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STEM Tuesday– Celebrating Women’s History Month– In the Classroom

By on March 12, 2019   /   Cross-Curricular, STEM Tuesday, Women's History Month  

 

This STEM Tuesday, Jodi and Carolyn are teaming up and tackling it all–well, almost! Literacy, science practices and a cross-cutting concept, technology tie-ins, and gender and general equity in STEM. It goes to show you what a couple of great books can do to stimulate learning–our own and, we hope, your students! So let’s get going…

 

Literacy Connection: Writing Prompts!

It’s March, which means that it is Women’s History Month. In schools, March is also the time when teachers of all subjects are especially pressured to give writing assignments that will help prepare students for upcoming writing assessments. You can “celebrate”  both with Women in Science: 50 fearless pioneers who changed the world, by Rachel Ignotofsky.

 

This book contains an excellent collection of 1-page descriptions of female scientists’ lives and careers. Let’s look at how you can use them to quickly pull together writing prompts.

 

Rachel Ignotofsky’s opening pages (p. 6-7) provide an excellent introduction for the prompt:
Next, pivot to the actual prompt:

Finally, add in your question. Here are some suggestions you might consider, based on your area of science:

That’s all there is to it! Strong texts on an important subject, and writing practice for all.

 

STEM Connections: Patterns and Practices

The Girl Who Drew ButteSupport Independent Bookstores - Visit IndieBound.orgrflies offers wonder-full opportunities to connect kids to NGSS disciplinary core ideas (e.g., heredity). But its value goes beyond DCIs. Together with carefully paired experiences, this inspirational book promises to stimulate learning in the areas of science practices and the cross-cutting concept of patterns.  It also suggests strong connections to technology and engineering, art, and fostering gender (and general) equity in STEM. Doesn’t that paint a powerful picture? (Just like Maria Merian!)

Bring Up “Baby” (Eggs, Instars, etc.) for Pattern Recognition

Of course, the focal points of Merian’s scientific studies–body forms and regular, predictable repetition of life cycles of insects, and these animals’ relationships to specific plants– offer key examples of patterns.

An obvious—and engaging–learning link: Nurture butterflies from eggs (or instars, AKA caterpillars)! Choose painted lady butterflies or monarchs.

Better yet…

Make a Menagerie of Metamorphosis!

Raise multiple species! For example, rear painted ladies, monarchs, and add in “brassica butterfly” eggs , various moths, and the  mealworms (which are neither butterflies nor moths).

 

Add Power and Punch with Plants

Echo Merian’s emphasis on ecological relationships by providing plants that your particular classroom specimens rely on.  For example, raise the “brassica butterfly” on the quick-growing Wisconsin FastPlants® variety of brassica, which allows students to examine a complete plant life cycle. Free lesson and activity guides  are available.  (The plants won high marks with teachers in one of my recent curriculum-based professional development programs.)

 

Outward Bound

For more info on tagging butterflies, visit Monarch Watch.

Are you fiscally and philosophically motivated to follow Maria Merian’s lead and head outdoors for your specimen? Missouri Botanical Garden offers user-friendly suggestions.

Exploring Patterns with Your Classroom Zoo (and a Garden, Too)

Observing the live specimens can foster awareness and understanding of patterns. Explicitly use the term while prompting students to reflect on their daily observations and data.

Exploring Patterns: Questions to Ask

 
  • For each individual species, what is the body pattern (the way the parts look and relate to each other, the basic template or form)? What differences, or variations, do we notice across individuals of the same species?
  • Investigate each species’ development, or life cycle, pattern: How many days do individuals spend in each phase of development? Is there a wide variation or a narrow range of time from one phase to another? (Can we tell without banding or marking individuals)?
  • Over each species’ life stages, what predictable relationships between the animal’s behavior and its stage do you see? Do these patterns make sense? What questions do they raise?
  • Across species: Compare and contrast the life cycle stages in different species. Are there any general patterns of development across species? What variations across different species do we see?
  • How do the animals’ and plants’ life cycles resemble and differ from each other?
  • What are the relationships between the species and the plants they rely on? Are their cycles synced in any way you can see?

Science Practices Make Perfect Connections!

You can foster development and understanding of science practices while interweaving The Girl Who Drew Butterflies and classroom studies of animals (and their plant hosts).

Practice 1: Asking Questions (for science)

While reading about Merian’s habit of hoarding insects for study, ask students to list the questions they think she had in mind; post them. (Although understanding the curiosity that drove her may be straightforward, articulating questions might be challenging.) Ask students which they think are most interesting.

Take students on a walkabout in a suitable outdoor space. Look for butterflies, moths, and other insects at various stages. (Remember to check out water insects if you can!) Begin preparations by encourage students to look with the eyes and questioning mind of Maria:

 

  • What questions do students have that relate to her curiosity? Which of these do students think they can investigate simply by going outside and carefully observing?
  • Plan to bring notebooks/sketch pads, trowels, rakes, nets, magnifying lenses, and small containers (such as salad dressing cups or baby food jars) to help unearth, collect for observation, and examine what students find.

Over time, as students get into a rhythm of recording data (including their observations), discuss their observations, questions, and any “wonderings” that are coming up for them. Keep a running list of questions on cards that you post.  Eventually, classify questions according to those that someone could/could not investigate by  running an experiment or planned observation. Consider trying some student-suggested investigations in your classroom, possibly guiding students to adapt and simplify questions as needed.

 

 

Practice 8: Obtaining, Evaluating, and Communicating Information

This practice stems from and leads to the practice of asking questions. To deepen this connection, explicitly  involve students in identifying ways to collect and record data.

  • What will help us compare and contrast what they see across individual animals within a species, and across species?
  • As we try different approaches, what are the benefits and disadvantages of each?
  • What type of numerical data might be interesting and important to track? (Suggestions: numbers of individuals within a species population that survive to adult form, growth of individuals at, weight of food offered and consumed, numbers of certain features (spots, sensory organs, etc.).

 

  • Sketch the specimens but also keep notes of daily observations of change and constancy. Compare and contrast classroom records with information from other sources about other species.

  • Students might try making watercolor sketches the way Merian did!

 

  • Encourage students to think about the relationships of art, science, and technology in relation to this practice:

 

  • How does making sketches help you as a scientist?
  • How does being a scientist help you as an artist?
  • Maria made prints and books for sale. How did printing technology contribute to scientific knowledge and Maria’s ability to continue studying insects?

 

Add photography and videography to expand this opportunity for students to reflect on how technology helps us in scientific inquiry.

  • Compare and contrast the benefits and drawbacks of using pencil, watercolor, still photography, and video to document, enhance, and communicate observations.
    • What differences do we see among the drawings created by different individuals? How might such differences impact a scientific community?

 

Technology Tie-Ins: Use Insect Info to Solve Agricultural Problems

Two free lessons from the Cape Cod Cranberry Growers Association engage students in practical applications of understanding insects life cycles and ecological relationships. Bugs on the Bog is an Integrated Pest Management problem-solving activity. Students rely on knowledge of pest insect stages to manage a model cranberry bog. How Do You Bee? focuses on ecological relationships between pollinators and plants at different plant stages.

(Disclosure: My educational consulting firm developed the CCCGA lessons.)

 

 

Mind the (Gender, SES, Racial, etc.) Gap: All Students as Scientists

Maybe these ideas and resources will bring about a full-scale metamorphosis in any beliefs that threaten your students’ pursuit of STEM:

 

  • Prominently post pictures of students that provide evidence that they are already scientists. Have students take and/or caption the pictures.

 

  • Discuss the book’s claims and evidence that Merian’s culture constrained, but didn’t stop, her.
    • Today, what beliefs might hinder or help you and others thrive as scientists?

These materials might support student exploration of this question.

 

We–Jodi and Carolyn–have had our say about this week’s featured books and connections to the classroom. But we’re most interested in hearing from you.

  • Have you read the books?
  • …Used them to foster science learning and engagement on the part of learners?
  • Do you want to recommend any additional resources or share a great lesson idea?
  • Share your thoughts; leave a comment!

(And Happy Pi Day!)

Jodi Wheeler-Toppen is a former science teacher and the author of the Once Upon A Science Book series (NSTA Press) on integrating science, reading, and writing instruction.  She also writes for children, with her most recent book being Dog Science Unleashed: Fun Activities to do with Your Canine Companion. Visit https://OnceUponAScienceBook.com for more information on her books and staff development offerings.

 

Carolyn Cinami DeCristofano is a STEM education consultant and provides curriculum development and professional development to schools and nonprofits as Blue Heron STEM Education, Inc., which she co-founded. Her books for kids include the popular A Black Hole is NOT a Hole (published in English, Korean, Chinese, and as an audiobook), and her recent Running on Sunshine: How Solar Energy Works. Find her in classrooms providing author visits, on Facebook –and in April 2019 at the National Science Teachers Association conference in St. Louis, where she will co-present on using authentic data in the classroom and participate–along with Jodi and several other STEM Tuesday contributors–in the Linking Literacy Event, which features conversations with authors.

 

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The Business Of Author-Agent Relationship in Writing And Publishing

By on March 10, 2019   /   Author Interviews, Editor / Agent Spotlight, Fiction, For Writers, Publishing & Promotion, Writing, Writing  

Today, at Mixed-Up Files, we discuss the business of author-agent relationships.

Behind every successful novel, the author-agent team works together for months and years to turn an idea into a finished product that the editor and the reader will love.

Author Yamile (sha-MEE-lay) Saied Méndez  and Agent Linda Camacho talk about how their enthusiasm to place a good book in the hands of readers propelled their relationship.

Suma:  Yamile, your novel On These Magic Shores will be published by Lee & Low/Tu Books in 2020. You also won the New Visions Honor Award for this manuscript in 2015. Although, it was one of your earliest novels, it was not the one that first sold. Tell us more about your journey with this novel, how you first got published, and what kept you motivated to keep writing?

Yamile: On These Magic Shores has been growing from the moment Minerva Miranda walked into my mind in 2014 until it turned into my love letter for the child I once was, a child with a lot of responsibilities but who still wanted to do all the things we associate with childhood. When I started writing it, I didn’t envision how deep into this character and her journey to reclaim her childhood I’d go. It’s amazing to see my growth as a writer as I see the growth of this story. Since it took such a long time for this story to finally be accepted for publication, I worked on different things in between revisions. When I won the New Visions Honor I was just starting my MFA program at the Vermont College of Fine Arts. While I was in the program I had the opportunity to try my hand at genres or age groups I’d never tried before, like picture books and poetry. In between semesters I wrote a poem for my children, which later I shared at my graduate reading. The public’s reaction was so strong and positive that I submitted my poem to my agent, believing it would be a wonderful picture book but not expecting much to happen from that. To my surprise, the story resonated with my agent and then several editors she shared it with. WHERE ARE YOU FROM? sold at action and it will be published by HarperCollins on June 4, 2019. After this contract, my agent and I have signed many others for middle grade and young adult novels, and I’m also a contributor in several anthologies. My publishing journey hasn’t been a straight line of overnight success, but the result of years of working on my craft, a wonderful team by my side, and a little fairy dust for good luck.

 

Suma: How do you balance your family responsibilities and your writing deadlines?

Yamile: Writing is my full time job, and I have a big family composed of five children, several animals, and a husband with a very demanding job. Like his job, writing is also very demanding, so my husband and I are equal partners in taking care of our family and home, and supporting each other in our professional endeavors. My writing time is sacred, just as time with my children is sacred. But we make it work one day at a time.

 

Suma: What advice would you give to writers facing rejections?

Yamile: My advice is twofold: keep writing and remember the why. My journey until I met my agent was also a long road paved with rejection notes, but in the end, I knew that if I stayed true to my voice, I’d find the right agent. And I did.
The novel my agent signed me with never sold, and I’m grateful that she was interested in my career as a whole and not just a book. My mind is always bubbling with ideas, so by the time the rejections start arriving, I’m already invested in a new story. Because ultimately I didn’t start writing for publication or acclaim. I started writing with a desire to share my vision of the world and to connect with the child living inside me, to hopefully connect with a child reader who could see themselves in the words that come out of my heart. Publishing and writing are such separate elements. Remember why you’re doing this, and pick up your pen, or open the laptop and write.

 

Suma: Linda, what impressed you about Yamile and her work when you took her on as a client? How would you describe your relationship with Yamile from the beginning to where you are now?

Linda: It’s all in the voice, really. Yamile’s writing has a beautiful, distinctive voice that comes from a genuine place, somewhere that’s as authentic as the creator herself is.

In terms of our relationship, while I’ve been in publishing for about fourteen years now, I was new to agenting when Yamile signed with me several years ago. I’m fortunate that she took a chance on me then, and I think it’s pretty special that we’re growing and learning together as the years pass.

 

Suma: What is the best line from a query letter or a manuscript or proposal that you read that made you want to sign the author right away?

Linda: Oh wow, that’s a tough one, since I’m the absolute worst at picking the best anything! This makes me think of Yamile’s picture book Where Are You From, actually. When I signed Yamile, I’d signed her on the basis of a middle grade manuscript. And I knew she was interested in writing young adult as well. Then one day she said she had a picture book manuscript and I was a tiny bit afraid, lol, since I had no idea if it would be any good. Needless to say, it was amazing. I read it, cried a little, then went out with it without editing it at all–It was that terrific. It went to auction and is now coming out from HarperCollins this June. Where Are YourFrom is about a little girl who gets asked where she’s from, so she turns to her grandfather for an answer. This is a line from it: You’re from hurricanes and dark storms, and a tiny singing frog that calls the island people home when the sun goes to sleep. Yamile’s writing is so lyrical and lovely and, above all, memorable.

 

Suma: What advice would you give to agents facing rejections?

Linda: As someone who experience rejections pretty much every day, I know it’s tough, but I would tell them to take heart. We took on a project for a reason and we have to keep the faith that if we keep submitting, the right editor will fall in love with it. And if not, then it’ll happen for the next one. The only way to get there, though, is to keep at it. Just like creatives do.

 

Yamile (sha-MEE-lay) Saied Méndez is a fútbol-obsessed Argentine-American who loves meteor showers, summer, astrology, and pizza. She lives in Utah with her Puerto Rican husband and their five kids, two adorable dogs, and one majestic cat. An inaugural Walter Dean Myers Grant recipient, she’s also a graduate of Voices of Our Nations (VONA) and the Vermont College of Fine Arts MFA Writing for Children’s and Young Adult program. She’s a PB, MG, and YA author. Yamile is also part of Las Musas, the first collective of women and nonbinary Latinx MG and YA authors. She’s represented by Linda Camacho at Gallt & Zacker Literary. You can find her online here and here.

Linda Camacho was always a fan of escaping into a good book, so the fact that she gets to make it her career is still surreal. She graduated from Cornell with a B.S. in Communication and has seen many sides of the industry. She’s held various positions at Penguin Random House, Dorchester, Simon and Schuster, and Writers House literary agency until she ventured into agenting at Prospect. She’s done everything from foreign rights to editorial to marketing to operations, so it was amazing to see how all the departments worked together to bring books to life. Somewhere in between all that (and little sleep), Linda received her MFA in creative writing from the Vermont College of Fine Arts. Now at Gallt & Zacker Literary Agency, Linda continues to work with colleagues and clients who inspire her every day in both the children’s and adult categories. You can find her online here and here.

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Resource to celebrate Women’s History Month all year long!

By on March 8, 2019   /   Articles, For Librarians, For Parents, For Teachers  

I love discovering new resources to research the lives of amazing women throughout American history. As March is National Women’s History month, I set out to learn more about the history of the movement and ended up finding an incredible online source for research.
I uncovered the National Women’s History Museum, which for the time being does not have a physical building to visit, but offers a ton of information on their website, www.womenshistory.org

The history buff (aka nerd) in me got wide-eyed and downright giddy as I scrolled through the vast collection of historical entries, photos, and biographies. The stories abound!
I learned about how the 1913 Women’s Suffrage Parade in Washington, D.C., devised by Alice Paul, became a turning point for the women’s suffrage movement in the United States.

Photo credit: Library of Congress

The images of female athletes through the years are intriguing. The collection includes pictures of tennis great Billie Jean King, gold medalist runner Wilma Rudolph, the incredible multi-athlete Babe Didrikson and shots of young women playing sports over the years.

The Women of NASA exhibit shares the journeys of women involved in the space exploration and the race to the moon. Do you know what the National Aeronautics and Space Administration used to be called? Check it out: https://www.womenshistory.org/exhibits/women-nasa

Photo Credit: NASA/Carla Cioffi

There is even a tab for students and educators!

Near and dear to my heart is the Biographies section. I discovered the stories of Charity Adams Earley who led the first African American women unit of the army overseas during World War II. And then there is business leader Maggie L. Walker, the first female bank owner.

I also discovered that you can nominate someone to have their biography featured. I did just that, nominating Virginia Hamilton, the subject of my most recent book. Virginia was the most honored author of children’s literature, and the first African American to receive the Newbery.

So, here’s to the women of our great country, and to discovering their great stories and sharing them with young readers all throughout the year!

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