912097048
Write a Secret Letter on the Underground Railroad
http://teacher.scholastic.com/activities/bhistory/underground_railroad/secret_letter.htm
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Patriotic Songs
Andrea Annas
You are in the arena to see a basketball
game. After the teams warm up, they go back
to their side of the court and stand in a line.
A singer walks up to the microphone, all eyes
turn to the lighted flag, people in the
audience take off their hats and rise. Why do
we do this and what is the significance?
The people in the arena are standing for the singing of
the National Anthem, the ‗Star Spangled Banner‘. This
pomp and circumstance is a given before most athletic
events throughout the United States. It is a way to honor
the nation in which we live. The ‗Star Spangled Banner‘ is
just one of hundreds of songs written to demonstrate the
author‘s love and devotion to the United States.
With President‘s Day right around the corner, it is the
perfect time to bring some patriotic music into your
classroom. Join with me as we examine some well-known
songs and delve into what makes a song patriotic.
NSS-USH.K-4.3
THE HISTORY OF THE UNITED
STATES: DEMOCRATIC
PRINCIPLES AND VALUES AND
THE PEOPLE FROM MANY
CULTURES WHO CONTRIBUTED
TO ITS CULTURAL, ECONOMIC,
AND POLITICAL HERITAGE
Understands the folklore and
other cultural contributions
from various regions of the
United States and how they
helped to form a national
heritage
§113.16. Social Studies,
Grade 5
(17)Citizenship. The student
understands important
symbols, customs, celebrations,
and landmarks that represent
American beliefs and principles
and contribute to our national
identity.
(B) sing or recite "The StarSpangled Banner" and explain
its history;
What Makes a Song Patriotic?
To get into the right mindset,
begin to think about why it is
important for students to learn about
patriotic songs like the ‗Star
Spangled Banner‘. Then, read what
Sallie Best, a student teacher in
1918, wrote in her article Patriotic
Music in the Grades. Do you agree
with Best that a teacher must teach
patriotic songs with enthusiasm?
What do you think about Best‘s idea
of rote memorization? Of course, in
1918, the United States joined the
war in Europe. How do you think
this affected Best‘s desire to teach
patriotic songs? How does this
article relate to modern day education?
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Ask students to brainstorm and create a list of attributes that
make a song patriotic. Point out the lyrics of patriotic songs. The
National Institute of Environmental Health Science‘s (NIEHS) Kid
Pages contains a list of over twenty-five patriotic songs and their
lyrics to peruse. Students should find that one common theme of
patriotic songs is pride for the United States – its land, people, and
government. Then, have each student create a list of five things
that make him or her proud to be an American. How does their list
compare to the lyrics they read?
A Few Patriotic Songs
Now let‘s look at a few patriotic
songs. Perhaps, the most well known
patriotic song in the United States is
the ‗Star Spangled Banner‘ or the
National Anthem. At the NIEHS site,
students can listen to the song,
follow the lyrics, and read a brief
history of the song. Next, point
students to the Library of Congress
and view a copy of the first printed
edition of the ‗Star Spangled Banner‘
which combines the lyrics and the
music. Then, direct students to the
National Museum of American
History‘s online exhibit: The Star
Spangled Banner. Students will learn
about the War of 1812, the flag that
inspired the poem, Francis Scott Key,
and the American flag. They can
also view an interactive flag and
collect fourteen stars by correctly answering quiz questions.
Atlantic Monthly paid Julia Ward Howe four dollars for her
1861 composition, the ‗Battle Hymn of the Republic‘. Learn how
Ward gave a popular Union Army marching song new life at the
Library of Congress. Read the lyrics. Then, listen to Thomas
Chalmers and the U.S. Marine band perform the song. Hold a
discussion about how this song might help lift soldiers‘ spirits.
Compare and contrast the ‗Battle Hymn of the Republic‘ to the
‗Star Spangled Banner‘.
After viewing nature‘s majesty atop Pike‘s Peak in 1893,
Katharine Lee Bates was inspired to write the words to ‗America
the Beautiful‘. At the Harvard Square Library, read a brief
biography of Katharine Lee Bates. Next, visit NIEHS‘s site on
America the Beautiful. Students can listen to the song, read the
lyrics, and read a brief history of how the poem was set to music.
Since the physical beauty of the land inspired the author of
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America the Beautiful, have students watch a National Geographic
photograph slideshow of images from the United States. Do they
think these images fit with the song ‗America the Beautiful‘? What
would students add to the slideshow?
Lastly, Reverend Samuel Francis
Smith wrote the words to ‗My County
‗Tis of Thee‘ in 1831. Read the lyrics
at the song‘s NIEHS site. Then visit
the Library of Congress‘ page on My
Country ‗Tis of Thee to learn more
about the song and listen to a
recording of the song. Students may
choose to listen to a version by the
Diamond Four, the U.S. Air Force
Concert Band, Arthur Middleton,
and more. Students may also read a
letter written by Helen Keller that
mentions hearing the song during
her trip to the World‘s Fair. Have
students pay close attention to
Keller‘s descriptions. Remind them
that Helen Keller was blind at the
time she visited the World‘s Fair and
wrote this letter.
Putting it all Together
Have each student research a patriotic song. You can create a
worksheet for students to fill out. The worksheet could contain a
place for students to list the name of their song, the song‘s author
and/or composer, the year it was written and/or put to music, a
description of the song, facts about the song‘s author or
composer, and interesting facts about the song. Students can then
use their information to make a poster or PowerPoint presentation
about their song.
While the songs highlighted here are hundreds of years old, a
song does not have to be old in order to be patriotic. Drive this
point home by having students create their own patriotic ode to
the United States. Remind students that many patriotic songs begin
as poem and are later set to music. Therefore, students will be
creating the poem, not composing the music. Students should
refer back to their list of things that make them proud to be an
American and use these in their poem. Students should present
their patriotic poems to the class. You may give your students a
variety of ways to present their poems: orally in front of the class, a
radio reading (from a tape or CD), a video reading (a videotape
or DVD recording of them reading the poem), or a as PowerPoint
presentation.
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The ‗Star Spangled Banner‘, ‗America the Beautiful‘, the‘ Battle
Hymn of the Republic‘, and ‗My Country ‗Tis of Thee‘ are all
patriotic songs that extol the wonders of the United States. Patriotic
songs have a place in our classrooms. They are part of our
heritage and history. They deserve recognition.
Reference:
Documenting the American South
http://docsouth.unc.edu/wwi/best/best.html
National Institute of Environmental Health Sciences
http://kids.niehs.nih.gov/games/songs/patriotic/index.htm
Library of Congress
http://www.loc.gov/
National Museum of American History
http://americanhistory.si.edu/starspangledbanner/
Harvard Square Library
http://www.harvardsquarelibrary.org/poets/bates.php
National Geographic
http://travel.nationalgeographic.com/travel/countries/united-states-photos/#/nankoweapcanyon_6516_600x450.jpg
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Estimated Time: 40 Minutes
Be Heart Smart!
Read the page, and then click ―Development‖ at the
top. After reading both pages, answer these questions.
Geri Ruane
1.
According to this Web site, tell how the Industrial
Revolution changed how people lived and how
their health was affected.
2.
What influence did the Framingham Study have?
3.
Compare the different appearances of the fetal
heart as it develops.
4.
A seven-year old child's heart beats about 70
times per minute. By the age of 18, the heart rate
has stabilized to about 90 beats per minute.
Name __________________________________
Since 1963, February has been declared American
Heart Month as part of an effort to urge Americans to
recognize the nationwide problem of heart diseases
and to support programs to solve it. Heart disease,
including stroke, is the leading cause of death for men
and women in America. A serious health concern,
heart disease affects young and old people alike.
During the month of February, events take place to
educate Americans about cardiovascular disease and
what to do in order to have heart-healthy lives. As we
know, the human heart is a necessary pump that
circulates oxygen and nutrients throughout the body.
The heart, which weighs less than one pound, beats
about seventy times per minute in an adult at rest or
nearly 100,800 times per day!
There are many public awareness events in February
that highlight these heart health issues in order to raise
funds for research and education, and to pass along
valuable information on heart disease and stroke. For
example, on National Wear Red Day, which is Friday,
February 3, millions of Americans will join in on the
fight against heart disease in women by wearing red!
Another event, Congenital Heart Defect Awareness
Week, takes place from February 7 – 14. This event
focuses on increasing public awareness about
congenital heart defects and childhood heart disease.
In this month‘s Internet Challenge™, we are going to
read about the heart and how it functions as we learn
about certain heart illnesses and find ways to stay
heart-healthy. Let‘s begin our online activity!
(a) True
Our first Web site is The Franklin Institute: The Human
Heart: the History of the Heart. Find this resource at
http://www.fi.edu/learn/heart/history/history.html
(b) False
Great!
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January 2012 Internet Challenge – 2/3
On the same site, click ―Structure‖ at the top. Read the
material, and then answer the next set of questions.
5. Give a description of the four cavities in the heart
by drawing a picture of the heart (on a separate
page) and labeling these different parts: atria,
ventricles, septum, mitral valve, and tricuspid
valve.
6.
Awesome!
Look over The New Cholesterol, an article that
discusses risk factors for stroke and heart disease. Find
this resource at http://www.usc.edu/hsc/info/pr/
hmm/00fall/thenewcholesterol.html
9.
What is atherosclerosis and how does it affect us?
What is the purpose of the aorta?
Good answers!
7.
Go to American Women for Heart Disease-Living Well
with Heart Disease to learn about heart disease. (Go
to http://www.womenheart.org/supportForWomen
/livingHD/livingwell.cfm.) Even though it focuses on
women with heart disease, it can apply to men and
women!
How is the heart protected in the body?
Read the information on this page, and then answer
the final set of questions.
Terrific!
To see an animated interactive presentation on the
anatomy of the heart, go to PBS.org-NOVA: Map of
the Human Heart. Browse to http://www.pbs.org
/wgbh/nova/body/map-human-heart.html
10. Explain what CAD is and it affects our body.
Click ―Launch Interactive‖ and learn more about the
heart. (If nothing appears on your screen, ask your
teacher if you can download it first.)
8.
What are the benefits of knowing facts about the
heart and how it works?
11. This is a more invasive procedure during which
the chest is opened and the heart is temporarily
stopped during the operation. To which procedure
does this description refer?
(a)
(b)
(c)
(d)
(e)
(f)
Coronary angioplasty
Coronary artery bypass graft
Balloon angioplasty
Bypass surgery
a&d
b&d
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January 2012 Internet Challenge – 3/3
12. If a person has heart issues, what are five lifesaving health tips that s/he should start? Give
brief descriptions for each one.
Compare and contrast a few heart conditions. Read
about cardiac arrest on this Web page and then
explore any of the other health conditions from
arrhythmia to stroke. Decide on three health
conditions and compare each one. Use paper,
pencil, and art tools or appropriate computer
software. Be ready to share it with your teacher and
classmates and talk about it!
For reference, go to American Heart AssociationConditions: Cardiac Arrest. Find this at
http://www.heart.org/HEARTORG/Conditions/More
/CardiacArrest/About-CardiacArrest_UCM_307905_Article.jsp#.TwupTpgydSo
If you could design an advertisement poster for
―Life‘s Simple 7‖ to use so that could persuade
others to embrace your message, what would your
poster say? Use paper, pencil, and art tools or
appropriate computer software to create your
illustration. Be ready to share it with your teacher
and classmates and talk about it!
Terrific!
Extension Activities – Choose one or all of them!
For reference, try American Heart and Stroke
Associations: My Life Check: Life‘s Simple 7 at
http://mylifecheck.heart.org/Multitab.aspx?NavID=
3&CultureCode=en-US
Create a multimedia presentation on American
Heart Month or Congenital Heart Defect
Awareness Week by utilizing the Web sites
previously listed in this online activity and the ones
listed below. Use paper and art tools or your
computer with appropriate software. Share your
design with your teacher and classmates. Talk
about it!
Read, Write and give your View!
Speakers for Nurses – American Heart Month
http://www.speakersfornurses.com/planning/HeartMont
h.htm
American Heart Association
http://www.heart.org/HEARTORG/
The National Coalition for Women with Heart Disease
http://www.womenheart.org/
American Heart Association: Heart and Stroke Statistics
http://www.heart.org/HEARTORG/General/Heart-andStroke-AssociationStatistics_UCM_319064_SubHomePage.jsp
Go to PBS – Affairs of the Heart: Searching for a
Substitute and read about heart transplantation.
(www.pbs.org/saf/1104/features/substitute.htm)
How do you feel about substitute heart
transplantation? If you had to choose between an
artificial or animal heart transplant, which would you
select? Why? Give your point of view in a one-page
report or summary about your opinion for the use of
substitute man-made devices or using animal hearts
(such as pigs). After you are done, be prepared to
talk about it with your teacher and classmates. Talk
about it!
_________________
Congratulations! You have done a terrific job
completing this Internet Challenge™.
CHIN: CHD Awareness Week
http://www.tchin.org/index.htm
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Answers to Februray’s Internet Challenge™
1. The age of technology made life easier and made people more prone to heart disease. Before the Industrial
Revolution, most people made their living through some sort of manual labor. With the arrival of automation,
life became less strenuous. Most manual labor was either replaced or assisted by machinery. Along with the
change in lifestyle came a change in diet. The combination of a sedentary lifestyle and a rich diet led to an
increase in clogged blood vessels, heart attacks, and strokes. The rate of heart disease increased so sharply
between 1940 and 1967 that the World Health Organization called it the world's most serious epidemic.
2. In 1948, a thirty-year study began in Framingham, Massachusetts. Known as the Framingham Study, the
investigation involved 5127 people aged 30 to 62 who showed no signs of heart disease. Every two years, the
participants underwent a complete physical examination. The Study lasted thirty years and provided priceless
profile information for predicting heart disease.
3. The fetal heart's developmental stages, the heart actually takes on several distinct appearances. These heart
structures resemble other animal hearts. During phase one, the tube-like heart is much like a fish heart. The
second phase, with two chambers, resembles a frog heart. The three-chambered phase is similar to a snake or
turtle heart. The final four-chambered heart structure distinguishes the human heart.
4. (b) False. A seven-year old child's heart beats about 90 times per minute. By the age of 18, the heart rate has
stabilized to about 70 beats per minute.
5. Students‘ own work. Four cavities, or open spaces, are inside the heart. Two cavities are the atria; the other
two are the ventricles. The two atria form the curved top of the heart. Ventricles meet at the bottom of the heart
to form a pointed base which points toward the left side of your chest. The left side of the heart houses one
atrium and one ventricle; the right side of the heart houses the others. The septum is a wall that separates the
right and left sides of the heart. A valve connects each atrium to the ventricle below it. The mitral valve connects
the left atrium with the left ventricle. The tricuspid valve connects the right atrium with the right ventricle.
6. The aorta, or main artery, carries nutrient-rich blood away from the heart.
7. Located in the middle of the chest behind the breastbone, between the lungs, the heart rests in a moistened
chamber called the pericardial cavity, which is surrounded by the ribcage. The diaphragm, a tough layer of
muscle, lies below. The heart is indeed well protected.
8. Students‘ own answers.
9. Atherosclerosis, the accumulation of plaque in the arteries, accounts for more than 1.5 million heart attacks
and 600,000 strokes every year in the U.S. It does this by blocking the flow of blood to the heart and brain. In
the lower arteries, it can cause kidney problems and leg pain.
10. Coronary artery disease (CAD) is the most common type of heart disease and develops over many years. It
occurs when the arteries that supply blood to the heart muscle become hardened or narrowed due to a buildup
of cells, cholesterol (a fatty, wax-like substance) and fat along the inner walls of blood vessels (a process called
atherosclerosis). This narrowing restricts or blocks blood flow to the heart, preventing oxygen and nutrients from
getting to the heart, and may lead to heart attack or stroke.
11. (f) b & d
12. Students‘ own answers to support the following: commit to eating a heart healthy diet and to regular
physical activity; watch your weight; stop smoking and avoid second hand smoke; and reduce stress.
Extension Activities – students own answers.
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Blackout: The Day the Internet
Went on Strike
How often do you watch videos online? Do you
download music? Have you ever uploaded a video
with music? Do you use the internet to conduct
research? Do you ever consider who owns the rights
to those videos, music, or text? How often do you
pay for what you use on the internet?
N
ow, imagine you are a songwriter, a musician, a writer, or a
Hollywood actor. How would you prevent your work—your
song, video, movie, book—from being shared online for free?
Copyright laws protect intellectual property and ensure owners
receive royalties (money) when others use their work. In the olden
days, not so long ago, musicians and actors, writers and
innovators, sold their wares in stores. Consumers had to buy music
(or books or things) in a store, and the musician (or writer or
inventor) was paid royalties through that sale. The internet has
changed all that. Now, material is available online, sometimes to
download for free, other times to download for a fee from an
unscrupulous pirating site. How now does a musician, a writer, an
actor, or an inventor ensure that they will be paid for their work?
How do they fight copyright infringement?
Now consider that the internet is a global connection. The site
you download that tune from may originate in another country.
The link to the video may reroute you to a site around the world.
How do Americans ensure their work is handled properly,
according to our copyright laws? It is a conundrum, and an
understandably important task.
Driven by the desire to protect intellectual property and prevent
piracy (aka stealing), members of Congress wrote two bills: SOPA
(Stop Online Piracy Act) and PIPA (Protect IP Act). And that is what
led the internet to go on strike. Led by Wikipedia, sites around the
internet protested SOPA/PIPA with various degrees of self-imposed
blackout on January 18, 2012. Wikipedia shut down its English
site for the day. Google blacked out its logo and added links to
anti-SOPA and anti-PIPA petitions. Demonstrators across the
country voiced their objection to the bills.
On January 20, 2012, Representative Lamar Smith, author of
SOPA, announced he is halting further consideration of the bill.
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Senate Majority Leader Harry Reid announced he is also putting
off a vote on SOPA to give the Judiciary Committee more time to
work on a compromise.
SOPA and PIPA are pithy little acronyms; however, the issue is
not simple. It rolls politics, legal issues, business interests, and our
Constitutional right to freedom of expression into one messy
question: how do we protect intellectual property and user rights in
the internet age? This week you will investigate SOPA/PIPA and the
blackout protest.
SOPA and PIPA
SOPA and PIPA are nicknamed
the Bieber bills. Yes, this is in honor
of Justin Bieber. Before YouTube
catapulted Bieber to fame, he was
just a kid with a good voice, a bad
haircut, and a Simpson poster on his
wall who uploaded videos of himself
singing remakes of songs.
Advocates insist SOPA and PIPA are
meant to prevent piracy and
streaming for illegal sale (not
uploading); yet, critics worry the
bills‘ vague language could be used
to target fans, like Bieber, who
uploaded videos containing
copyrighted lyrics and music. For a
brief description of the bills and the furor surrounding them, watch
the Guardian video, Explainer: understanding SOPA.
There are two sides to every debate. On one side of this debate
are Hollywood, and music-related associations that represent
clients with copyrighted materials. These agencies support SOPA
and PIPA. What about other industries? Next, turn your attention to
the infographic Behind SOPA: What it means for business and
innovation and explore how enforcing the bills will unfold, what
some concerns are, and who falls on each side of the issue. To
enlarge the image, click on the graphic. Create a Venn diagram
to illustrate the differing opinions on SOPA and PIPA. Add
branches from each circle to record additional notes. What
industries stand on each side of the issue and how would the bills
defeat or passage affect each side? Explain the fundamental right
cited on each side of this debate. How do these rights add
credibility to their position?
The opposition to SOPA/PIPA is organized and active. Learn
more about the case against it at sopastrike.com. Begin by
reading a timeline of the Bill. Open the links next to May 12,
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2011 to see who sponsored SOPA and PIPA, to read the official
summaries, and to view a list of companies and organizations in
support and in opposition. From the timeline, you may also open
the full text of each bill. Interested in learning about the financial
connections between members of Congress and the companies
lobbying for or against SOPA/PIPA? Open the link to view the
money trail—a list of financial contributions to members of
Congress made by companies on both sides of the SOPA/PIPA
debate. Continue to scroll down to read the complete history of
these bills and the growing movement against them.
Sopastrike lays out the case
against SOPA and PIPA in the video
Protect IP/SOPA breaks the internet.
Watch the video, then scroll down to
read a petition you may sign and
send to Congress. Read about the
numbers behind the internet
blackout. Scroll down to view
screenshots of several sites‘
homepage messages on blackout
day. If you are interested, view a
slideshow of geeks taking to the
street, the anti-SOPA demonstration
in New York. Finally, scroll down on
the homepage for ideas how
websites and individuals can fight
SOPA and PIPA.
Reference:
The Guardian – Explainer: understanding Sopa
http://www.guardian.co.uk/world/interactive/2011/dec/23/sopa-stop-online-piracy-act
Business Insurance Quites – Behind SOPA
http://www.businessinsurance.org/behind-sopa-what-it-means-for-business-and-innovation/
Fight for the Future – Protect IP / SOPA Breaks the Internet
http://fightforthefuture.org/pipa
Meetup – Emergency NY Tech Meetup
http://www.meetup.com/ny-tech/photos/5468462/86964712/
SOPA Strike
http://www.sopastrike.com/
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Safe and Fun Web Design for Kids of
All Grades
Stephanie Tannenbaum
Kids of all ages love to surf the Web. Younger
students search for online games to play such as
Star Wars, Barbie, NeoPets, Webkinz, and
Pokeman. Middle grades students start to enter the
world of collaborative online games such as
MuddleNet and 39 Clues and use the Web to
follow up on sports and trends. By high school,
students are social networking as they use the World
Wide Web to search for everything from schoolrelated work to entertainment and trends. No matter
what kids are using the Web for, the point is- they
are using the Internet frequently. They are searching,
interacting, and applying a myriad of skills in
working with the digital realm. Why not unleash a
field of potential creativity and learning for students
by giving them opportunities to build and design
their own Web pages?
By this point in the school year, you know the students in your
classes. You are aware of which classes can be responsible and
successful with an open-ended types of projects such as creating
Web pages and which classes may have only a couple of students
that could handle this as an individual-based type of activity. The
nature of Web page design is so flexible that it lends itself to easily
becoming a part of any grade and subject area at any level from
center of instruction to peripheral tool.
Web design used to be a topic reserved for the most motivated
students with technological-based tendencies. With the vast variety
of easy-to-use programs now available for students of all ages,
any student can viably engage in a program in order to create
their own Web page to display their learning. Add Web page
creation to the age-old list of posters, dioramas, pamphlets,
books, skits, and other visual aids for ways students displayed their
learning.
There is no beginning or end to this type of activity; rather the
best plan is to simply dive in. Start with any of the Web design
programs listed here – all have been tested by educators and are
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safe and effective for student use. For younger students, select one
program and take some time to project the program to introduce it
to the whole class before allowing students to engage with the
application. For middle and high school students who are
impatient to move quickly through any Web-based program,
consider breaking the class into groups and assign a different
program to each group to both use and evaluate and then report
back to the whole class their experience in using the program.
Acceptable Use Policy and Other Considerations
a) For younger students, do not publish to the Web directly.
Instead create a ‗master‘ site and have students create
individual pages with links from your ‗master‘ site and then
password protect the site so that only students and parents
can view the site.
b) For older students who will want their own personal Web
sites, make sure they have signed an acceptable use policy
and that parents have also reviewed and signed the policy.
Keep the ‗contracts‘ on file. An excellent acceptable use
policy guide can be found at EdgeWave.
c) Remind students of all ages to never ever include any
personal information on their Web pages.
d) Consider sending home an
informational note explaining
to parents how the project
works and provide
information for them to join
and observe the students‘
progress online.
Before starting, consider
reviewing the excellent online
resource from Wanda Wigglebitz,
Building a School Web Site. This
abbreviated online version of the
excellent book and guide provides
an efficient prep as you are about to
assign students their first Web page
project.
Web Design Programs for Younger Students
Create Your Own Web Page (2Learn.ca Education Society)
is an incredibly simple and base-level Web page authoring
guide and template. It is ideal for use with young students
in whole class or small group settings where discussion is
encouraged.
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Work through the JollyMoon program with the class to help
students set up and create their Web pages; this program is
full of resources and tips and tricks.
Make a Free Web site for Kids from Wix provides very easy,
kid-friendly set-up and design instructions; this is a nice
beginner program to use with younger children.
Webnode offers a free online program that helps kids make
Web sites with helpful instructions and no ads. It requires an
email address and password; you can create your own
personal email address using a free gmail or yahoo or
similar and have students enter in your email address.
Assign students passwords
and keep a record.
DoodleKit Kids Web Site
Maker has a free plan with
plenty of guides to help
students put together their
own Web site that even
includes a security feature
that helps teachers and
parents to monitor their
children‘s Web site.
For fun: Planet Kodu – Create
Something Cool is where
students can design their own
Web games!
Web Design Programs for Secondary Students
For students who want to learn the code behind building a
Web page, have them follow the steps to Create Your Own
Web Page (Small Planet Communications). Advanced
students can use Tripod‘s free HTML Gear to further
enhance their Web pages.
Webs is free for a basic Web site. Plenty of templates are
available and students can build a decent set of pages
using this program. Note, the free version does include ads.
Moonfruit is another good (and free) program that allows
students to design just about any Web page they can think
of.
The regular version of Wix is ideal for secondary students;
just like the kids‘ version, the site is free and very easy to
use with full of ideas and tools.
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If you are working with gifted and talented students,
consider assigning them the task of working in pairs to
completely research the Build Website program and
develop their own Web pages.
If you would rather students not use a Web-based program
and wish to use the (often readily-available) Microsoft
FrontPage program, have students follow the FrontPage in
the Classroom guide.
Some Suggestions for Design
Remind students that ideal Web pages have:
design components that are big and visually notable,
use bright, vivid colors that stimulate the user,
create layers to add depth in the design,
include navigational tools that are easy to locate and use,
make changes based on feedback from peer testing.
As long as you have sufficiently prepared students to accept the
responsibilities that come with working with the World Wide Web
(and by this point in the school year, that is most likely well
established), step aside from the teacher-as-director role and
transition to the teacher-as-guide position as you enjoy the
experience of learning through design with your class. Students will
appreciate the open-ended nature of the space to display their
learning and include a little creativity and self-expression.
Combine the students‘ Web pages and link them from your class
page and send home a letter inviting parents to log in and peruse
the students‘ progress and digital products.
Reference:
Edgewave
http://www.edgewave.com/docs/whitepaper/EdgeWave_ePolicy_EDU.pdf
Create Your Own Web Page - 2Learn.ca Education Society
http://www.2learn.ca/webauthoringtool/kidscreateyourpage.html
JollyMoon
http://www.jollymoon.com/kids/
Wix
http://www.wix.com/make/a-free-website-for-kids
Webnode
http://www.webnode.com/make-your-own-website-for-free-for-kids/
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DoodleKit
http://kids-website-builder.com/
Create Something Cool – Planet Kodu
http://www.planetkodu.com/
Create Your Own Web Page - Small Planet Communications
http://www.smplanet.com/webpage/webpage.html
HTML Gear – Tripod
http://htmlgear.lycos.com/
Webs
http://www.webs.com/
Moonfruit
http://www.moonfruit.com/
Build Website
http://www.build-website-easily.com/
FrontPage in the Classroom – Microsoft
http://www.actden.com/fp/
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