Dirt Detectives (Geology for grades K - 2)

Here's the info covering the last three weeks of my Dirt Detectives class:

Week 6:


We finished up the rock cycle by talking about igneous rocks and how they form.  We reviewed all the parts of the rock cycle.  They also created a mini-book on the rock cycle. 

We had to sample a better conglomeration of sedimentary turned to metamorphic rock.  I put a dish of layered chocolate chips, coconut chips, M&M's and marshmallows (all organic, at least, LOL) into the oven to get a better heat change reaction than I got with a hot plate. 

They finished up their mini science notebooks that they've been keeping and took those home.

I used the "types of rock flap" from Homeschool Share's Volcano Lapbook, but you could use lots more of these in a study of rocks (it's not just about volcanoes):

http://www.homeschoolshare.com/volcanoes.php

I created a double-sided worksheet in order to review with them and they took that home to complete:

One side had a simple diagrams of the three types of rock, and the other was a review of rocks and minerals:

http://msnucleus.org/membership/html/k-6/rc/rocks/1/rcr1_3d.html

and

 http://www.hometrainingtools.com/images/art/Rocks.pdf

[Thanks so much to MS Nucleus and Home Training (Science) Tools, who have provided quality hsing materials for years! 

I used MS Nucleus's secondary level geology study with my own son when we covered geology in middle school, and I've used parts of their work this year with my classes, as well.  I bought their rock sample kits years ago, and those have proved invaluable in teaching my classes this year, as I've used them each week to show the children samples of a large variety of the different rock types so that we can talk about differences in rocks.  I used the sand samples more than any of the others with this younger class, but my middle class has used every kit! 

Home Science Tools has been my go-to store for any type of science supply that we've needed in our home over our fourteen years of homeschooling.  I don't know what we would have done without them!  Carolina Biological might carry more inventory, but it is way too expensive and items don't come in units created for individuals or small groups, so HST has proved an invaluable aid!  They offer beautiful, large rock kits and a large variety of other geology supplies.  I have relied on them extensively over the years for chemicals of all types, as well, not to mention prepared slides for biology studies....  And they are the best source around for microscopes of all types!]

I provided them with samples of granite (2), scoria, and pumice to take home.  We of course tested the pumice for floatability - so that meant the granite and scoria had to be tested, too!

I asked parents to have the children tell them about their rock samples before they forgot what they were, and asked that they please consider making index cards with info about the rocks to keep in the bags with them so that later they could review.

In order to prepare for our last two classes covering the layers of the earth and plate tectonics (I really didn't cover that complex subject in much detail with them), I asked that they consider reading:

Home on the Earth: A Song About Earth's Layers, Laura Salas

Planet Earth, Daniel Gilpin

...and if these wouldn't be too scary for them:

Why Do Earthquakes Happen? Wil Mara

Perfect Storm, Calliope magazine issue that covers various types of weather that may be impacted by plate tectonics, etc.

I also asked that they consider attending the UK Geology Dept. open house and I attended, as well.  Several of my students did go and it was a great evening, as usual!


Week 7:


We completed a last review of the full rock cycle.  This is the rock cycle diagram I used with them. I cut out all the parts and had a blank piece of paper labeled "rock cycle." We picked a starting point (sediments, since that's where we started the class), and went from there, adding the different rocks first, then adding the info blocks telling how one rock type changes into another.

http://www.learnnc.org/lp/media/lessons/DebbieHansman5232002238/cycle.jpg

During last class and this one, we also used a simple little set of cards/definitions I copied and laminated in order to talk about the three types of rocks and weathering/erosion.  I used little card sets like this throughout the class as a way for them to play simple matching games while we talked about vocabulary important to our topic. 

We wrapped up by completing a double-sided worksheet on their favorite type of rock from all those we had looked at in our classes (on one side) and they drew a picture of one rock type and one mineral type on the other, as we reviewed the difference between rocks and minerals.  Here are the pages I used to create this worksheet:

http://msnucleus.org/membership/html/k-6/rc/rocks/1/rcr1_1d.html

(Comparing How Minerals are Different than Rocks)

and

http://msnucleus.org/membership/html/k-6/rc/rocks/1/rcr1_6d.html

(My Favorite Type of Rock) - both of these are from MSNucleus.org.

I then went through a simple illustration of the layers of the earth with them, adding the outer core to a diagram I downloaded from ABC Teach:
 
http://www.abcteach.com/free/l/layersearth.pdf

After talking more about the various layers, they completed this diagram about the different layers:

http://www.worksheetlibrary.com/subjects/science/earth/plates/gr6sciearthcomposed.pdf

For all such work that we did throughout the class, if we had time, then I allowed them to color or at least begin coloring their work (at their request), but if we didn't then I let them take that home to complete.  In order to save time in class, I always had all the parts of any diagrams or worksheets cut out so that all they had to do was glue them in place.  I put each person's kit in a little Ziploc bag (and I re-used those bags to send home rock samples, etc. throughout the class, too).

I did discuss the Magnetosphere created by the spinning outer core, as well as the convection currents created in the Mantle.  It was in the context of this last that I talked just a wee bit about the earth's tectonic plates.  I use an old Nat Geo map that shows the tectonic plates and volcanoes/earthquakes of the world.  I got it laminated years ago and so I can write on it with dry or wet erase markers, then clean it off again.

Suggested reading for the last class:

Volcanoes, Seymour Simon (Mr. Simon also has an educational website where he provides lesson plans for teachers, including parents of homeschoolers - you just need to register with him. He has created a lot of great science related books. Most contain tons of great photographs.)

Volcanoes, Franklyn Branley (main author of many of the Let's-Read-and-Find-out-About-Science series of books)

The Eruption of Krakatoa, Rupert Matthews

Earthquake Games, Matthys Levy - this book contains lots of experimental activities you can do together to learn more about earthquakes. We own it and have had fun with it!

Volcano, Ellen Prager

Welcome to Hawaii Volcanoes National Park, Teri and Bob Temple

Inside Volcanoes, Melissa Stewart

Eruption! The Story of Volcanoes, Anita Ganeri

Our Changing Planet: How Volcanoes, Earthquakes, Tsunamis, and Weather Shape our Planet (Scholastic, vol. 17)

Hawaii Volcanoes National Park, Margaret Hall

Mt. St. Helens Volcano: Violent Eruption, Carmen Bredeson

This is long, but might also prove interesting to them: Diving to a Deep Sea Volcano, Kenneth Mallory

Tsunami: Helping Each Other, Ann Morris - use discretion with all these as this topic may be too disturbing for younger children....

Tidal Waves Wash Away Cities, Kate Perry (I Didn't Know series)

Tsunamis, Thomas Adamson

Earthquakes, Ellen Prager

Earthquakes, Franklyn Branley

Danger! Earthquakes, Seymour Simon

I made suggestions for them to make their own volcanoes and bring them to class if they wanted.  The best thing I've found to do this is Crayola's air dry clay.  I suggested small bottles so that less clay would be needed.  These can be spray painted after they dry and this paint can be renewed over time as the vinegar wears it away with use.  I already owned three different volcanoes we had created over the years (one each of the three main types; with the strato including side vents).  I set these up ahead of time to be ready to explode, and kept extra baking soda and vinegar on hand for the rest of the volcanoes.  For the shield volcano, I actually used a half round of Styrofoam with a hole hollowed out inside to fit a very small juice glass.  The larger vent demonstrates the even flow that may characterize shield volcanoes....


Last Class (8):

We had to go out with a big bang, of course, so we talked a little more about plate tectonics, reviewing the layers of the earth and getting into a little more depth on plate movements (looking more at the above mentioned map on this date), then moved on to volcanoes.

I got into talking about the five basic types of mountains, showing them some little models I've made out of clay (fold vs. fault block), or using simple models created with two hand towels coming together (for folded mountains), my hands (to illustrate a plutonic dome forming), etc.  I always keep a small white board handy, too, for drawing illustrations/diagrams as we talk and I use this throughout all my classes.

I saved volcanoes for last and talked to them about the 3 main types (shield, cinder cone, and composite or stratovolcanoes).  They created a volcano flip book.  I will try to take a picture of this at some point and post it, but it is very simple, really. 

I take large sheets of brown construction paper (I'm not sure on the size, but the length is about 17 inches, I guess - I get these from art/craft supply stores) and make a triple fold (folding in first one side, then the other).  I then cut around the top (one end) to make a mountain shape.

I have a form I made years ago that fits the middle of this booklet when you open it up, so I just made multiple copies for the class and cut them out.  I just drew a shape that would fit inside the middle of the booklet and then drew a magma chamber at the bottom with various conduits coming up out of the volcano. 

I also created a form for smoke, with a small flap on the bottom so that it could be attached with glue coming out of the mountain at the top.  I copied and cut these out for the class.

I've done different things in past, but this time I found bits of info from the USGS on volcanoes and transferred them to a Word document, then changed the margins so that they would fit on the flaps on either side. 

On one side, I have info on where volcanoes occur, including a small map showing the Ring of Fire, as well as info bits.  This includes Hot Spot volcanoes, as well as those occurring at plate boundaries.

On the other side, there are info bits about how volcanoes erupt.  This includes info on magma vs. lava, explosive vs. non-explosive, etc.

They had just enough time to glue the pieces together, but had to take these home to finish them as we had "real" volcanoes to explode!  (I didn't even get to earthquakes and tsunamis!)

We lined all the volcanoes (mine and theirs) up on my driveway and "exploded" them, noting differences in eruption types and experimenting with stopping up the main vent on the stratovolcano so that we could see the side vents spew (as well as a crack that has developed in the side - great learning!)  I left them exploding and experimenting as I went off to teach my next class.  Every volcano was a slightly different shape and exploded slightly differently, so I think they were all delighted.

My parting gift to them was a stick of "rock candy"(what else, LOL?) and a small Dover sticker book on rock identification:



http://store.doverpublications.com/0486412911.html

It was the first time I've ever taught to such a young group, but I had a lot of fun with it!

Regena

Ring of Fire Class, continued....

For September 19:

Great jobs on your reports today, everyone! Please use that same model for the work you do each week, if you don't mind. I think it will help you get more out of your research and remember the info better.

1) Please go back and review last week's assignments and pick up any of those that you missed. We will finish our little quiz next week.

Since we covered the topic of volcanoes very well today, we will move on to earthquakes and tsunamis next week, followed by looking at some water geology issues.

2) Here are some topic ideas that you might choose for next week. If you have a different idea, please do let me know!

A. Earthquakes
B. Tsunamis - if you decide to do either of these first two topics, then I'd like you to look at the current way these are monitored, detected, and warned about. I'd like you to list at least two catastrophic events that have happened in highly populated areas in the recent past. I'd like you to talk about what has been done since those events to repair damage to those areas and try to make them safer for the future.

To get you started, here's a short bit about some of the most catastrophic recent earthquakes in larger cities:

http://www.environmentalgraffiti.com/ecology/five-earthquakes-in-major-cities/1107

Choose a couple of those cities of most interest to you, and look up more info. Don't forget that the Haitian earthquake of just a few years ago did so much damage to that country that they still have not recovered. That might be another major quake for you to look at....

Here's a USGS site where you can look up earthquakes. I looked up magnitude 7.0 and above for the past 30 days and got four results:

http://earthquake.usgs.gov/earthquakes/map/

You can then use this info to type in the names of those places, such as "Hojancha, Costa Rica, September 2012 earthquake" to get news reports about what's happening there currently. For larger quakes that are current, you might also see news reports on TV.

For tsunamis, you might use the NOAA site on Pacific tsunami warnings, or the Alaska tsunami warning system:

http://ptwc.weather.gov/

http://wcatwc.arh.noaa.gov/

Here's an article to get you started on the most catastrophic earthquakes and tsunamis in the last decade:

http://voices.yahoo.com/the-most-catastrophic-earthquakes-tsunamis-within-5999742.html

...a Nat. Geo. article on the deadliest tsunami ever:

http://news.nationalgeographic.com/news/2004/12/1227_041226_tsunami.html

10 most deadly tsunamis in history:

http://www.criminaljusticeusa.com/blog/2011/10-most-destructive-tsunamis-in-human-history/

Use any of these to help get you started with choosing a couple of events to highlight. Don't forget the most recent tsunami event in Japan!

C. Liquefaction of ground during earthquakes - what is this; how/why does it happen; what is being done to try to protect people from it, etc.

Here's a USGS piece to get you started: http://earthquake.usgs.gov/regional/nca/qmap/

There's a lot of info and you tube videos, etc. on this!

D. Engineering advancements in creating earthquake and tsunami resistant buildings. (Make sure to look at new "pods" designed to weather tsunamis!)

Here's one bit of info to get you started:

https://www.asme.org/kb/news---articles/articles/performance-test-codes/earthquake-proof-infrastructure-put-to-the-test

http://news.thomasnet.com/IMT/2010/03/04/developing-engineering-testing-earthquake-proof-buildings-wake-of-haiti-chile/

E. New Madrid Earthquake (make sure to look at forecasts for future events and the predicted outcome of those!)



3) Please read the Volcano World info on earthquakes and answer the three questions at the end:

http://volcano.oregonstate.edu/vwdocs/vwlessons/lessons/Rolling_earth/Rolling_earth1.html

Please read this page on tsunamis:

http://www.pbs.org/wnet/savageearth/tsunami/index.html

...and watch this short Nat. Geo. film on tsunamis:

http://video.nationalgeographic.com/video/environment/environment-natural-disasters/tsunamis/tsunami-101/

...and lastly, please read this page and answer the four questions at the end:
http://volcano.oregonstate.edu/oldroot/education/vwlessons/lessons/Ch2CM/Content4Earthquakes.htm


For September 26:

Okay, we are going to look at some hydrology topics. First, let's look at what the study of hydrology encompasses:

1) http://ga.water.usgs.gov/edu/hydrology.html

2) After reading this page, what area of hydrology are we going to be studying first, surface water, or ground water?

3) Now please read the page on the water cycle carefully, looking over the three charts on that page and making sure you understand them:

http://ga.water.usgs.gov/edu/watercycle.html

4) If you like, answer the opinion survey on where YOU believe the water cycle begins:

http://ga.water.usgs.gov/edu/watercyclebegin.html

5) Now take this quiz to see if you remember all the parts of the water cycle:

http://techalive.mtu.edu/meec/module01/HydrologicCycleQuiz.htm

If you don't understand what a word means, then please look it up!

6) Now look at one more animation of the water cycle. You have to read the intro, then click on the animation and click on "play" and "continue" to move through it. After you've read the conclusion, try the quiz and see how you do:

http://bcs.whfreeman.com/thelifewire/content/chp58/5802001.html

7) Since we have decided to study oceans first, I think that you should look at a little current info on what's happening to our ocean levels:

http://ga.water.usgs.gov/edu/sealevel.html

This page was last updated in August, so should be pretty current on what's occurring....

8) Now, choose a topic and write or otherwise prepare your report for class, please, and let me know your choice ASAP:

A) Changes in Salinity of the World's Oceans - why is this occurring, where is it occurring, what effects will it have on the oceans in future?

B) Thermohaline Circulation (also known as the ocean conveyor belt) - what is it, specifically; how does it work; why is it important; what might happen if it changes; is it changing?

C) Melting of the Northwest Passage - what is happening here and why; what effects (good or bad) will this have on trade in the future; what effect is it having on wildlife; is anything being done to try to change this?

D) How is Freshwater in the Pacific Islands Under Threat Due to Rising Ocean Levels - what's happening to the fresh water (ground water) as ocean levels rise and why; how many people across the Pacific are affected by this; what's being done to try to correct for it; what will happen if other fresh water sources are not found, etc.

E) Are Marine Organisms Affected by Changes in Salinity - is this happening now; if so, how and where; what organisms are being affected; what can be done about it; are any extinctions expected as a result of this, etc. I don't want a report on the organisms (biology), but on how the change in their environment is affecting them (chemistry/physics).

If you want other topics or have another one in mind, please let me know. Remember, we are studying the water of the oceans from a geological point of view - we're not doing biology, really, so we need to stay focused on the water itself; its chemistry and physics....

If you can't find starter articles to get you on track with your research, just let me know and I can work with you on that!

9) [Can you stand any more, LOL?] Because I am fascinated by the subject of rogue waves, here's some extremely good info on them - as I told you today, they are not just caused by storms!

http://science.howstuffworks.com/environmental/earth/oceanography/rogue-wave.htm

Here's a Nat Geo article on them, too:

http://news.nationalgeographic.com/news/2004/08/0810_040810_rogue_waves.html

10) Just one more thing! See if you can find out where the roughest seas in the world are located and why it is so rough there.... (tell me when you see me....)


For October 3:

Okay, so - water, water everywhere.... Let's do surface fresh water next week, ok? Then we'll take a look at the mysterious world of groundwater....

Remember, we don't want to look at water obtained from wells, or any sort of underground source this week. We just want to look at water obtained from lakes, streams, rivers, etc.

1) Possible topics for your reports:

A) Public Health Problems (related to pollution, contamination, etc.) - what sorts of problems are common and in what areas of the world? What is being done to try to control or alleviate such problems? Look at local programs, such as Louisville's Water Step, to learn more about global initiatives. You might email them and ask some questions, too! After generalizing, select one problem to focus on and talk more about what has caused it and what is being done to alleviate it.

B) Waste Water and Storm Water - this would be a good topic to look at your own, local issues. You could call or email an official within your city's sewage and/or water treatment facilities and ask about any current issues, problems of the past, what has been done to alleviate those, etc. (take info with a grain of salt, however, as any company is going to say things to promote its image).... Or, you could look at major issues in the news worldwide....

C) Sewage (same agenda as B).... Have you toured our local water and/or sewage company in past with me (or others)? Now might be a good time for you to go look at those facilities if you've never been. The guides usually provide lots of interesting (off the record) info....

D) Pollution in lakes and reservoirs - again, you could look at more local/state issues, or you could look at major contamination somewhere in the U.S. or world. Some of the Great Lakes were extremely polluted in past, for instance, and have been at least somewhat rehabilitated (Eerie). See if you can find lakes that have been classified as "dead" and then cleaned up, etc. Check on areas of concern regarding pollution (or contamination, including purposeful contamination) of major reservoirs in the U.S. (Hoover, for instance)....

E) Fresh water augmentation - many countries are experiencing increasing shortfalls and have already pumped too much water out of the ground to try to augment, lowering their water tables and causing all sorts of problems. Now they need to look to other methods for augmentation. What might some of these be and how are they going about doing this? Cost? Pros vs. cons?

F) Watersheds - what is a water shed? Choose one water shed area and talk about how the general characteristics of a water shed apply to that particular water shed, what special considerations there are that make that water shed unique or cause special problems or concerns for that area, etc. Talk about pollution concerns for that water shed and what is being done to protect it. If you choose a local water shed, call or email an official in charge of monitoring it and ask questions!

As always, if you need some place to start, please let me know! And please tell me what topic you'd like to do ASAP so that I can let everyone else know!


2) Eutrophication was mentioned several times this week, but do you understand what it is? Read about it here:

http://toxics.usgs.gov/definitions/eutrophication.html

Then please browse through this report on "nutrients" in our nation's water supplies. Remember, we're not interested in groundwater topics right now, just surface water issues. You don't have to read the entire article, but I'd like you to look at the abstract, intro, major findings, how surface drinking water supplies are affected, what the source of contamination is, and whether or not it's getting better or worse for surface drinking water. There's an index at the beginning that will help you find all these topics. Understand what the term "nutrients" means. It sounds as if it's something that would be good for the water, but it really isn't - why is that?

3) Please read about traditional waste water treatment using this lecture, which has some good pictures and diagrams. Please ignore the "reading assignment" as well as the "assignment" and "quiz" at the end:

http://water.me.vccs.edu/courses/newENV108/Lesson1_print.htm

Near the end of this lecture a more natural means of cleansing waste water is mentioned: wetlands. Look at this (shorter) lecture that provides info about the interest now in creating more natural waste water treatment facilities:

http://wps.prenhall.com/wps/media/objects/1373/1406592/Regional_Updates/update1.htm

Pay particular attention to the pros and cons of this particular system and be able to take a stand for which system you would support and why (specifically)....

4) Please read through this "climate change and water" quiz from Nat Geo. Make sure to read the answers, which are informative! The info is more important than how you do on the quiz!

http://environment.nationalgeographic.com/environment/freshwater/freshwater-quiz-climate-change/

Also, please take the drinking water and sanitation quiz, again, reading the info, which is very informative!

http://environment.nationalgeographic.com/environment/freshwater/drinking-water-and-sanitation-quiz/

Review the water cycle with an online, simple quiz!

http://www.softschools.com/quizzes/science/water/quiz316.html

 
Lastly, you don't have to read this for next week, but I did just want to provide you with another Nat Geo site that contains a ton of info on fresh water. It might be helpful to you in your research and will certainly provide you with a lot more info on this topic!

http://environment.nationalgeographic.com/environment/freshwater/freshwater-101/


For October 10:

Please read this short page on groundwater:

http://www.groundwater.org/kc/whatis.html

...and this one:

http://pubs.usgs.gov/of/1993/ofr93-643/

I have decided that instead of assigning you to do research next week, I'd like you to read more about the karst lands we live in and we will talk about that some in preparation for talking about caves later.

Toward that end, please read this page on Karst, looking at the map and noting where we are:

http://water.usgs.gov/ogw/karst/index

At the top of this page, click on "What is Karst?" to read about this feature and learn what it is.

Then click on "Explore Aquifers" and scroll over our region to see the name of our aquifer. Note how large it is.

Look down the page and find the name of our aquifer, then click on it. Read about it, then, in the blue box, click on view photos.

Look at the photos of disappearing streams, springs and caves. Are you familiar with any of these features in our area?


For October 17:

First things first. I think that we need to finish up the little test I gave you, then finish up the work from last week. So please read the info I sent you to cover last week and answer the questions I posed so that we can talk about those items next week. I will follow with some topic ideas for groundwater for your research.

Okay, if you did not read the info I sent you in last week's email, then please pull it up and read that first. In case you can not find it, here it is again:

Please read this short page on groundwater:

1) http://www.groundwater.org/kc/whatis.html

...and this one:

2) http://pubs.usgs.gov/of/1993/ofr93-643/

I have decided that instead of assigning you to do research next week, I'd like you to read more about the karst lands we live in and we will talk about that some in preparation for talking about caves later.

Toward that end, please read this page on Karst, looking at the map and noting where we are:

3) http://water.usgs.gov/ogw/karst/index

4) At the top of this page, click on "What is Karst?" to read about this feature and learn what it is.

5) Then click on "Explore Aquifers" and scroll over our region to see the name of our aquifer. Note how large it is.

6) Look down the page and find the name of our aquifer, then click on it. Read about it, then, in the blue box, click on view photos.

7) Look at the photos of disappearing streams, springs and caves. Are you familiar with any of these features in our area?

For this week (separate assignments):

________, here are your topic choices for your research:

http://water.usgs.gov/ogw/issues.html

From this page you may choose any of these topics:

Artificial Recharge

Freshwater-Saltwater Interactions along the Atlantic Coast

Groundwater and Surface-water Interactions

Land Subsidence

Unsaturated Zone

Groundwater Networks

 

You may use any sites you choose to report on issues regarding these topics, I just thought you might want to take a look at some general info on the topics first....

OR, you may choose from these three other topics:

Environmental problems in karst lands:

http://www.prenhall.com/esm/app/nebel/html/updates/update13.html

Bat problems:

http://www.sciencedaily.com/releases/2012/09/120928084946.htm

Wind Cave environmental concerns:

http://www.nps.gov/wica/naturescience/environmental-concerns.htm

(Those are just websites to get you started....)

Girls, you chose to do the scavenger hunt on rivers, lakes, streams, and groundwater. You may look up the answers to these questions any way you see fit (Internet, books, asking someone who knows, etc.), but I would like for you to learn about the info you are gathering, rather than just finding an answer to put on the sheet for me ('cause I already took the test and knew the answers).... Toward that end, here is one website that might help you. I looked through it and saw the answers to most of your questions on this one site. You will have to read and interpret in order to see that, however:

Streams and Rivers:

http://www.scienceclarified.com/landforms/Ocean-Basins-to-Volcanoes/Stream-and-River.html

Lastly, for fun (I hope), here are two slide shows of very beautiful caves that contain water (please read the little information with the pictures and choose your favorite from amongst them):

Water Caves:

http://www.mnn.com/earth-matters/wilderness-resources/photos/9-wondrous-water-caves/watery-wonders

http://www.environmentalgraffiti.com/featured/waterfall-caves-caverns/13402?image=0

 

For October 24:

 

For next week, we will be taking at look at caves.  One student chose to look at water in caves.  I sent that person these links:

Here are a couple more links that might help you out:

http://www.caves.org/project/coldwater/

Freshwater blue holes:

http://ngm.nationalgeographic.com/2010/08/bahamas-caves/todhunter-text/2


Deep Water (Ocean) Caves of Bermuda:

http://oceanexplorer.noaa.gov/explorations/11bermuda/welcome.html


You might look at how freshwater caves differ in formation from salt water caves, etc....

Importance of Caves and Karst (more groundwater stored in karst lands than anywhere else):

http://www.nature.nps.gov/views/KCs/CaveKarst/HTML/ET_Importance.htm

 

This is just too good for you to miss. There's a ton of good info here about water in caves:

http://www.iah.org/karst/karst_hydrogeology.html

And the pictures are terrific, too!

 

 

Another chose to look at the ecology of caves, including problems with algae growing in show caves.  I sent that person this information:

 

Cave Animals:

http://animals.howstuffworks.com/animal-facts/cave-animal-info.htm


What Plants Live in Caves:

http://www.caveslime.org/kids/cavejourney/caveJourneyWhatPlants.html


What Animals Live in Caves:

http://www.caveslime.org/kids/cavejourney/caveJourneyWhatAnimals.html


What's so Important About Cave Microbes:

http://www.caveslime.org/kids/cavejourney/caveJourneyWhatMicrobesImportant.html


Cave Animals:

http://egsc.usgs.gov/isb/pubs/teachers-packets/exploringcaves/animals.html


Here's a very good, short article that will explain how algae is hurting many caves. This talks about one particular cave, but the concerns and what's being done are the same for all caves:

http://www.nps.gov/grba/naturescience/algae-reduction.htm


Here's an article that talks about how the Altamira caves were closed because of human breath destroying the cave paintings. Spain decided to open them back up again. Do you think that's a good idea?

http://www.telegraph.co.uk/news/worldnews/europe/spain/7814327/Spain-to-reopen-Altamira-Caves-despite-risk-of-destroying-prehistoric-paintings.html

(Lascaux, the most famous cave for paintings, in France, was closed in about the mid-1980's I think, for the same reason. They built a mock-up of the cave, complete with paintings, for the public to view instead of the real thing. Would you be willing to travel there to view a copy, instead of the real thing?)

The third took a look at cave formations and how they are created using this material:

Watch this short movie and talk about it:

http://pbskids.org/dragonflytv/show/caves.html

Look for some of these points:

There's more water further/deeper into a typical cave, and therefore more formations, greater variety of formations, etc. But that doesn't mean that the very deepest part equals the most water/formations, as we see in this film.

Formations are called "speleothems" - what does that word mean?

What does water around the formations mean? [They're still growing?]

Why do some of the formations have the names they have, like "soda straws"?

How does water cause a formation to occur?

Click on this link to look at different formations and see how they form: http://www.caverntours.com/KIDSPAGE_Formations.html

Since we're talking about current topics, add in something about protecting caves. I see that on the cave formation page, there is a small paragraph noting that the oils from our hands stop growth of formations, effectively "killing" them. This short kids page talks about how long it takes caves to form:

http://caveofthewinds.com/more-to-explore/kids-area/geology-for-kids

...and this even shorter page at the same site talks a little about caring for caves, though it doesn't provide much in the way of details:

http://caveofthewinds.com/more-to-explore/kids-area/caring-for-the-cave


For October 31:

I asked them to review this info in preparation for a second test:

Here are some terms that we've been using for the past few weeks. I think it would be a good idea for you to make sure you understand these.

hydrology -



karst -




groundwater -




surface water -




desalination -




eutrophication -




sewage -




alluvial fan -




(river) delta -




stream load -




bed load -

surface run off -




watershed -

aquifer -

tsunami -

rogue wave -

liquefaction -

Also, please make certain that you understand the water cycle. Here, again, is one of the many online models that demonstrate the water cycle:

http://www.epa.gov/ogwdw/kids/flash/flash_watercycle.html

and here's another:

http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Watercycle.shtml

...and another:

http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/

Please make sure that you understand the parts of the cycle: Evaporation, Condensation, Precipitation, Transpiration, Infiltration

We will be taking a look at soil science next week.

Everyone, please read this tiny bit of info about soil and soil careers in order to prepare for class next week:

http://soil.gsfc.nasa.gov/index.php?section=70

http://www.soils4teachers.org/files/about-soils/soil-career-poster.pdf


Each of you will then look at a different topic related to soil.

 __________, please inform us about the basics of soil, that is, what components it is made from; what soil horizons are, etc., by using this site to help you:

http://www.childrenoftheearth.org/soil-facts-for-kids/soil-facts-for-kids-intro.htm (click "next question" at the end of each page to go on to the next bit of info.)

Then please look at the topic of composting using this slide set. (I downloaded the PDF version and found it easier to scroll through and read than doing it the other way.) As you read, don't stop hitting "enter" to go from one page to the next until you get to the slide that says "the end." There's one point mid-way through where they say, "Ta-da!" as if the show is finished, but it's not!

http://aggie-horticulture.tamu.edu/kindergarden/kidscompost/cover.html

If it is not raining on the day of class, we will go outside and look at my composting bin as we talk about this.

 
_________, please look at this paper that covers a lot of different types of soil risks and hazards. Please choose one or two that you would like to look at in more detail and tell us about. Please do not choose a liquefaction topic, as Emily is going to do that one. Use the table of contents to help you quickly see the different topic options. Do research from other sources on your chosen topic. Let me know what you choose, please, and also if I can help you with finding any research on that topic.

ftp://ftp-fc.sc.egov.usda.gov/NSSC/Soil_Risks/risk_low_res.pdf

Also, you might like to look at these ingenious little models, using just a simple sponge to explain how soils hold water, drain water, etc.

http://www.doctordirt.org/teachingresources/sponge Just click on each topic to go to the explanation for it. I love this!


______, I didn't hear from you about the quicksand topic, so I am assuming you're okay with it. If not, then please let me know. Please read this information on quicksand so that you can tell us what it is and how it works:

http://science.howstuffworks.com/environmental/earth/geology/quicksand.htm

Please also read this very short article about liquefaction so that you can tell us how and why it occurs sometimes during earthquakes:

http://www.ce.washington.edu/~liquefaction/html/why/why1.html

and here's one with just a little bit more info so that you will understand the different ways it can occur:

http://geomaps.wr.usgs.gov/sfgeo/liquefaction/aboutliq.html

Here is a very simple experiment about liquefaction that you might like to try to really see how it works:

http://mceer.buffalo.edu/infoservice/Education/soilLessonPlan.asp

We need to decide what topic we will cover in our last class. Here are some possible topics for you to consider. Please cast your vote for your top three choices, in order of choice, and I will see if we have a consensus on what we will use to wrap up this class.

Rocks and Minerals
More on Volcanoes, which we really didn't cover adequately....
Petroleum and Mining
Limnology (the study of inland ponds and lakes)
Glaciology (study of glaciers)
Physical geography (the landforms the world is made up of and how they affect human and animal populations over time - deserts, tundra, high plateau, etc.)

Let me know your thoughts, please!

Regena

Ring of Fire - Middle School Geology Research Class

I organized a small group of middle schoolers this fall to cover various current topics in the field of geology, researching an area of interest each week and presenting it in class.  Everyone brings their laptops to class for use in their presentations.

Here's a look at the topics we've been covering each week:

Preparation for first class, August 22:

Please read, from Oregon State's Volcano World, this information on the layers of the earth (9 short pages) and answer the four questions at the end of the reading, on the tenth page (and please bring your work to class):

http://volcano.oregonstate.edu/oldroot/education/vwlessons/lessons/Earths_layers/Earths_layers1.html

You may want to sketch or print out some of the diagrams for reference if the information is very unfamiliar to you. It will help you in remembering it!

For your research this week, I'd like you to begin to delve into how humans are attempting to explore the inner layers of our earth and the consequences of our actions, what we're finding there, etc. I would like each of you to choose a different topic to talk about, so whoever emails me first with their topic will get first choice and the others will have to choose again, okay?

Ideas I have include:

Exploring the world's deepest mines (where; problems; life forms found, etc.)
Drilling into earth's mantle
Kola Peninsula drilling
Project Mohole
Deepest ocean trenches (where formed; length and depth; life forms; new exploration technology, etc.)

Polar drilling (Andrill, etc.)

JOIDES

If you have other ideas, then please do share them with me! I really want your reports to focus on areas where we're reaching furthest into the crust of the earth....

Please either bring links that you can share and speak from for about 10 minutes and/or write up notes you can use to share information with everyone on your topic. If you don't have a computer you can bring, you can email your links to me and we'll use one of mine to pull up your info.

If you need help in finding information on your topic, or don't know what sorts of info you should include about your topic, then please do email me about it beforehand and we'll talk....

If you'd like to read more about layers of the earth, here are a couple of library books you might take a look at:

The Lithosphere, Gregory Vogt
Earth's Core and Mantle, Gregory Vogt

Or, you can explore any of the other topics I listed for this week. You should be able to find Internet info on all of them!

 

For August 29:

 

Here is the article I told you about today regarding digging a hole through the center of the earth. Near the bottom of the page, there is a short video about the earth. After it runs, there are 2 others that will also be of interest to you. They will load and play automatically after the first one; you don't have to do anything. The last is about the man who discovered the core and a woman geologist who discovered that there are actually two core levels:

http://science.howstuffworks.com/environmental/earth/geophysics/question373.htm

Please read this page from the Oregon State site and answer the two questions at the end:

http://volcano.oregonstate.edu/oldroot/education/vwlessons/lessons/Ch1CMB/Content1.html

This details the primary accomplishments of Gutenberg and Mohorovicic.

Here's more info on Mohorovicic:

https://www.e-education.psu.edu/earth520/node/1777

And Gutenberg:

https://www.e-education.psu.edu/earth520/content/l2_p25.html

Also, I'd like you to read info on Alfred Wegener and his work (6 pages in total):

http://earthobservatory.nasa.gov/Features/Wegener/wegener.php

And here are some good diagrams regarding continental drift to look at after reading about Wegener:

http://www.geology.ohio-state.edu/~vonfrese/gs100/lect25/index.html

And since I've already loaded you down with reading, I'll leave Harry Hess and J. Tuzo Wilson for next time, when we're looking at plate tectonics....

I think that in preparation for talking about plate tectonics, it also behooves us to look at what science currently thinks about movement of the plates of the earth over time. I know that many homeschoolers are young earth in their beliefs, so it certainly is not my intent to attempt to indoctrinate anyone into a different set of beliefs. I present this material because it is currently accepted as the most plausible explanation for earth's geology over time - that could certainly change in future as we continue to learn. So if you do not have objection to the material, I would like them to read the short 9 pages at the Oregon State site regarding Pangaea to Present and answer the three questions at the end of that:

http://volcano.oregonstate.edu/vwdocs/vwlessons/lessons/Pangea/Pangea1.html

The four short pages of the site "Earth Like a Puzzle" should help them put together the whole idea:

http://www.sio.ucsd.edu/voyager/earth_puzzle/index.html

And here's a short You Tube video about the placement of the continents past, present and future:

http://www.youtube.com/watch?v=uGcDed4xVD4&feature=fvo&ad=21531665614


I gave them a little book today that is for them to use to make sketches of the diagrams they encounter in their reading. We will test over some of those diagrams as we move along through the course.

I won't always give them so much reading, but we're really covering a big topic next week and I'm only taking 30 minutes of class time to actually lecture, so that I can give each of them some time to introduce their research topic and we can talk about each of those.... Because I'm lecturing less, I'm counting on them to already be well aware of each topic as we cover it, hence the extra reading at times....

 

For reports next week, I'd like everyone to look at some of the geologists who helped promote this area of science, as well as looking at some of the varied sorts of geology jobs available in the marketplace today. Geology is one field that is currently projected to continue to grow for the next 50 years or so. Because of that, I think it might be a good idea to at least have some knowledge of what's available within the world of geology for those who will be moving into the workplace during the next decade or so.

I enjoyed seeing all the information everyone had gathered for today. As we move forward, I'll try to make adjustments to my requests from what I'm seeing in class each week. I love that you all did quite a bit of research into your selected areas of study. Because I was already somewhat familiar with what you were pulling up, it enabled me to add tidbits of information for the others so that they would understand your research, too.

What I think I'd like to see you try for next week is to set up a number of questions to answer so that you can actually sort of do a little presentation to the others. I'd like you to be able to give them enough information about your subject so that even though they may know nothing about it, they will come away being able to say that they learned x, y, and z about that topic, ok?

Toward that end, I will set up a few questions for you to answer and you can add 3 or 4 more of your own. Jot down or type yourself an email you can save (or send to me) with the information, and you can either read that to everyone or refer to it as you speak about the subject. If you wish to do a write-up for these projects, I am happy for you to do that and you may certainly turn those in to me and I will even grade them if you like. I'm not requiring this, however.

Here are my thoughts for some potential questions:

1) What area of geology study did you choose to learn about? (I am going to provide a few suggestions and you can pursue those or choose another area that you might already have heard about or that you find out about as you do your research - you can change topics if you find something more interesting along the way during your studies.)

2) Why is this area of geology important today and how will it be used in the future?

3) What sorts of jobs are available in this field of study and where are those jobs located?

4) What do geologists in this field of study do every day - what does their job look like?

5) Is this job one that would be classed as a "green" job (I ask because some of them are now)?

6) What is the pay scale for geologists working in this field; what are the dangers they face?

Here are a few areas of geology that you might like to investigate. As always, please let me know what area you choose so that I can try to insure that everyone has a different presentation. In that way we cover a wider range of topics:

Engineering geologist
Mining geologist
Environmental geologist
Hydrologist
Vulcanologist
Planetary geologist
Mineralogist
Oceanographer
Seismologist
Petrologist
Soil scientist
Petroleum scientist

Hopefully that's enough to get you started (there are more)!

If you will act quickly and contact the UK geology department, or the Kentucky Geological Survey, you might possibly be able to ask a real geologist some questions about your area of interest and get a reply from them (you could try other universities in the area, as well).

_______________ (a local geologist) is a great place to start in asking if you might contact someone with some questions. He heads up the open house they do at UK every year in October and seems to love helping with educational needs! Tell him your taking a class and your teacher has asked you to research jobs in geology. Tell him the area you are interested in and ask if he knows of someone working in that area who might be able to answer a few questions for you. Have your questions ready to email if he is able to provide you with a name! Remember to thank everyone profusely!
 

 

For September 5:

 

A) For next week, please read the 10 short pages on plate tectonics found at the Volcano World site and please answer the 3 questions at the end:

http://volcano.oregonstate.edu/vwdocs/vwlessons/lessons/Plates/Plates1.html

B) Please also read a short bit about Harry Hess and J. Tuzo Wilson:

https://www.e-education.psu.edu/earth520/content/l2_p9.html

https://www.e-education.psu.edu/earth520/content/l2_p7.html


C) Topics for research (please tell me which one you choose so that I can make sure you each do a separate topic):

convergent boundaries (oceanic crust vs. oceanic crust, OR oceanic vs. continental, OR continental vs. continental - please tell me which you will do if choosing this topic)
divergent boundaries
transform boundaries
dip slip faults
strike slip faults

1) I would like at least one specific example of whichever type of fault or boundary you choose.

2) I would like you to tell us about the characteristics of that type of fault or boundary such that the other students will understand it when you are finished. What happens at this particular type of boundary zone or with the particular type of faulting you chose? Give some examples of how this impacts (changes) the area around that fault or boundary zone.

The USGS website is a great source for you to use and I would prefer something like that over Wikipedia, which is virtually never used as source material in high school or college because it cannot be verified as accurate.

Here is an example for you:

I am choosing the Arabian Plate. There are numerous major tectonic plates on earth (numbers vary) and many dozens of smaller plates. All of them are, of course surrounded by a boundary zone that will be convergent, divergent, transform, or some combination of those on different sides of it. Here is one website I quickly found when I typed in "Arabian tectonic plate."

http://eol.jsc.nasa.gov/handbooks/arabianpages/mainframe.htm

As you can see from the site (which also shows most of the other major plates on earth, in case you're interested in using this approach), the west side of this plate is a transform fault zone, with the Dead Sea and East Anatolian plates grinding past each other. I would look up "transform faults" and talk about what a transform fault is, and what this particular fault does in the region of the Dead Sea when it is on the move. The USGS site can give me a general definition of what a transform fault is....

To find out what the Dead Sea transform fault actually does to that region when it moves, I might type in a search such as "dead sea transform fault zone" and get results such as these:

http://search.babylon.com/?q=dead+sea+transform+fault+zone&affID=112558&babsrc=SP_ss&mntrId=3ed2e7000000000000000c6076335218

...and while I'm not sure how my machine managed to switch me to a Babylon search engine that I don't want, that's a matter for another discussion.... As you see, the first "hit," after where it says "133,000 results," is a Wikipedia article. I don't want to use that. The second article is too technical for our purposes, so I toss that, too. The third hit looks like it might work, but look at the title of that fourth one "Geological Significance of the Dead Sea" and look at the site where it's from: deadseageo.webs. That looks like it might be a good site, so let's look at it:

http://deadseageo.webs.com/geologicalsignificance.htm

The very first section on this page tells me about the Dead Sea transform fault and what it does. It even shows a picture of a wall with a portion of it moved out to the left, which is the direction in which this particular fault moves. It only moves 1-10 mm annually, however, so that's not too significant. It says that it last caused an earthquake in the region in 1995, and that it was a 7.3 (which is sizable). Geologists predict that it will cause about a 7 magnitude earthquake every 200 years.

So to finish up, I would save the page with the general information on what a transform fault is, or write up a brief summary of details I want from that page, and then I'd save the last page I linked that gives specifics about what this particular transform fault does, so that I could show the picture (although I might still add the details I want to my summary to make my report flow easier when I give it)....

That's just one way to approach this, but I wanted to give you some ideas to use....

 

For September 12:

 

Ready for next week? I think we've all been waiting for this moment: please choose one of the main types of volcanoes: shield, composite, or cinder cone (Henry is doing super-volcanoes) and research it.

1) Here is some of the info I'd like to see you gather and present:

What is your chosen volcano type? What are the characteristics of this type of volcano and the lava, pyroclasts, ash, etc. it produces?

How does it differ from other volcanoes in terms of the severity of its eruptions, in general?

Choose one or two specific, known, named volcanoes of this type to talk about.

When was the last time your volcano(s) erupted? For how long did it/they erupt? What were the effects of this eruption in terms of loss to humans? Were there long-term effects, and if so what were they?

What is projected for your volcano(s) in future?

I'd like to see you gather enough info for a two page, double-spaced paper. That's about the amount of time that I'd like you to talk about your volcano. I'd really like to see you present in your own words, rather than just reading to me from a page. I'd like to see pictures, too, of course, but would like to see each of you actually putting together information from different sources into one cohesive report of your own that you can present in your own words, okay? I'm not trying to force you to hand write a paper for me, and I don't expect you to memorize your report in order to present it, but I'd like to see that you've actually written your own notes by typing them into your computer, making note cards, etc. to use in your presentation. I'm just not sure that finding a page that's relevant to your topic and reading it to me is equating with understanding of the subject on your part.

2) How about a little quiz next week? I don't want to take up all our short class time with it, but we'll make a start and spend about 10 minutes on it. Do you want to know what to study? All the printed info I've given you thus far. If you'd like more details, I will oblige....

For next week, please read:

http://volcano.oregonstate.edu/oldroot/education/vwlessons/lessons/Volcanoes/Volcanoes1.html

and

http://volcano.oregonstate.edu/oldroot/education/vwlessons/lessons/Ch2CM/Content5NewAt.html

Please answer the total of 5 questions (3 + 2) following these two readings.

and also:

http://volcano.oregonstate.edu/vwdocs/vwlessons/lessons/Volcanic_Terms/Volcanic_Terms1.html

...and please label the parts of a volcano after you finish your reading.

 

I'll break this up into more than one post so that it won't be so long....  to be continued....

 

Regena
 

October Logic Classes

1)  Please read "The Musgrave Ritual" for next week (October 15) and tell me what "Musgrave Ritual" means!

Additionally, please note the meanings of these words and answer these questions:

anomaly - page 130

Why is V. R. patriotic for Holmes? (pg. 130)

crux - pg. 131

Who is Holmes' biographer? (also pg. 131)

recherche' - pg. 132

mullioned - pg. 134

paragon - pg. 135

Who is Don Juan? (also page 135)

What does "thrown her over" mean? (pg. 135)

cafe' noir - pg. 136

assiduous - pg. 138

mere - pg. 140 (this is a noun)

rigmarole - pg. 142

Did you find red herrings in this story?

Who was Charles II?


2) Please fill out your outline of story elements as you move through this story! We will talk about these in class next week.

3) Now would be a great time of year to also listen to or read (or watch) "The Hound of the Baskervilles" - please consider it!

4) Please complete your grid puzzles and other puzzles for next week. We will discuss those in class and continue working at least one grid puzzle together in class.

5) Let's begin looking at two more logical fallacies:

Circular reasoning

I'm sure your parents have used circular reasoning with you before: You must do all these math problems. Why? Because I said so. But, why? Because I'm the parent.... (Do we know yet why we must do all the math problems? Caution! Further questioning is most likely to lead to a slippery slope....)

So here's another creepy voice animation for you on circular reasoning:

http://www.youtube.com/watch?v=J2wj4Lk07RE

I think another good fallacy to accompany this one would be the "loaded question."

http://www.youtube.com/watch?v=ZkajIoi77BU (There are also a couple of others thrown in there!)

When asking questions, we need to try to determine what we really wish to know and ask the actual question, rather than hiding one question within another. This sort of questioning is often seen in courts of law, where an attorney will try to trip up a witness: "Mr. Jones, do you often take naps in the afternoon after beating your wife?" A yes or no to the first part of the question may indicate to some that Mr. Jones is also admitting to beating his wife.... Loaded questions may be quite subtle, however, so they are not generally as evident as this!


Try to stay off any bandwagons that will lead you down into an abyssal plain of despair until I see you again!

For October 22:
I have cut back drastically on the number of grid puzzles I'm sending home each week.  I've only sent a couple each of the past two weeks or so.  I am also trying to work at least a couple in class each week, going over them step by step.  We are in the A4 book now (and they probably really should still be doing A3 level puzzles).  I think they rushed through these too quickly....

They seem to have no difficulties with the simpler logic puzzles I've sent home from the Sherlock Holmes workbook, nor with the simple number puzzles that I've sent home, so I think those have been more successful. I sent another simple math puzzle home with them today.

Please look back at the information I sent you on Ad Hominem attacks last week and please do look for instances of that in life, advertising, your reading, etc. this next week. (There should be lots of that going on now with an election so near! I know one local campaign that is running an Ad Hominem attack against an opponent right here in town via a TV commercial....)

I will try to make time for more games next week, as we haven't played any of those for some time now. 

They will be reading another Sherlock Holmes story for next week: "The Final Problem." Please look for this info in the story and please do fill out the forms I provided looking for clues as you read:

"perversion" of facts, page 174 - what does perversion mean?

Have you heard the name Professor Moriarty before? We haven't read any other stories about him this semester, but he was Sherlock Holmes arch nemesis.
(What is an "arch nemesis," anyway?)

When Watson speaks of "the Continent" on page 175, to what is he referring?

Note that on page 176, "hereditary tendancies" comes up again (recall that they were discussing hereditary aptitudes in our last story)....

barked, page 181

morrow, page 182

At page 185, did you expect that Mycroft would make such an appearance in this tale? This might be the most physical exercise he has had in a while!

At page 186, what does Holmes mean when he says they shall "encourage the manufacturers of the countries through which we travel?"

coup-de-maitre, page 186

salle-a'-manger, page 187

equanimity, page 188

injudicious, page 193

The year is 1891. Is this the end of Sherlock Holmes? (There's one more story in the book....)


For October 29:

We are winding down our study of logic. 

1) We are finishing up our Father Brown book this week. As with all these stories, I find the vocabulary much simpler and there are a couple of endnotes detailing two of the words they think might be new to you. I think that you will all know most of these, but just in case, please do make sure to note these words if you don't already know them:

Page 118: embodiment and homely

Page 121: straggliest (is that a word?)

Page 122: pessimistic

Page 126: ominously

Page 127: vengeance and catastrophe

Page 139: conjuring

As You Read:

At the end of chapter two, do you suppose that Dr. Hood is another Sherlock Holmes?

On Page 122, why is "Other Man" capitalized?

Is there a Red Herring here?

On Page 139, do you know who Houdini is? He was very famous at about the time these stories were being written....

2) Please complete any grid puzzles from prior weeks that you have not done yet (or try them). Please work on the two puzzles I gave you for this week, as well. Also, please complete the simple number puzzle that I sent home with you this week.

3) Are you looking for Ad Hominem attacks? There are plenty of those all around us now as we move toward election week! I've seen several new commercials in just the past week that contain serious Ad Hominem fallacies! 


Regena

Logic Class Update

Logic Grids:

I finally just started going over the grid puzzles in class each week. I intend to slow them down some in these as I'm just not seeing complete understanding of how to work these types of puzzles. I had envisioned working on problem areas in class with them each week, but since everyone has been coming to class with the puzzles completely worked already week after week, that just hasn't been feasible.  Apparently, at least some parents were helping with the puzzles too often and the kids were just not picking up on how to do them on their own....  It's not the correctly worked puzzles that I care about at all; it's the reasoning that's going on in getting to that point....

I sent them home with several puzzles this week. I asked that they try to work the puzzles completely on their own and bring them to class only partially completed if they get stuck. It is in looking back through the process together that we can help each other think about how to reach the conclusions to the puzzles.

Detective Stories:

We talked a little about Father Brown and I think everyone agrees that they prefer Sherlock Holmes (me, too). I have asked them to read the next Sherlock Holmes story for next week: "The Beryl Coronet." Of course, the first thing they need to do is figure out what a "beryl coronet" is!

Words to know:

remunerative, pg. 104

unimpeachable, pg. 105

plate, pg. 105 (http://en.wikipedia.org/wiki/Plate - which is it, do you think?)

parley, pg. 105

imprudence, pg. 107

Stop at page 112 - do you see a potential red herring here? What about a definite suspect?

tenable, pg. 115

diadem, pg. 119

will-o'-the-wisp, pg. 120

Were you surprised by this one? or had you guessed before the end?


Logical Fallacies:

We reviewed "appeal to the people" today with some examples and talked about its opposite: snob appeal (which was the fallacy alluded to in the Father Brown story). We also talked about its cousin: "bandwagon." We will look at some more specific examples of those two fallacies next week.

Please look for one example of "snob appeal" this week (print, TV, billboards, something in a conversation - doesn't matter where you find it), and one example of "bandwagon" (or appeal to the people; they are synonymous.)

Here's a bit more info on the effect that "bandwagon" can have on people psychologically:

http://www.wisegeek.com/what-is-a-bandwagon-effect.htm


Wrap-up:

They got to play through a complete round of "Clue" today. I wanted a chance to observe how they use their checklists to cross suspects off their lists as they play. I'm seeing a little of the same thing that I see happening with the grid puzzles. Folks get a little too "x-happy" and cross off too many things, too quickly. I think that slowing down and double checking to make sure that only those boxes for which we have found an answer are crossed out will go a long way toward helping with the grid puzzles (as well as in Clue). Also, there is some failure to cross off things when a clue has been found that eliminates them. While that is to be expected in the excitement of the chatter that accompanies a group event, I'm hopeful that they will slow down and remember to cross things off for each clue (or at least be able to make a helpful note for each clue) as they read through a puzzle. The puzzles are not timed. They don't need to feel that they have to rush through them or even that they have to finish them if they are stuck. Thinking takes time!

Regena

Ancient History and Geography

We've continued moving through the ancient world with a week's study of India and a couple of weeks spent on Ancient China.  We then detoured for a week from SOTW in order to study Megalithic Europe from the end of the Stone Age through the Bronze Age and into the beginnings of the Iron Age.  Next week, my student is going to take a look at the Aegean region and the Phoenicians.

Here are some of the books we've used for these studies:

(My library website creates bibliography lists now!)

Ancient India:

Ali, Daud.Ancient India.New York :Rosen Pub.,2009.

Bash, Barbara.In the heart of the village : the world of the Indian Banyan tree.San Francisco :Sierra Club Books,1996.

 

Demi.One grain of rice : a mathematical folktale.New York :Scholastic Press,c1997.

 

Ganeri, Anita.Hindu stories.Minneapolis :Picture Window Books,2006.

 

Jaffrey, Madhur.Seasons of splendour : tales, myths & legends of India.New York :Atheneum,c1985.

 

Jani, Mahendra.What you will see inside a Hindu temple.Woodstock, Vt. :SkyLight Paths Pub.,2005.

 

Johari, Harish.How Ganesh got his elephant head.Rochester, Vt. :Bear Cub Books,c2003.

 

Kadodwala, Dilip.Divali.Austin, Tex. :Raintree Steck-Vaughn,c1998.

 

Lewin, Ted.Sacred river.New York :Clarion Books,1995.

 

Osborne, Mary Pope.One world, many religions : the ways we worship.New York :Knopf,1996.

 

Schomp, Virginia.Ancient India.New York :Franklin Watts,c2005.

 

Shepard, Aaron.The gifts of Wali Dad : a tale of India and Pakistan.New York, N.Y. :Atheneum Books for Young Readers,c1995.

 

Souhami, Jessica.Rama and the demon king : an ancient tale from India.New York :DK Ink,1997.

 

Thornhill, Jan.The rumor : a Jataka Tale from India.Toronto, Ont. :Maple Tree Press,2002.

 

Wolf, Gita.The very hungry lion : a folktale.Toronto ;:Annick Press,c1996.

 

Plus SOTW ch. 9

 

 

Ancient China, Week I:

 

Beshore, George.Science in ancient China.New York :F. Watts,c1988.

 

China's first Emperor : Shi-Huangdi.Peterborough, NH :Cobblestone Pub.,1997.

 

Daoism.Peterborough, NH :Cobblestone Pub.,2000.

 

Demi.The greatest treasure.New York :Scholastic Press,1998.

 

The legend of Lao Tzu and the Tao te ching.New York :Margaret K. McElderry Books,2007.

 

Demi.The magic pillow.New York :Margaret K. McElderry Books,c2008.

 

Demi.The stonecutter.New York :Crown Publishers,c1995.

 

Demi.A Chinese zoo : fables and proverbs.San Diego :Harcourt Brace Jovanovich,c1987.

 

Demi.The magic tapestry : a Chinese folktale.New York :Holt,c1994.

 

Demi.Liang and the magic paintbrush.New York :Holt, Rinehart, and Winston,c1980.

 

Demi.The emperor's new clothes : a tale set in China.New York :McElderry Books,c2000.

 

Demi.The magic boat.New York :Holt,c1990.

 

Demi.Su Dongpo : Chinese genius.New York :Lee & Low Books,c2006.

 

Demi.The boy who painted dragons.New York :Margaret K. McElderry Books,2007.

 

Fisher, Leonard Everett.The gods and goddesses of ancient China.New York :Holiday House,2003.

 

Hughes-Stanton, Penelope.See inside an ancient Chinese town.New York, N.Y. :Warwick Press,1986.

 

Minnis, Ivan.You are in ancient China.Chicago, Ill. :Raintree,c2005.

 

Morley, Jacqueline.You wouldnt' want to work on the Great Wall of China! : defenses you'd rather not build.New York :Franklin Watts,2006.

 

O'Connor, Jane.The emperor's silent army : terracotta warriors of Ancient China.New York :Viking,c2002.

 

Plus SOTW ch. 10

 

 

Ancient Chine, Week II:

 

Casanova, Mary.The hunter : a Chinese folktale.New York :Atheneum Books for Young Reader,c2000.

 

Chang, Margaret Scrogin.The beggar's magic : a Chinese tale.New York :M.K. McElderry Books,c1997.

 

CzerneckiThe cricket's cage : a Chinese folktale.New York :Hyperion Books for Children,1997.

 

Demi.The empty pot.New York :H. Holt,c1990.

 

Huang, Al Chung-liang.The Chinese book of animal powers.New

York :HarperCollinsPublishers,1999.

 

Kimmel, Eric A.Ten suns : a Chinese legend.New York :Holiday House,1998.

 

Mahy, Margaret.The seven Chinese brothers.New York :Scholastic Inc.,c1990.

 

Wolkstein, Diane.White wave : a Chinese tale.New York :Crowell,c1979.

 

Yacowitz, Caryn.The jade stone : a chinese folktale.New York :Holiday House,c1992.

 

Yip, Mingmei.Chinese children's favorite stories.Boston :Tuttle Pub.,c2004.

 

Young, Ed.Mouse match : a Chinese folktale.San Diego :Silver Whistle,c1997.

 

Young, Ed.The lost horse : a Chinese folktale.San Diego :Silver Whistle/Harcourt Brace,c1998.

 

I also used a map I found at Scholastic for this second week, as well as some Chinese coins I have at home, and some things from the Ancient China Treasure Chest. 

 

http://www.scholastic.com/content/collateral_resources/pdf/k/kungfupanda_chinahunt.pdf

 

(I wasn't really looking for a Kungfu Panda theme, but if you don't mind it, then some of the other activities might be usable, too):

 

http://www.scholastic.com/browse/collection.jsp?id=278

 

 

Here's a set of shaped coins such as I have:

 

http://www.asianideas.com/claschincoin.html

 

 

 

I also have the more typical round coins which have been in use longer:

 

http://www.asianideas.com/chanreco.html

 

 

Treasure Chest:

 

http://www.amazon.com/Ancient-China-Treasure-Chests-Jenny/dp/1561387851

 

 

 

 

Megalithic Europe:

 

Arnold, Caroline.Stone Age farmers beside the sea : Scotland's prehistoric village of Skara Brae.New York :Clarion Books,1997.

 

Heaney, Marie.The names upon the harp : Irish myth and legend.New York :Arthur A. Levine Books,c2000.

 

Hunter, Mollie.Gilly Martin the Fox.New York :Hyperion Books for Children,c1994.

 

In search of ancient Ireland [DVD].Visual Materials.PBS DVD Video ;,c2003.

 

Martell, Hazel.Myths and civilization of the Celts.New York :Peter Bedrick Books,1999.

 

Martell, Hazel.What do we know about the Celts?.New York :P. Bedrick Books,1993.

 

Matthews, Caitlin.Celtic memories.Cambridge, MA :Barefoot,2003.

 

Nimmo, Jenny.The witches and the singing mice.New York :Dial Books for Young Readers,1993.

 

Petrini, Catherine M.Stonehenge.Farmington Hills, MI :KidHaven Press,c2006.

 

Richardson, Hazel.Life of the ancient Celts.New York :Crabtree Pub. Co.,c2005.

 

Yolen, Jane.The Pictish child.San Diego :Harcourt, Inc.,1999.

 

In class, I used The First Europeans, Renzo Rossi and Andrea Due, to help me tell the story of the peoples who inhabited both mainland Europe and the British Isles/Ireland.  I will also be using this book again next week.

 

http://www.amazon.com/First-Europeans-Renzo-Andrea-Rossi/dp/B000IOSI0M/ref=la_B0034PF9KO_1_4?ie=UTF8&qid=1351199138&sr=1-4

 

I also sometimes utilize 100 Greatest Archaeological Discoveries, Jacqueline Deneen.

 

http://www.jacketflap.com/bookdetail.asp?bookid=0717276902

 

 

Over the summer, I found this book on sale for a couple of bucks, so I purchased it for my student to take home, too:

 

 

http://www.amazon.com/Bodies-Bog-James-M-Deem/dp/0618354026

 

 

 

Aegean Civilizations / Phoenicians:

 

Story of the World chs. 15 and 18

 

Balit, Christina.Atlantis : the legend of a lost city.New York :Holt,2000.

 

Byrd, Robert.The hero and the minotaur : the fantastic adventures of Theseus.New York :Dutton Children's Books,c2005.

 

Fisher, Leonard Everett.Theseus and the Minotaur.New York :Holiday House,c1988.

 

Hutton, Warwick.Theseus and the Minotaur.New York :M.K. McElderry Books,c1989.

 

Martin, Michael.Atlantis.Mankato, Minn. :Capstone Press,c2007.

 

Odijk, Pamela.The Phoenicians.Englewood Cliffs, N.J. :Silver Burdett Press,1989.

 

Rumford, James.There's a monster in the alphabet.Boston :Houghton Mifflin,2002.

 

Sutcliff, Rosemary.Black ships before Troy : the story of the Iliad.New York :Delacorte Press,2004, c1993.

 

The Minoans.Peterborough, NH :Cobblestone Pub.,2000.

 

The Phoenicians.Peterborough, NH :Cobblestone Pub.,1996.

 

The true story of Troy [DVD].Visual Materials.History Channel :,[2007].

 

Ventura, Piero.In search of ancient Crete.Morristown, N.J. :Silver Burdett,1985.

 

Yolen, Jane.Wings.San Diego :Harcourt Brace Jovanovich,c1991.

 

(I'm bringing in some Greek mythology that deals with Troy, Crete, etc. as well as some conjecture about Atlantis....)

 

We'll be finishing out this semester by taking a look at Ancient Africa, will finsh up Egyptian studies by taking a look at the Middle and New Kingdoms, then we'll be getting into our Greek studies....

 

Regena