Journeys, Field Trips and Globalization

The recent chaos about immigration and some photos that my friend Linda Taber Ulla shared, brought me to the realization that many who have not traveled do not know the world. What I mean is ,that with the Internet and various media we see the world, but we might be lacking in learning the cultural components. We can learn about the places that immigrants come from. The USA is a nation of immigrants. It was peopled by Native Americans and Africans were brought as slaves. All others were immigrants.ships_waiting_to_sail_out-t2 project in 1994, gives young people a chance to voice their concerns and to become involved in the protection of our common cultural and natural heritage. It seeks to encourage and enable tomorrow’s decision-makers to participate in heritage conservation and to respond to the continuing threats facing our World Heritage.

The idea of involving young people in World Heritage preservation and promotion came as a response to Article 27 of the Convention Concerning the Protection of the World Cultural and Natural Heritage (World Heritage Convention).

Now we have Skype, and technology that connects us to various countries so we can interact with students, teachers and community.

Ways to Connect.Communicate, Learn Culture and be Global Citizens

One way is to do virtual field trips. https://www.google.com/edu/expeditions/#explore

What is Expeditions?
Google Expeditions enable teachers to bring students on virtual trips to places like museums, underwater, and outer space. Expeditions are collections of linked virtual reality (VR) content and supporting materials that can be used alongside existing curriculum. These trips are collections of virtual reality panoramas — 360° panoramas and 3D images — annotated with details, points of interest, and questions that make them easy to integrate into curriculum already used in schools. Google is working with a number of partners, including: WNET, PBS, Houghton Mifflin Harcourt, the American Museum of Natural History, the Planetary Society, David Attenborough with production company Alchemy VR and many of the Google Cultural Institute museum partners to create custom educational content that spans the universe.

The important sentence is that one that shares that they can be used alongside existing curriculum.

Geography and learning about the cultural elements of a place are important. There may be an update on what the elements of culture are but here they are defined for anyone to understand.

GIS 1

Here is a mapping tool.

And here are tools that ESRI shares free of charge to classrooms in the USA.

The Google Cultural Institute adds information and resources and artifacts.There is lots of information and there are many resources there.

Here is a very short explanation.
the five elements of society are the

Political Element
A MONOPOLY ON THE USE OF FORCE/VIOLENCE TO MAINTAIN ORDER.
Social Element
PERTAINING TO CUSTOMS, EDUCATION, AND GROUPINGS
Religious Element
SYSTEMS OF BELIEF THAT DEAL WITH QUESTIONS OF EXISTENCE
Economic Element
PROVIDING FOR THE NECESSITIES OF LIFE AND OTHER HUMAN WANTS
Art/Intellectual Element
DEALS WITH TRUTH, GOODNESS, AND BEAUTY

If you have never been taught geography you may want to explore the country through the eyes of the National Geographic and other sources. I like to use books and museums to share what I think helps children to understand another country.

What is Geography?

This cartoon is an introduction into the complex and rich world of geography and geographic education. It acts as a catalyst to thinking about the multi-faceted functions of geography, and the myriad of applications of the discipline. The world of geography is much more than place names and state capitals, and this cartoon aims to show the full breadth of the field.

We don’t want our explorations of countries to be misguided.

We don’t want the short descriptions that are given in the media to describe a country.

Countries are complex.

At higher levels of working we can include GIS and use ESRI tools to create a story map.

For quick hits and ideas we can use Instagrams.

There are groups that have grants for travel for students, and teachers.

One such grant is from Earthwatch.Some opportunities for teacher and student fellowship are on that site.

internet-of-things

We can understand countries and people who live there from the personal journeys of educators who work to share using their knowledge to open the world to us.

National Geographic has opportunities for students in an award. You can nominate a student.

http://ngstudentexpeditions.com/2017-student-contest?utm_source=nge-lightbox

Technology, content and curriculum that is connected to the experience!!!

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Thinking of Hawaii

The state of Hawaii is in the news everywhere these days.lava-magma-volcanic-eruption-glow-73830.jpeg

It was the second on my wish list to travel to as a teacher. I knew a lot about Hawaii because of its flowers. I love tropical flowers. But I was also interested in volcanology. Fortunately the Challenger Center Workshop presenters were awarded a workshop on the Big Island, right there in Volcanoes National Park.

 

The status and summary, updated. Updated news about Hawaii

Where is Hawaii?

What island are we talking about ?

What is happening? What do we know?

When I taught back in the day ,there was this movie, that we had to share with students that shared the last big eruption of the volcano. Here is a map to show which island and the location of the flow. The state of Hawaii is several islands and is still expanding. We did not have GIS or live photos like these.

If you have access to Science on a Sphere, you can easily learn

plate tec·ton·ics
noun
  1. a theory explaining the structure of the earth’s crust and many associated phenomena as resulting from the interaction of rigid lithospheric plates that move slowly over the underlying mantle.

This is a project in some schools , museums and public places that will teach you earth science. The ring of fire is what we use to tell about volcanology.

It is here.

In learning places like museums, schools and community centers you might be able to learn about plate tectonics with a hug globe on which images are projected.iuri

The tools that we have now to explore and learn about earth science are fantastic.

There is a laptop version. It is called Explorer

What is SOS Explorer?

Hilary

Hilary Peddicord uses SOSx in the single screen
mode at Casey Middle School in Boulder, CO

SOS Explorer (SOSx) is a flat screen version of the widely popular Science On a Sphere® (SOS). The revolutionary software takes SOS datasets, usually only seen on a 6-foot sphere in large museum spaces, and makes them more accessible. Animated images such as atmospheric storms, climate change, and ocean temperature can be shown in SOSx, which explains sometimes complex environmental processes in a way that is simultaneously intuitive and captivating.

NOAA uses SOSx as an instrument to highlight and disseminate cutting edge science to the world through visualizations that show information provided by satellites, ground observations and computer models.

Features Include:

  • Easy to use touchscreen interface for maximum interactivity
  • Over 140 datasets, including real-time datasets with descriptions
  • Educational videos linked to specific datasets for deeper inquiry
  • Tours that create a narrative through the datasets and help users make connections
  • Analysis tools to easily measure, probe, and plot data from the visualizations
  • Immersive, first person experiences: walk on the Moon, pilot a submarine, or take cover from a tornado
  • Stunning graphics in beautiful 4k resolution
  • Dual screen or single screen configuration options
  • SOSx Tour Builder that allows for the addition of new datasets and the creation of tours
  • Virtual Reality add-on
  • 360 degree video content
  • International language support
  • Compatibility with interactive projectors, screens, tables, and smartboards

GIS 1

Lots of people want to know how to make it Science, Technology. Engineering and Math. The lessons here are incredible for the Explorer program. You can learn using GIS from ESRI very well. The story maps are quite interesting and students could use the newspaper articles to create their own story maps. Here is an exercise for students to complete. In this exercise the student uses data to evaluate. This personalizes the experience. The students have to T H I N K and use data. I love this lesson.

When a volcano erupts, how much time do residents have to evacuate? That depends. Lava flows downhill and travels faster over steep ground. In the early 1990s, residents of Kalapana, a town in the southeastern Puna region, had days or even weeks to prepare for a lava flow that eventually covered the town. By contrast, a 1950 lava flow down the western flank of Mauna Loa reached the sea in about four hours. Although scientists monitor ground movement on the island continuously, there is no way to know how much advance notice residents living downhill of an eruption will receive.

In this lesson, you’ll begin to explore the relationships among lava flow zones, emergency shelters, and population. By the end, you’ll be ready to ask some questions that you’ll answer in the remaining lessons.

 

 

Explore the data and ask questions

When a volcano erupts, how much time do residents have to evacuate? That depends. Lava flows downhill and travels faster over steep ground. In the early 1990s, residents of Kalapana, a town in the southeastern Puna region, had days or even weeks to prepare for a lava flow that eventually covered the town. By contrast, a 1950 lava flow down the western flank of Mauna Loa reached the sea in about four hours. Although scientists monitor ground movement on the island continuously, there is no way to know how much advance notice residents living downhill of an eruption will receive.

Hawaiian folklore and art are interesting to link to the lessons.  So is thinking about walking through a lava tube. What is it? What should it be like inside? Why is it called a lava tube? How long are they, and where can they be found? Why does NASA use them for training?No automatic alt text available.

You can see my Volcano National Park Tour here. I will add  text to the pictures. Madam Pele has many stories . I don’t think I know them all. There is music and incredible dance.

No automatic alt text available.

The Internet of Things!

child Headhttps://www.nist.gov/topics/internet-things-iot

The Internet of Things has been around for a while. The knowledge of it has not. Some of us laughed when Alexa was introduced on SNL because we understood that most people were not ready for her or SIRI.

What is Alexa and what does it do?
Amazon Echo (shortened and referred to as Echo) is a brand of smart speakers developed by Amazon.com. The devices connect to the voice-controlled intelligent personal assistant service Alexa, which responds to the name “Alexa“. This “wake word” can be changed by the user to “Amazon”, “Echo” or “Computer”.
Smart speakers are two way. They intake information and pass it back to a network.
People started paying attention outside of industry when this happened.

Teddy Bear gives up personal data

Privacy people raised the alarm but educators were not ready for IoT. Here is why privacy people ran up the red flag. Privacy Concerns about AI, Mattel

Security concept: Privacy on digital background

Security concept: pixellated words Privacy on digital background, 3d render

IoT – from Internet of Things to Internet of Transformation

Virtually everyone knows that IoT stands for (the) Internet of Things and that it has something to do with connected things.
Yet, what can you do with “it”? What is IoT really about? And what does it have to do with transformation?

IoT is the popular acronym for Internet of Things. The IoT refers to the networking of physical devices such as objects and devices which are attached to living creatures, including humans.

These objects contain embedded technologies, can be uniquely identified via an IP address, and are able to sense, gather, collect and send data.

The potential and reality of the IoT does not lie in the ability to connect IoT-enabled objects nor in the embedded technologies and electronics such as sensors, actuators and connectivity capabilities. It resides in the ways the IoT is used to leverage the insights from data, automate, digitize, digitalize, optimize and in more mature stages transform processes, business models and even industries in a scope of digital transformation.

source

https://www.i-scoop.eu/

The Internet of Things Cybersecurity Improvement Act’: Unlocking the Value of the Industrial Internet of Things – Moving from Promise to Reality 

The Internet of Things Cybersecurity Improvement Act was introduced by a bipartisan group of Senators in August 2017 in response to several attacks spread via networks of infected IoT devices over the past year. The bill, which has been widely welcomed by stakeholders on all sides, is an attempt by legislators to establish minimum security requirements for federal procurements of connected devices, and work towards addressing the significant security challenges posed by the release and spread of insecure internet-connected devices. This session will explore the bill’s requirements and aims, and debate whether it goes far enough. It will look at areas in which possible clarifications may be needed; and examine challenges and opportunities that it may create for stakeholders on both federal agencies procuring goods and services; and the companies providing them. Ultimately, it will look at the extent to which it is likely to meet its objective of helping to create a more secure digital environment.

• What impact is the bill likely to have in helping to address security challenges posed by IoT and does the bill go far enough to ensure Internet of things devices used by federal agencies consistently meet enhanced security standards?
• What does the bill consider as the definition of ‘Connected devices’ and the scope of research exemption, and is there any clarification needed here? Does the legislation need to look further into mandating user behavior?
• What technical and competitive opportunities would this bill, if enacted, concretely represent to manufacturers of connected devices? What challenges may they face and how could these be overcome?
• How can it be ensured that the bill doesn’t hinder innovation in the IoT space? Should a country of origin-based limitation on purchase and storage be considered?
• What support may vendors need to make the required investments to further secure their IoT offerings?
• To what extent will the challenges related to the practical enforcement of this legislation be addressed?
• Although the proposed bill only applies to technology firms and contractors selling products to federal agencies, to what extent can it be expected to extend into private sector guidelines moving forward?
• What opportunities does the bill represent for cyber researchers and white-hat hackers, and to what extent will further cooperation between researchers and vendors be encouraged? Show less

https://www.nytimes.com/2015/09/06/opinion/sunday/allison-arieff-the-internet-of-way-too-many-things.html?action=click&pgtype=Homepage&module=opinion-c-col-left-region&region=opinion-c-col-left-region&WT.nav=opinion-c-col-left-region&_r=1

 

“Connected devices using the Internet of Health Things are beginning to transform healthcare delivery. By introducing more connectivity, remote monitoring and information gathering, IoHT can encourage better use of healthcare resources, more informed decisions, a reduction in inefficiencies or waste and the empowerment of health consumers.”

 

IoT is a concept based on creating systems that intera ct with the physical world using networked  entities (e.g., sensors, actuators, information resources, people).

 There can be confusion around the meaning of the term “ Internet of Things ” for a variety of  reasons. They include: the cross -cutting aspect of IoT (specifically with respect to application  domains) ; the multitude of stakeholders involved in IoT and their specific use cases ; the complexity of IoT ; and the rapidly changing technology supporting IoT.  While there is no universal definition of IoT, common elements exist among the many high- level 325 definitions and descriptions for IoT. The Internet of Things consists of two foundational concepts:  IoT components are connected by a network providing the potential for a many -to-many 330 relationship between components (this network capability may or may not be TCP/IP based) ; and some of the IoT components have sensors and actuators that allow the components to interact with the physical world

NIST created a video for use and learn about it and cybersecurity.

 

nist-cybersecurity-and-internet-things

What is the Internet of Things?dtn-ssi

The Internet of Things?

The Internet of Things is the network of physical devices, vehicles, home appliances and other items embedded with electronics, software, sensors, actuators, and connectivity which enables these objects to connect and exchange data.Wikipedia

Internet of Things is a concept that increasingly takes more relevance.

It is a term that we hear constantly. Internet of Things or IoT, is an abstract concept but has been gaining quite a popularity in recent months. Everyday things that connect to the Internet, is a simple concept but in reality is much more than that.

If we were to give a definition of IoT probably better to say that it’s a network that connects physical objects to the Internet

IoT is not new at all. For about 30 years we have been working with the idea of making everyday objects more interactive.internet-things-iot-word-icons-globe-world-map-dotted-51758679

 

Beginner’s Guide for Understanding the Internet of Things

 

internet-of-things

America’s Schools are Profoundly Unequal! A Whole lot of Education Information

 

15421006_10154621210371327_254228138370067503_nHave you seen?

The report on Unequal Schools from the Civil Rights Commission

“The federal government must take bold action to address inequitable funding in our nation’s public schools.”

So begins a list of recommendations released Thursday by the U.S. Commission on Civil Rights, an independent, bipartisan agency created by Congress in 1957 to investigate civil rights complaints. Thursday’s report comes after a lengthy investigation into how America’s schools are funded and why so many that serve poor and minority students aren’t getting the resources they say they need.

The 150-page report, titled “Public Education Funding Inequity: In An Era Of Increasing Concentration Of Poverty and Resegregation,” reads like a footnoted walking tour through the many ways America’s education system fails vulnerable students — beginning with neighborhood schools that remain deeply segregated and continuing into classrooms where too many students lack access to skilled teachers, rigorous courses and equitable school funding.

“This report excavates the enduring truism that American public schooling is, and has been, profoundly unequal in the opportunity delivered to students, the dollars spent to educate students, and the determinations of which students are educated together,” writes the commission’s chair, Catherine Lhamon.

History lesson

The first two-thirds of the commission’s report is essentially a history lesson on the decades-old fight over equitable school funding, so we’ll start there, too. The fight arguably began in 1954 with Brown v. Board of Education and the Supreme Court’s decision that “separate but equal” schools for black and white students were anything but equal.

In 1965, President Lyndon Johnson waded into the debate, arguing that the federal government should send money to school districts that serve low-income families. Congress agreed, creating Title I. In the 2014-15 school year, states received more than $14 billion in Title I money.

To this day, though, states are all over the map when it comes to how equitably they spend their own money in schools. The problem was baked into the system from the beginning, with local property taxes being an important driver of both school funding and of inequities in school funding.

“This is America,” writes Karen Narasaki, a member of the commission. “Every child deserves a quality education that does not depend on their ZIP code.”

To make that happen — many states now use state tax revenue to try to even out those local imbalances, some more effectively than others.

We are a  ‘Nation of Opportunity, and the present time points us toward the future.

There are groups that hope to change the way we learn by mentoring, by sharing, by participatory involvement at national, regional and local levels. School boards are often the passport to change. The National Science Foundation funds innovation and research.

Communities within groups like ISTE and CoSN help to drive change.They publish guides like

No Fear Coding

Computational Thinking Across the K-5 Curriculum

he people most affected by the inequality may not be a member or these groups trying to help them.

CoSN the Consortium for School Networking has action for members and reports such as this as well. AccessibilityToolkit.  

CoSn also publishes the Horizon Report on an annual basis.

NMC Horizon Report 

2017 Higher Education Edition

The NMC Horizon Report > 2017 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 14th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six important developments in educational technology are placed directly in the context of their likely impact on the core missions of universities and colleges. The three key sections of this report constitute a reference and straightforward technology-planning guide for educators, higher education leaders, administrators, policymakers, and technologists. It is our hope that this research will help to inform the choices that institutions are making about technology to improve, support, or extend teaching, learning, and creative inquiry in higher education across the globe. All of the topics were selected by an expert panel that represented a range of backgrounds and perspectives. View the work that produced the report on the official project wiki.
CIRCL  takes us into the future using Cyberlearning.

New to Cyberlearning? Get started here.

New technologies change what and how people learn. Informed by learning science, cyberlearning is the use of new technology to create effective new learning experiences that were never possible or practical before. The cyberlearning movement advances learning of important content by:

  • Applying scientific insights about how people learn
  • Leveraging emerging technologies
  • Designing transformative learning activities
  • Engaging teachers and other practitioners
  • Measuring deeper learning outcomes
  • Emphasizing continuous improvement

 

I am a pioneer in technology and use these sites to keep up. What do you and your communities use?

                                              What about ACCESS?

While the nation continues to make progress in broadband deployment, many Americans still lack access to advanced, high-quality voice, data, graphics and video offerings, especially in rural areas and on Tribal lands, according to the 2016 Broadband Progress Report adopted by the Federal Communications Commission.

Section 706 of the Telecommunications Act of 1996 requires the FCC to report annually on whether advanced telecommunications capability “is being deployed to all Americans in a reasonable and timely fashion,” and to take “immediate action” if it is not.  Congress defined advanced telecommunications capability as “high-quality” capability that allow users to “originate and receive high-quality voice, data, graphics, and video” services.

In the Report, the Commission determines that advanced telecommunications requires access to both fixed and mobile broadband services because more Americans use mobile services and devices to access the Internet for activities like navigation, communicating with family and friends and on social media, and receiving timely news updates away from home.  The Commission also retains the existing speed benchmark of 25 Mbps download/3 Mbps upload (25 Mbps/3 Mbps) for fixed services, but finds that the current record is insufficient to set an appropriate speed benchmark for mobile service.

While the Commission finds that it is reasonable to apply the same speed benchmarks to all fixed services, including fixed terrestrial and fixed satellite broadband service, the Commission continues to observe different technical capabilities and adoption patterns between fixed terrestrial and fixed satellite service.  Because no fixed satellite broadband service meets the 25 Mbps/3Mbps speed threshold as of the reporting period, the Report does not address the question of whether fixed satellite broadband services meeting this speed threshold would be considered to provide advanced telecommunications capability.

Significant progress in broadband deployment has been made, due in part to the Commission’s action to support broadband such as through its Universal Service programs. However, the Commission finds that these advances are not enough to ensure that advanced telecommunications capability is being deployed to all Americans in a timely way.

Key findings include the following:

  • 10 percent of all Americans (34 million people) lack access to 25 Mbps/3 Mbps service.
  • 39 percent of rural Americans (23 million people) lack access to 25 Mbps/3 Mbps.
    • By contrast, only 4 percent of urban Americans lack access to 25 Mbps/3 Mbps broadband.
    • The availability of fixed terrestrial services in rural America continues to lag behind urban America at all speeds:  20 percent lack access even to service at 4 Mbps/1 Mbps, down only 1 percent from 2011, and 31 percent lack access to 10 Mbps/1 Mbps, down only 4 percent from 2011.
  • 41 percent of Americans living on Tribal lands (1.6 million people) lack access to 25 Mbps/3 Mbps broadband
    • 68 percent living in rural areas of Tribal lands (1.3 million people) lack access.
  • 66 percent of Americans living in U.S. territories (2.6 million people) lack access to 25 Mbps/3 Mbps broadband.
    • 98 percent of those living in rural territorial areas (1.1 million people) lack access.
  • Americans living in rural and urban areas adopt broadband at similar rates where 25 Mbps/ 3 Mbps service is available, 28 percent in rural areas and 30 percent in urban areas.
  • While an increasing number of schools have high-speed connections, approximately 41 percent of schools, representing 47 percent of the nation’s students, lack the connectivity to meet the Commission’s short-term goal of 100 Mbps per 1,000 students/staff.

This Report concludes that more work needs to be done by the private and public sectors to expand robust broadband to all Americans in a timely way.  The FCC will continue working to accelerate broadband deployment and to remove barriers to infrastructure investment, in part by direct subsidies, and in part by identifying and helping to reduce potential obstacles to deployment, competition, and adop

What about the use of the Internet in Rural Areas?

President Donald J. Trump signed on Monday two orders aimed at improving internet speeds in some of the country’s hardest-to-connect areas, a move he described as “the first step to expand access to broadband internet in rural America.”

The first executive order aims to make it easier for internet service providers to locate broadband infrastructure on federal land and buildings in rural parts of the country. The order notes that one of the consequences of slow, expensive internet service is that it hinders schools’ ability to “enrich student learning with digital tools.”

I found these items after a long search. Many of these articles are lost to parents, communities and interested advocates. The news is full of other things. Maybe these groups have to advocate for education as the press does not usually share important information, like the Horizon Report, and ISTE Standards.

startup-photos.jpg

 

Parents and communities often have their own definition of what works in education and they may not be up to date on the reality of change within education. This report from the Civil Rights Commission probably is not seen by those without access to computers and technology.

An illustration picture shows projection of binary code on man holding aptop computer in Warsaw

An illustration picture shows a projection of binary code on a man holding a laptop computer, in an office in Warsaw June 24, 2013. REUTERS/Kacper Pempel

What do you know about Schools and the use of technology?What you know might be gated by the school or community in which you live and learn.

This is a briefing that should be shared by schools, parents, communities and school boards. Education-Inequity.pdf.

internet-of-things

There are a lot of people who do not have a problem with screen time. They have little access to technology. A new group is looking to find a way to use CRA funding to help the communities most impacted by lack of connectivity.

There are a lot of people who have a screen or two, but who do not use the technology effectively.

Sometimes there are programs funded within a community by groups trying to erase the digital divide.  HUD has a program that is supposed to help make the change. Connect Home.  What might be a group within your community that is trying to solve the problem?

Connect Home is a public-private collaboration to narrow the digital divide for families with school-age children who live in HUD-assisted housing.

Connect Home creates a platform for community leaders, local governments, nonprofit organizations, and private industry to join together and produce locally-tailored solutions for narrowing the digital divide. Through these stakeholders’ specific commitments to provide free or low-cost broadband access, devices, and digital literacy training, Connect Home extends affordable access to low-income families, ensuring that high-speed Internet follows our children from their classrooms back to their homes.

                                     How Connected is Your Community?

Here is a map to check your connectivity.

How are You Connected? ACCESS MAP

TECHNOLOGY HELPS US TO UNDERSTAND THE WORLD

pexels-photo-265672.png

STEM? There are free resources at Concord.org.

Groundbreaking and deeply digital learning
In recent months the use of technology has helped us to see disasters and to use big data to visualize.

This is an ESRI Story map of the recent weather event in the US.

Does your educational community take advantage of free resources, mentoring to schools and teachers in the ESRI Space?

What Can We Learn about the World using GIS?

There are free online mapping resources for schools.

Hurricane-Irma-1054595

The Accidental Science of Cooking, as a part of Curriculum

I started a conversation while tearing through little bags of stuff from a Blue Apron package. At the time, I did not realize this service to be all that important. I cook. I had no idea that this service was so important to many.A friend let me have the remains of a package that she did not want. I was amused. The great thing was that there were small amounts of spices and condiments. But let me tell a story about cooking in the classroom and sharing the “Accidental Science of Cooking”internationally.

In November of 2002, I wrote a blog, and was invited to a Kid Screen Initiative.In Europe food , sources and preparation are taken very seriously.

I am what I eat , International Seminar as a speaker in Regione ,Lombardia ( Brescia) Italy

The organizer was Eva Schwarswald, throught the office of schools in Lombardy.

hot-dogs_720x480

I shared classroom experiences, Smithsonian garden resources from ” Seeds of Change” and recipes from my grandmother’s herbal medicine history.

In the presentation I  used resources from cultural  history , information from the book ” Spoonbread and Strawberry Wine, and the Accidental Science of Cooking at the Exploratorium.

One of my interests is in collecting  cookbooks and spices from all over the world. I have cooked in most countries and visited Farmer’s Markets, and local wineries as a part of my travel. I have been seen bringing olive oil, saffron and various spices home from trips around the world.

                        Precious Cargo: How Foods From the Americas Changed The World

 

21a-265s11

 

It is and was a hot topic.  Children’s Film, Media and Nutrition Education.

This was what I blogged about. http://www.exploratorium.edu/cooking/

School experiences , that is sharing family recipes and making a classroom cookbook are one of the projects we did in a classroom. I learned that if I used a matrix of cultural markers that I could justify adding cooking to the curriculum. Study a country? How and what do they eat. Study a region, what do they grow? What is sold in markets? What do people eat as a part of their daily life.

l learned to do this from the Smithsonian. They sent in a speaker to my classroom during the Cherry Blossom events. The lady came, demonstrated a kimono, had them do art, and at the same time she was cooking. She had their attention. So I learned to add cultural things to my curriculum.

Parents helped me out.When we made bread, that was an all day initiative, but we needed an oven to finish off the loaves.

A parent, Julie Mangis,helped me. She also taught me to create an awesome Gingerbread House lesson.. a little architecture for your holiday.

During the Halloween time, we learned about Curcubita.One plant group with the most species used as human food is the Cucurbitaceae family. Within this family, the genus Cucurbita stands out as one of the most important. Five of its species Cucurbita argyrosperma Huber, C. ficifolia Bouché, C. moschata (Duchesne ex Lam.) Duchesne ex Poiret, C. maxima Duchesne ex Poiret, and C. pepo L.—have been domesticated in the New World and for thousands of years they have been cultivated or at least handled by American societies. We talked the Native American way of growing corn, beans and squash. We found out why peanuts are called ground nuts. We roasted peanuts and pumpkin seeds. We put a bite in the curriculum.

Have you ever heard of a Pineapplelarium? People in England learned to create a way to grow pineapples in their climate.

Rare, exotic and hard to grow, Pineapples were a symbol of great status and wealth in Victorian times. A pineapple on your dining table meant you were a person of discernment, style and affluence.

At the The Lost Gardens of Heligan  in England , they believe that we have the only working, manure-heated pineapple pit in Britain today. It was unearthed in 1991 and architectural and horticultural historians spent many months researching the history of its construction and technology. The first structure here was probably built in the eighteenth century.

In many places in the South, Pineapples and exotic fruits and magnolia leaves were used to decorate the Christmas doors. We still do this in Alexandria, Virginia ( in the old mansions) and in Williamsburg, VA.

 

Food is something we deal with every day.  If I were in a classroom today, we would do ESRI story mapping. Where did the food come from and what stops did it make in getting to you. You may recall the National Geographic Lesson on a Chocolate Bar.

We are what we eat! From our ancestors throwing raw meat onto the fire for the first time to teams of lab technicians perfecting the crunch of a potato chip, it is a way to put STEAM into STEM. Interest into history.

What I learned in Europe is that school lunches are serious business and that Europeans spent a lot more money on food. I am sure that they would not approve of Blue Apron,but lots of my friends say that it is how a lot of young people learn to cook.I had HomeEc and my mother’s coaching. At least it is a way to share secrets of cooking.
When I taught in a very poor school I provided food for those who were hungry, but that’s another story.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

STEM..Many ways to learn. Many Choices..STEM, STEAM, After School Initiatives.. just do it.

I started after school science teaching when my brother was in grade school to amuse him and keep him learning.  We went to Catholic School so there was  essentially not much science.

I lived in Alexandria, Va . and  I would take him to the Smithsonian to learn things. There were all of the Smithsonian buildings and projects to learn about. It was not so easy as now, finding all kinds of things, programs and resources for him. No technology then except in the museum. But what was in the museum was like magic.

Family Outreach Days at AAAS Family Days - Teragrid Booth

Students explore visualizations of the oil spill.

After school then was anything he wanted to learn about. We built things and made things and constructed a boat inside a bottle.  We waded streams and raised animals and went on excursions to aquariums and zoos. Talk about maker. My dad was a Shop teacher, that is electrical, bricklaying, and woodworking shop. You know we made things!!! Lots of people did in the CTE space.

When I  became a teacher there was no much interest in science. In the schools I taught in reading and math were the main focus. In urban schools the joy of learning was over shadowed by drudgery.

Holidays and pull out classes wrecked the schedule so we did not get to teach much science, history or other subjects. I think science was reserved for the “elite” or that people did not think that anyone but boys should do science. I did not like basal readers and the booklets, and tablets and worksheets that went with them. I was a reader and I loved science. I remember being told that science was not fun.

I fled teaching and went to Europe. Teaching there I had choices to make and I could be innovative

Starting Hands On Science

Eventually ,I made my way to Arlington Schools. Innovation was being supported. CUSEEME was a project i did.It was technology at the National Science Foundation.

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I began to take NASA classes and learn about space. The support was posters, professional development and mentoring. I found that children liked, .. well loved science. NASA was free, I just had to donate my time and interest. We called STEM then SMET.

AAAS had a class which I took that gave me all , or most of the resources to teach hands on science with and that was a very supportive way of letting teachers change the way science was taught. ( NOT reading out of a book).

Science and the new technologies were promoted by the Dept. of Education, Frank Withrow and Jenelle Leonard. I was an instant follower.

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Dr. Phoebe Knipling ,introduced the kids and I to the Outdoor Lab. I did not have much choice. It took a couple of lessons, a few courses and outdoor experiences before I felt accomplished. Parents and children were supportive. And there were places to take great field trips in our area.

The Smithsonian Environmental Research Center (SERC) is dedicated to providing high quality educational programs that incorporate SERC research with hands-on and inquiry-based learning. Their programs are led by SERC staff and highly-trained volunteers, and emphasize the practices of science – one of the major components of the Next Generation Science Standards (NGSS). While our main activities focus on grades K-12, we also offer programs for organized groups and teacher professional development. At the time the field trip there was so exciting that I had as many parents as children going on the trip, and also liking the followup. Eat -a Crab Lab.

She was the supervisor, so I learned

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We took classes on birding, weeds and wildflowers and learned to explore areas in streams for living things. This was getting to be fun. It was school science but the learning, professional development and courses were in my after school space. The field trips were a part of the offering of the school. There were courses through the school systems offerings. CEU credits were offered and sometimes resource materials.

Classes spent the night at the Outdoor Lab.

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Moving along with Science.

The Smithsonian had resources for pixellation, and information on Mars that was a part of science education. Powers of Ten, that was a great exhibit at the Air and Space museum.  The Smithsonian had an exhibit on Living in Space, with plants, moon rocks, ideas to tell /share about living in space and information on the Astronauts.

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Marsville, Mars City Alpha , Hubble Institute initiatives, these were really not allowed in the curriculum space. There were ways to work it in. I taught it after school and in project based learning. In a school space, there was a county wide initiative on Wednesdays at the Career Center. We did not call it the Maker Movement. We called it Children’s Choice and we created a set of lessons that kids could sign up for. We also created a set of lessons that were on Saturday from 9:00 to 1:00.

Cooking, Animal Husbandry, Pets, Face painting, Computer Construction, Sewing 101 and Woodworking, Theater Arts, Coding. small projects like that. There was math. Teachers from the country volunteered their time to teach. We thought we replace the time that parents and grandparents used to give to students.

Our students learned cooking with a real chef. They cooked and made pizza which they ate and carried home. I don’t remember everything they made but they had projects like donut making, making cupcakes.

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We did astronomy and space science education and every project that came our way through NASA. There is this one…https://universe.nasa.gov/afterschool/

I like it that the kids, and parents innovate in the program. It is also true that they build a telescope. It is an awesome program. It was a STEAM project.

Here is a different math program.https://www.smartskies.nasa.gov/flyby/index.html

I liked the math in Fly By Math and here is a simulator.

Five Distance-Rate-Time Problems for Grades 5-9
FlyBy Math™ consists of five Air Traffic Control (ATC) Problems that address the safe separation of two planes.In each problem, students:

  • Conduct an experiment that simulates the airplane scenario.
  • Use guided paper-and-pencil activities to determine the number of seconds it takes each plane to travel a given distance along a jet route.

Student Materials
Each problem features:

  • a Student Workbook containing the experiment, paper-and-pencil calculations to support the experiment, and a student analysis of the experiment and calculations
  • optional pre- and post-tests
  • video clips to introduce students to the nation’s air traffic control system.

Teacher Materials

  • Each problem is accompanied by a Teacher Guide with a full set of answers and solutions, as well as suggestions for implementing the specific airspace scenario.
  • To learn more about FlyBy Math™, see the Educator Guide.

Extension

In addition to the FlyBy Math hands-on experiment and print workbooks, students can now run and solve each FlyBy Math problem electronically on the Math In PlaneView Simulator. The simulator uses the highest level of the 6 math approaches offered by FlyBy Math: graphing a system of linear equations. The simulator helps students connect the movement of planes and the associated linear equations and distance vs. time graphs. To access the simulator and the accompanying classroom materials, use the link on the FlyBy Math website.

 https://atcviztool.nasa.gov/

 

The Audubon Society, let me learn weather as it was taught then. We learned quadrat studies too.

There were grants to write within the county, the state and nationally, there was funding for Wednesday classes at the Career Center for students from all over the county.

We made up a list of interesting things for them to choose from. We imagined that back in the day grandmothers and uncles share with the kids.We met Cosmonauts, we met geographers, we did the Jason Projects,  Earthwatch , and the National Geographic inspired us. When the projects began they were not so expensive as they are now.

Now STEM is on everyone’s mind and is a big business. Teachers can compete with some programs, but there are schools that have not done but rudimentary participation in after school science.

Some communities give support to STEM in Boys and Girls Clubs. There are dedicated universities that deliver programs for 4H in a state.  https://4-h.org/parents/stem-agriculture/

I did a brief stint with the MadScience.org   

The MadScience is an afterschool initiative that is global. It is about an hour of performance science with a take home tool or toy. I enjoyed teaching it, but as an experienced teacher there was a penalty to pay for my experience so I was passed up because their lessons don’t require academics, they teach a set program and provide all of the resources. There is no magic in that program for being a seasoned educator,cheaper to hire people as contractors. I think it is a good, after school program.

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GIS, Geoliteracy, and ESRI..What are you waiting for?

This year the changes in climate, the storms and devastation have caused us all to take time to pay attention to weather, to where places are and to what a disaster map is in many places. You should have also learned how and why storms are tracked.

People all of a sudden were worrying and watching the weatherman or a climate mapping system for news about fires, floods, the hurricanes. ESRI provided story maps and data for all to see. Problem? Many students  in the US do not study or use resources that are available free for schools.

During the Hurricane emergencies we could use this map.  There were individual story maps that you could use during the hurricanes, to learn to read, see , big data define the hurricane.Hurricane Harvey  , Hurricane Irma, Hurricane-Irma-1054595

Hurricane Maria

http://gis.ruekert-mielke.com/2017/09/14/esri-story-map-of-hurricane-harvey/

There were also story maps of the fires.

You can learn using ESRI resources.

What is a disaster that is likely to happen in your area? What is the history of weather in your area? What actions should you be ready to take?

 

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There are lots of fabulous tools that we can use to learn about Earth Science. One of my favorite is Science on a Sphere. You can learn about it here. SOS  There are lots of locations where you can go and participate in an SOS program. There is also SOS Lite. That is a download that you can install on your computer. Here is the link. SOS Lite.

Climate Models?

What Is a Climate Model?

Global climate models (GCMs) use math – a  lot of math – to describe how the atmosphere, the oceans, the land, living thingsice, and energy from the Sunaffect each other and Earth’s climate. Thousands of climate researchers use global climate models to better understand how global changes such as increasing greenhouses gases or decreasing Arctic sea ice will affect the Earth. The models are used to look hundreds of years into the future, so that we can predict how our planet’s climate will likely change.

There are various types of climate models. Some focus on certain things that affect climate such as the atmosphere or the oceans. Models that look at few variables of the climate systemmay be simple enough to run on a personal computer. Other models take into account many factors of the atmospherebiospheregeospherehydrosphere, and cryosphere to model the entire Earth system. They take into account the interactions and feedbacks between these different parts of the planet. Earth is a complex place and so many of these models are very complex too. They include so many math calculations that they must be run on supercomputers, which can do the calculations quickly. All climate models must make some assumptions about how the Earth works, but in general, the more complex a model, the more factors it takes into account, and the fewer assumptions it makes. At the National Center for Atmospheric Research (NCAR), researchers work with complex models of the Earth’s climate system. Their Community Climate System Model is so complex that it requires about three trillion math calculations to simulate a single day on planet Earth. It can take thousands of hours for the supercomputer to run the model. The model output, typically many gigabytes large, is analyzed by researchers and compared with other model results and with observations and measurement data.

NESTA  Souce

There are currently several other complex global climate models that are used to predict future climatic change. The most robust models are compared by the IPCC (Intergovernmental Panel on Climate Change) as they summarize predictions about future climate change.

There are tools that are used to predict weather and to define possibilities that are data models. There is a European Model, and a US Model which we learned from with all of the storms, and fires, in the last several months.

The European Climate Model

  • produces numerical weather forecasts and monitor the Earth-system;
  • carries out scientific and technical research to improve forecast skill;
  • maintains an archive of meteorological data.

To deliver this core mission, the Center provides:

  • twice-daily global numerical weather forecasts;
  • air quality analysis;
  • atmospheric composition monitoring;
  • climate monitoring;
  • ocean circulation analysis;
  • hydrological prediction.

They also provide advanced training to scientific staff in our Member and Co-operating States and assist the World Meteorological Organization with its programs. We make 25% of the supercomputing facilities available to Member States.

The US Climate Model is here.

https://www.climate.gov/teaching And you can look here

How reliable are computer models of the Earth’s climate?

Climate models are used to analyze past changes in the long-term averages and variations in temperature, precipitation, and other climate indicators, and to make projections of how these trends may change in the future. Today’s climate models do a good job at reproducing the broad features of the present climate and changes in climate, including the significant warming that has occurred over the last 50 years. Hence, climate models can be useful tools for measuring the changes in the factors that drive changes in climate, including heat-trapping gases, particulates from human and volcanic sources, and solar variability.

Scientists have amassed a vast body of knowledge regarding the physical world. However, unlike many areas of science, scientists who study the Earth’s climate cannot build a “control Earth” and conduct experiments on this Earth in a lab. To experiment with the Earth, scientists instead use this accumulated knowledge to build climate models, or “virtual Earths.” In studying climate change, these virtual Earths serve as an important way to integrate different kinds of knowledge of how the climate system works. These models can be used to test scientific understanding of the response of the Earth’s climate to past changes (such as the transition from the last glacial maximum to our current warm interglacial period) as well as to develop projections of future changes (such as the response of the Earth’s climate to human activities).

Climate models are based on mathematical and physical equations representing the fundamental laws of nature and the many processes that affect the Earth’s climate system. When the atmosphere, land, and ocean are divided up into small grid cells and these equations are applied to each grid cell, the models can capture the evolving patterns of atmospheric pressures, winds, temperatures, and precipitation. Over longer timeframes, these models simulate wind patterns, high and low pressure systems, and other weather characteristics that make up climate.

Some important physical processes are represented by approximate relationships because the processes are not fully understood, or they are at a scale that a model cannot directly represent. Examples include clouds, convection, and turbulent mixing of the atmosphere, for which important processes are much smaller than the resolution of current models. These approximations lead to uncertainties in model simulations of climate.

Climate models require enormous computing resources, especially to capture the geographical details of climate. Today’s most powerful supercomputers are enabling climate scientists to more thoroughly examine the effects of climate change in ways that were impossible just five years ago. Over the next decade, computer speeds are predicted to increase another 100 fold or more, permitting even more details of the climate system to be explored.

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ucar_model_inputResources for schools.

 

 

 

 

 

Digging in Dirt- The Pleasures of Archaeology

Now and Then

https://serc.si.edu/projects/archaeology-storymap/archaeology-storymap

I dig archaeology.  I used to think about it all the time.Teaching grades that explored ancient cultures and reading David McCauley’s books, and exploring cultures with students was exciting.

Pyramid , Through concise text and richly detailed black and white illustrations we come to know the philosophy of life and death in ancient Egypt.

I wanted to be an Egyptian archaeologist, and then I went to Egypt. Hot, hot, hot and then hot. There was fun in observing recent excavations and some new sharing of finding. A surprise to me was that the interior of tombs and structures was so beautiful and low.

I am tall so I had to bend down a lot to keep from striking my head.The blocks used to build the pyramid are almost as tall as me. The air was musty and a surprise was the inscriptions inside the walls of the tombs. Hard to photograph.

When you go to a site, there is the weather, the wind, and many steps to get to a viewing point. Egypt was difficult because the heat  made me thirsty too. But it was exciting to be there. I actually learned a lot more about Egyptian Archaeology in the British museum.

Following Catherwood, you would think that there were few sites in Central America. But the jungle uncovers various sites now and then. Archaeology there is interesting. The Mayan Sites are there to be climbed and excavated. The sites are usually on high ground as the communication was by fire and shell horns. On one site I could see all the way to Guatemala. Climbing was difficult. There were no safety bars and getting down from some of the Mayan sites was tricky. Sometimes I would only go halfway up . Under the temples there are royal seats and places to explore and sometimes a scorpion or interesting insects.

 

There are even more sites to examine and learn about.

 

 

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“Archaeology is the study of the ancient and recent human past through material remains. It is a subfield of anthropology, the study of all human culture. From million-year-old fossilized remains of our earliest human ancestors in Africa, to 20th century buildings in present-day New York City, archaeology analyzes the physical remains of the past in pursuit of a broad and comprehensive understanding of human culture.” Source

I actually participated in a dig in Deia, Mallorca , Spain through an Earthwatch Grant from the Wildcat Foundation. We know about the Beaker people who constructed Sun circles. The most prominent one is in England.

There is archaeology in your backyard. In Southern Maryland we investigated Saint Mary’s City. The Smithsonian Estuary Center, SERC has archaeology for Citizen Scientists too.

Of all the artifacts Native Americans of the Chesapeake left behind, the most abundant at SERC are oyster shell middens. Essentially early trash piles, middens are clusters of shells that Native Americans and some early settlers discarded after eating the meat inside. They can endure for millennia. SERC has 31 recorded oyster middens on its property, the oldest dating back to 1250 B.C.E.

There are many places to study Archaeology.

Here and There

These middens have led to some surprising discoveries about Native Americans’ past, and their environmental legacy today. It was once a common belief that Native Americans and the first settlers rarely ate blue crabs, because blue crab remains seldom turned up in archaeological sites. But after a more thorough investigation with scientists at the National Museum of Natural History, SERC scientists discovered blue crab remains were far more common in shell middens than previously thought. They also showed that blue crab remains are fragile and do not preserve very well, except for the tips of their claws.  The claw tips showed that not only did Native American catch and eat blue crabs in addition to oysters, but they caught substantially larger crabs than typically seen today. Furthermore, unlike most modern trash piles, oyster middens have positive environmental impacts still felt in the present. Soils with oyster middens beneath them contain more nutrients, and host a greater diversity of native flora, than soils without them.

Many questions remain: Why is there a 900-year gap in the ages of oyster middens around the Rhode River, spanning 800 B.C.E. to 150 C.E.? Did Native Americans only use the property as seasonal fishing and hunting grounds, or were there ever any permanent villages? Researchers continue to sift through the remains in search of answers.

Of all the artifacts Native Americans of the Chesapeake left behind, the most abundant at SERC are oyster shell middens. Essentially early trash piles, middens are clusters of shells that Native Americans and some early settlers discarded after eating the meat inside. They can endure for millennia. SERC has 31 recorded oyster middens on its property, the oldest dating back to 1250 B.C.E.

 

TEACHER FELLOWSHIPS

Earthwatch is looking for teachers who are passionate about teaching, excited about making a difference with their time and talents, and interested in conservation, environmental sustainability, and lifelong learning.

By engaging teachers, Earthwatch strives to inspire and build a future generation of leaders who value the environment and prioritize it in their everyday choices.

When teachers return from the field, they share their experiences with students, colleagues, family, and friends through stories, lessons, and community action. Fellows truly embody the Earthwatch mission and are critical to our success.