Posts Tagged literacy

STEM Tuesday Field Work — In the Classroom

Exploring “In the Field”

When you think of scientists working in the field, what do you imagine? I imagine them venturing to remote, possibly dangerous sites. Then again, some field work is closer to home, less rugged. And, as this month’s books reveal, modern field work can sometime mean anxiously awaiting data and video feeds while a specially equipped drone or other remote sensing device ventures far from home. No matter what the exact circumstances may be, this month’s titles transport readers to many places and offer exciting tales of passionate scientists eager to answer their questions. Let’s begin diving into this theme with a look at underwater archaeology.

Support Independent Bookstores - Visit IndieBound.orgSubmerge Yourself in a Science Mystery

Secrets of a Civil War Submarine is packed with possible science learning connections. Especially relevant to this month’s theme is the archaeological practice of studying objects in situ, carefully documenting and noting the physical relationships among the artifacts at a site. Readers witness  this practice as author Sally M. Walker takes them to the murky, underwater field where the 150-year-lost historic H.L. Hunley was discovered. Here scientists meticulously record the locations and orientations of the objects on the site before removing anything from the site. Later, scientists carefully record the sub’s interior objects’ spatial relationships before extracting them for study. The importance of preserving these details becomes clear when the data later prove important in answering scientists’ questions.

You can enhance students’ appreciation of the value of this information with a simple lesson involving different arrangements of a set of objects undergoing different events.

For example, imagine a site that includes a computer mouse, piece of paper, computer, glass, chair, desk. Ask students to sketch or create 3D scenes of these artifacts’ positions and orientations based on each of the following scenarios:

Scenario A: A left-handed person seated in front of a computer spilled a glass of water on a computer keyboard. Then the person jumped away from the desk, knocking over the chair.

Scenario B: A right-handed person seated in front of a computer fainted and fell out of the chair, knocking over a glass of water.

Scenario C: A left-handed person carrying a glass of water walked toward the desk, approaching it from the right, when a dog ran through the room from left to right, first toppling the chair, then bumping the person, which made the glass of water fall out of his/her hands.

Discuss how (and why) the layout of the artifacts varies in each of the representations, providing unique clues to each event. If you are feeling more adventurous, you might try either of these variations:

  • Before the activity, prepare secret assignment cards. On each card, print only one scenario but make sure A, B, and C are all represented in the class pile of cards. Randomly distribute the cards to student pairs, who must then sketch or use model artifacts to show the event. Next, each team can examine another team’s scene, making careful observations and beginning to make inferences about what happened to result in the objects’ arrangements.  After revealing the three scenarios, challenge students to infer which of the scenarios each student representation seems to match (and why). Discuss the observations and inferences that are related to the spatial relationships among the artifacts, and how they provide clues to a prior event.

 

  • For a more open-ended challenge, ask student pairs interpret other sketches as much as possible, without telling them what the three scenarios are. Support student thinking with questions such as:
    • What’s similar/different between the scene you are looking at and the one you just created? Do you think the scenario implied here is the same or different from the scenario that informed the scene you created? Why?
    • If different, what details about the event can you infer from the scene? What evidence supports your ideas? What is unexplained?

Looking at the entire set of scenes in the classroom, students might infer how many different scenarios are represented, using evidence to make arguments that support their claims. You might decline to tell students the answer, as archaeologists can never go back to the original witnesses and check their ideas.

 

Support Independent Bookstores - Visit IndieBound.orgStudy Primates in the Field

As a biography of a groundbreaking field scientist, Anita Silvey’s Untamed, the Wild Life of Jane Goodall covers a lot of territory, including an exciting glimpse into this pioneer’s experiences as a field scientist.

Help students envision a primate scientist’s field work by comparing their own daily routines to their understandings (based on the text) of Jane’s early work in the field. Students might log where they eat, what they have to do to get their food and water, and where and when they sleep. They can break the day down into an hour-by-hour log of activities. For comparison, they can read about Jane’s early field activities on pages 28-33. Pages 71 and 73-77 address some ways that chimpanzee scientists’ field work has changed. They won’t be able to make exact correlations between their days and details about the scientists’ experiences, but they’ll get a flavor of the differences. Ask students to reflect on what aspects of being a field-based primatologist might be most exciting and challenging.

An engaging way to convey the lure of primatologists’ field work is watching videos of primates in their habitats. Show students one or more of these clips (with or without the narration) and discuss their observations (what they see and hear) and inferences (what sense they or the narrator/scientists make of what is observed). You might use some of the ideas in December’s STEM Tuesday In the Classroom installment, which focused on zoology.

Individual animals’ “personalities” and their relationships with other group members are important.  Field scientists often learn to identify individuals by sight. Your students might enjoy trying to learn the names and details about the chimps pictured on pages 84-87, perhaps by creating flash cards with copies of their pictures on the front.

 

Support Independent Bookstores - Visit IndieBound.orgJourney into Meteorology and the Eye of the Storm

Of course, field studies extend beyond the bounds of biology, as you will see in Eye of the Storm: NASA, Drones, and the Race to Crack the Hurricane Code, by Amy Cherrix. While you might appreciate the extensive teacher’s guide  that offers many ideas for discussions and classroom activities, you might want to focus specifically on field work. If so, you might show NASA videos featuring drone missions to hurricanes, such as NASA Hurricane and Severe Storm Sentinel (HSE) – Studying Storms with the Global Hawk UAV. You can also sign up to connect your classroom to NASA’s airborne missions. If you do, you will gain access to the same video that NASA scientists see when they run the drone flights, and receive additional support.

As you might imagine, classic field-based weather observations make a great connection to this book. For example:

  • Your class might commit to participating in a citizen scientist group of weather watchers, (which may require modest investments in standard equipment), such as the CoCoRaHS Network.
  • For independent observing, students might build and use their own weather stations. Build Your Own Weather Station, published by the National Oceanic and Atmospheric Administration, offers instructions.
  • If you prefer, challenge students to engineer their own instruments (based on designs that they research), as described in a free Integrated STEM Lesson Plan by R. Bruno.

 

The books on this month’s list offer many opportunities to jump into field work. How might you involve your students in actual or simulated field studies? What suggestions do you have to expand upon the ideas in this post? Please share your comments and questions!


portrait of author Carolyn Cinami DeCristofanoSTEM author Carolyn Cinami DeCristofano is also a STEM education consultant who supports teachers, librarians, schools, and organizations by providing curriculum development and professional development services. Find out about her books at http://carolyndecristofano.com and her consulting at http://bhstemed.us.

Recipe for a Successful Book Festival

ksfest1This past Saturday I participated in the first annual Kansas Children’s Literacy Festival, and it was such an amazing experience I thought I’d share my thoughts on why it worked so well. It was a new event in Wichita, Kansas, but the turnout was huge and scores of kids walked away with new books to explore, and a whole lot more!

kslitfest3Here’s what made the event so successful: COMMUNITY. Area schools, local book stores, and community organizations partnered together with city leadership and a radio station to encourage kids to read and write. I loved the scope of fun events offered to celebrate literacy. The event kicked off with a full-blown parade, including a float featuring a gigantic book! Then a celebrated local children’s choir gave their first concert of the year. An illustrator presented a riveting and humorous demonstration. A local kite and toy store helped kids make kites and we had a balloon launch to help “Reading Take Flight.” Wichita Griots African storytellers played drums and told enchanting stories. There were balloon creations, face painting, food trucks, and everything that makes a festival a festival!

ksfest4And of course there were books! SCBWI authors and illustrators from around the state talked with young readers in an author tent and read from their works in the storytime tent. There were so many smiles!

I think another big factor in the success of the event had to do with the level of PROMOTION it received beforehand. Local news stations and newspapers came out to cover the festival as well, interviewing families and participants to ensure the word is out for next year’s celebration.

ksfest5As you see, I roped my lovely daughter into helping me. She played the Tickle Me Pink Crayon and The Very Hungry Caterpillar and had so much fun!

If you are an educator or librarian hoping to launch a book festival of any size or add some zest to an already existing one, may I suggest adding some activities that may not seem necessarily reading related to draw interest? I think that was the other factor that caused the Kansas Children’s Literacy Festival to be such a success: VARIETY.

What things have you seen work to draw kids to book fairs and festivals? We’d love to hear your ideas!

Louise Galveston is the author of BY THE GRACE OF TODD and IN TODD WE TRUST (Penguin/Razorbill.)

Indie Spotlight: Monkey See, Monkey Do

Anyone who thinks children’s bookstores are becoming a thing of the past probably needs to get out in the country more!  True, some wonderful old favorites are no longer with us, but others are doing just fine and wonderful new ones keep springing up, even in these recent hard times.  Today we’re talking to owner Kim Krug of Monkey See, Monkey Do in Clarence,  New York, whose small-town shop is just over three years old  and  has already become an asset  to the community and  earned the 2012 Pannel Prize for Children’s Specialty Bookstore from The Women’s National Book Association.
Sue Cowing for Mixed-Up Files: It’s always a pleasure to discover a new—and thriving—children’s bookstore. What led you to start one up in Clarence, New York?
Kim: Our three children inspired me to open a children’s business.  I had the wonderful opportunity to stay at home with them for the first five years and then wanted to share with them a passion I had to give back to our community, teach them the importance of following a dream and work to inspire other families with a love of reading and lifetime learning.
MUF:Describe the atmosphere in Monkey See, Monkey Do.
Kim: It’s a very warm, charming and creative space.  Both children and adults alike love to look at the books and enjoy the building.  Our bookstore is housed in a historic 1840’s building with timber beams in the young adult/adult book room.  There are six cozy rooms in which books are shelved, tables are set up and classes are held.  People are very curious about the history of the building, it is said to have ties to the Underground Railroad.
MUF: How do you select the books to carry at Monkey See, Monkey Do? What are some favorite titles, fiction or nonfiction, that you recommend to middle-graders?
Kim: I spend a lot of time reviewing advanced titles provided by independent authors and publishers.  I follow our regional book groups and the American Booksellers Association for reviews.  I love finding unique, indie titles that I can bring into the store and tie a program around.  One of my favorite titles is Wonder by RJ Palacio, I absolutely love this book and highly recommend children in grades 5 and up along with parents/adults to read it!  It’s an inspiring story about a 5th grade boy who has a facial deformity  and is homeschooled up until the 5th grade.  The story switches narrative throughout the book as we journey along with Auggie, the main character through his first year of transition in public school.  Some newly released picture books that I am a huge fan of are:  Big by Coleen Paratore, Because Amelia Smiled by David Ezra Stein, What Does it Mean to be Present by Rana DiOrio  and Say Helloby Jack & Michael Foreman. Our Gorilla Girls Book Club (Gr. 5 and up) has been reading Out of My Mind by Sharon Draper, and the Bright Monkeys Literacy Club (Grades 3-6) is reading The Lion, the Witch, and the Wardrobe.  

Gorilla Girls Book Club

MUF: The Pannel Prize folks cited your “innovative approaches to getting kids engaged with reading.” That seems like an understatement. Monkey See, Monkey Do has a strong commitment to promoting literacy and acts on it by holding a number of literacy classes and activities, even individual tutoring sessions. Tell us about some of those efforts and the community response.
Kim:We truly believe we “bring our books to life” through the variety of creative, literacy-based classes we offer each month.  This past summer we held over 40+ to inspire children to creatively engage in literature.  This Fall we began a new venture in partnering with schools in our After-School Literacy Clubs in which we offer a 6-week literacy club led by a

Reading to each other on National Star Wars Reads Day

NYS certified teacher where children practice reading aloud, work on cadence, pace, vocabulary-building and comprehension.  Children discuss the reading each week, practice journal writing and reflective questions.  In this current session we are running in the schools, the last class will end with a very special author Skype in which children can engage directly with the author to learn about what inspired them to write their book and question the author directly.

MUF:Your book camps sound fun and popular, and you hold them not only in the summer but also during school breaks throughout the year. What have been a couple of your most memorable ones?
Kim: That is a tough question, I have so many fantastic memories from many of our camps but here’s a few that really stick out:
  • Art Safari – children spend a full week reading about a new artist each day and then working on an art project inspired by that particular artisan’s work.

    Art Safari

  • Cupcake Diaries – a full week camp in which children formed reading circles each day to complete reading, creating cupcake journals and writing entries that tied in with their reading and discussions and ended each day with a cupcake decorations lesson by a pastry artist.  The children learned a new cupcake recipe each day, worked on frosting/decorating skills and then enjoyed their work!
  • Let’s Go To Spain – a full day camp reading about Spanish culture, learning new vocabulary, enjoying Spanish treat and engaging in a role-playing skit.
MUF: All this community involvement and teaching and operating a bookstore, too! You must have some good help and/or very little sleep!
Kim: Yes, that is true!  We have an absolutely amazing staff of devoted teachers, employees, artisans and interns from local colleges that offer their time, talent and energy!  And yes….little sleep these days in juggling our family and the business.
MUF: Many towns have no bookstore at all, much less a children’s bookstore. If an out-of-town family decided to make an excursion to Monkey See, Monkey Do, would there be any places for them to have a snack or a bite to eat after browsing?
Kim: Yes, right in the back of our bookstore is a charming restaurant called The Carriage House.  It’s steps away from our bookstore and offers a wonderful lunch menu.
MUF: Are any special events planned at Monkey See, Monkey Do (or in Clarence) for Halloween or November?
Kim: Yes!  Next week we are hosting our 4th Annual Storybook Halloween Party in which we encourage families and children to dress up as their favorite storybook character and come to our free event that features free crafts, sweet treats and two local authors that will be reading their book and signing copies!
In November,  we will be hosting our 4th annual Black Friday camps (Friday, November 23rd) for children to enjoy and parents to have a place to drop off their children for creative programing while they shop.  On Saturday, November 24th we will have our SHOP LOCAL Holiday Event where we invite several authors, artisans and small business owners to come into our bookstore and sell their wares and promote a local shopping spirit.
MUF: Thanks, Kim, for talking with us and for creating not just a children’s book store but a center for learning to love to read  Here’s wishing you success and many anniversaries and honors in the future!
Readers, if you would like to know more about this place, go to http://www.monkeysread.com.  If reading about Monkey See, Monkey Do makes you want to visit the shop, and/or if you think Kim’s approach to running a bookstore is intriguing, please leave her a comment here.
Sue Cowing is the author of the middle-grade puppet-and-boy novel, You Will Call Me Drog, (Carolrhoda, 2011; Usborne UK, 2012)