Staying clean staying green

One of the things I love about the workshops I have been involved with through DEQ is they walk the talk!!  We are always encouraged to bring our own cups and napkins/bandannas for meal times and snacks.  And they even give us recyclable napkin rings to use.  We are encouraged to put our names, a design, etc, on them.  

So here is what I wrote on mine a the last event:

I wish that my food won't be seen,
To wipe my face nice and clean.
     So  my cheeks I'll be wipin'
     With this nice cloth napkin
And be proud that my attitude's green!

Love to all on a wonderful sunny day before Easter!

Ida

PS   I am now certified to train teachers and other adults in Project Wet, Project Wild K-12, Aquatic Wild and Project Wild: Science and Civics: Sustaining Wildlife!!   All I need to do is find appropriate folks who wish to 'learn' them.

Another Charlottesville Day.... 11/12/2012

Editor's note. . . I wrote this and evidently never published it.  sorry.

November 12, 2012

Good, bright, sunny morning,

John and I got home at 8:30 last evening exhausted! The day started with a very busy church time, getting a sandwich and running a couple errands, and then trying to find the party we were invited to for the afternoon.

For perspective, the party was west of Howardsville, south of Shipman and 12 miles from Oak Ridge Estates where Karen and Ben were married. We got a little lost finding it, so it took well over an hour to find it from C'ville, but what a gorgeous day. Even with almost all the leaves gone, the oaks looked like burnished copper and brass in the dark pines and the sun required shades. No sweater or jacket on this day. . .it was beautiful!!!

On the James, the house has a gorgeous view of the river vally and 'yogaville' or the House of Light next to 'Lotus international airport'. (Think pastel circus tent in the middle of beautiful hills and forest.) Red brick and white trim, it is a little past its glory days, but what a treasure!! Building began in 1798 on what was part of the original land grant for Oak Ridge. One can imagine the builder imitating Jefferson's first Monticello as it is the same floor plan and is a 'sister' to "Point of Honor" in Lynchburg down to the molding trim under the windows in the parlor. Plumbing was installed in the 50's, and the current owner added a kitchen onto the back, but most of the house is still very original. Taking the paint down to the original reveals a gray/blue color complete with 'combing' on the parlor doorway. The current owners love 'old fashioned' things, and except for the stainless steel appliances in the kitchen, you could be in an 1850's kitchen. The original kitchen is fairly untouched in the basement. The ceiling installed in a previous attempt to 'upgrade' is gone as is the carpeting and oak flooring throughout the rest of the house that covered and protected the original pine flooring.

I have the highest opinion of the commitment of my friends to preserve this National Historic site. A young couple with a 3 year old, his work is restoration of historic buildings. . . including reconstruction of replicas of old buildings. Several small cabins are on the grounds displaying his work. And this beautiful and historic house is being preserved with great love and attention to the original.

As delightful as the house is, the party was equally an experience. From the venison roasting over the wood fire in the original basement kitchen, to the delicious lamb in the crockpot, the guests' home made sausage, more cookies and pies than salads, greens fresh picked from the garden, to the unlimited beer and other kind beverages, it was an orgy of smells and sights. Wonderful people to meet and folks from 1 to 80+.    My regret. . . exhaustion and knowing it would be a long drive in the dark compelled me to leave just as the picking and fiddling was picking up pace around the wood fire. I would miss our hostess' beautiful voice joining in. . . but we listened to her sing all the way home!   And I should have come dressed as Lucy Marks, because she might well have visited this very spot.

Speaking of the drive, I was looking at cell phone maps, so I missed the bear in the road as we left. John says it was the biggest black butt he's ever seen. . . pretty good from someone who has seen so many all across the US and British Columbia. There was a family of young raccoons that scurried out of the way, several skunks lurking by the ditch, and a possum all of which escaped injury from us. And yes, we were able to find our way home safely after over an hour of driving on very dark, very country roads.

You know, this volunteering thing is a pretty good deal!!

Love to all from delightful and historic Virginia!

Ida

The Friz' Favorite Bible Character

No time to update!!   New grandson. . have to download pictures.   Off to a workshop to learn how to teach Project Wild to teachers.  Yippee!  Two nights at First Landing State Park, . . . on the beach in Virginia Beach.  Hope the beach combing is good.

No, I promised my Mom many years ago that I would write down any poems I write. . and this might be the place.   One of my 4Hers is going to a big Bible quiz, and this little ditty popped into my head.    Need to be sure it has appropriate copyright!  Here you go, Mom!

The Friz' Favorite Bible Character

Look in the book of Numbers 

He's the only one who saw;

And when Balaam beat him,

He said more than just "Hee Haw"!!

Just when you think you're worthless

And the Lord can't use even you,

Remember - if He can use the donkey, 

He'll make the most out of you, too!!!

 

 

Phew!! Good to get it off my chest.  Thank heavens it's not a "rhyme in iambic pentameter" day. . . I hope. 

PLANNING FOR SUCCESS!!

Preparing for this teachers' conference has brought back a lot of memories.   I look back to the days when I was teaching full time and wonder how I did it (especially since I feel a bit on overload right now!).   As I looked through my various papers. . activities, resources and student work . . I was reminded that I didn't only plan for how my students could learn the concepts and facts I was expected to teach them, but also how to help them succeed as students and in life.    One of activities we did either at the beginning of the year, or at the new year, was to set goals.    I have a worksheet where I explained why goals are so important and how to set appropriate ones.   It reminded me that this is something I need to do more in my own life.   

But then I ran across the attached paper and my mind raced back to those days of trying to everything PLUS put extensive plans into my planner.   And I remembered that my planning book looked like a skeleton with very little muscle on its bones, but a lot of papers stapled in.   The very most important paper that got stapled into my planbook was the list of objectives I made for each and every unit.   Not only did I use the objectives list for myself, but my students got a copy of it, especially for long and involved units.    And the first test I gave each year was made up word for word from those objectives so the students (and my student teachers) could see the links.  The smarter students (and I don't mean smart as in IQ) learned to study from that objective list.   And having those objectives for each unit allowed me to plan smarter and make sure my instruction was reinforcing all of them and avoiding rabbit trails.     And by using the attached form, I reminded myself to be sure I was reaching all the different types of learners. . . not just the audio or visual learners.    And of course, it also helped me differentiate classroom work from home work.  

Likewise, my good friend Tom O'Brien taught me that using the five E's would enhance my learning.   I need to tell Tom that I still use that plan on occasion. . . and should probably use it more as I teach at Camp, in Sunday School, at teacher conferences, etc.   Over the years I have had lots of learning theories and TYNTs (This Year's New Thing) thrown my way at inservices, conferences and by student teachers, but the five E's have stuck.   (Proximity and emotional barriers to learning have stuck, too.)   My planning sheet had the objectives/activities/day/code/intelligence in a chart on one side and the five E's on the other.   And by the way, it could take 3-7 planning sheets to plan one unit.

So. . .If I can figure out how to attach the planning chart, here it is.  (And if I can't get it attached, email me!!  Or look for me on facebook at Ida Baumgarth Swenson and send me a message.)  And at minimum below is a summary of the five E's:

PLAN WITH THE FIVE e’S

 

Engage: Get their interest, ‘frame’ your topic, stir curiosity, assess or challenge Preknowledge

Explore: experiments, hands on, simulations, cooperative research

Explain: give information, clarify

Elaborate: apply or extend concepts, alternative explanations, get evidence

Evaluate: observe, assess, test, apply, self-assessment

To put this planning guide onto your own paper, set your page margins to the minimum your printer will print, and put it onto "landscape" layout.   It should fit onto your word document fairly neatly.   BUT if you have to play with it to make it fit, it will help you understand it better and it certainly will allow you to modify it so that if fits the requirement of your school system and your learning style!!

 

 

 

PLANNING GUIDE

 

Chapter/Topic __________________________  H – homework                  inTRApersonal            Linguistic        Musical        Spatial

                                                                               C - classwork                   interpersonal           Bodily-Kinesthetic    Logical/Mathematical

 

OBJECTIVES	ACTIVITIES	DAY	CODE	INTELLIGENCES

 

METACOGNITION. . .How do YOU learn best?

Teaching seventh graders is an adventure!  You want them to learn some concepts and facts, but you also hope to develop them into successful students.   To that end, I decided the most useful experiment they could do was one designed to help them learn THEIR best study method.  

Each student was told to design an experiment to see what the best study method was for them. . .for just ONE possible variable.   So, perhaps they would choose the best PLACE to study; perhaps they wished to know quiet versus TV; some students chose two different types of music to have playing while they studied.   Since we were studying biomes, a very vocabulary based topic, each day they got a different list of terms.  On the following day when they came to class, a quiz over the terms was given . . . and then we graded the quizzes together so they would have a base score to use as results.  Of course, they were given a new list to study that evening, keeping all the study variables the same except the ONE thing they were changing.  The quiz score on the following day would give them more results on which to base their conclusions.   Writing up the experiment counted as several homeworks. 

So the objectives of this activity were:

1.   To reinforce good experimental design concepts.
2.  To learn the biome vocabulary.
3.  To determine their own best method to study.

Do share with me the activity you develop for this!!!

Ida Swenson, idathefriz@gmail.com

BIOMES STUDYING EXPERIMENT: Part One

 

chinook - a salmon found in the waters of Alaska's coniferous forests and also the ocean.   Page 350

 

cycad - a gymnosperm found in the tropical rainforest.  Fossils of it are often found with dinosaurs.  Page 762.

 

pholidota - These desert anteaters are covered with horny scales.   Page 444E

 

ruffed grouse - This chicken sized bird is found in Broome County forests and fields.  Page 456

 

rhea - A flightless bird of the Australian grasslands, the rhea lays its eggs on the ground.  Page 432 A

 

scallop - This bivalve mollusk is found in the ocean.  It's a relative of the clam.  Page 371 B

 

osprey - This large bird of prey is found near lakes in deciduous and coniferous forests.  Page 432 E

 

trillium - If you've seen a three petaled flower in the woods in the spring, this was it.  Page 484

 

joey - Baby kangaroos are found with their mom in the Australian grasslands.  Page 440 A

 

yucca - A tough desert plant, these also give fibers used for rope.   Page 494

 

addax - This African grassland antelope has long, twisted horns. 

 

llianas - These are a long vine that grows in the tropical rain forest.   Maybe you've seen Tarzan swing on one. 

 

Elodea - This pond plant is in our room.  It makes a small white flower.  Watch for it in the spring. 

 

tufted titmouse - Not a rodent, this bird comes to my bird feeder.  Small, gray and with a feather cone on its head, it loves sunflower seeds.

 

agouti - This tropical South American rodent (rat) has short ears, short tail and a rabbit-like body.

 

bromeliad - These tropical plants grow on the trunks of trees in the tropical rain forest.  By growing high, they get more light.

 

lynx - This small cat lives in coniferous forests.  It has pointed ears, a spotted coat, and several live in the Ross Park Zoo. 

 

hare - Large, male rabbits are called hares. 

 

badger - This burrowing mammal of the taiga and deciduous forests has short, thick legs.  It is also the University of Wisconsin mascot because of its ferocity.

 

caribou - This large, relative of a deer lives on the tundra and has large, branched horns.

 

kelp - These ocean plants grow up to 40 feet long.   They are found near the West coast and support otters, many fish and other wildlife.  Page 447

 

 

BIOMES STUDYING EXPERIMENT: Part Two

 

marmoset - This furry mammal is related to rabbits, but has short ears.  It is found in high altitudes and coniferous forest.  Page 171

 

orchid - These tropical rain forest flowers grow on tree trunks.  Hawaii is famous for them.  Page 494

 

skink - A striped lizard that is found in southern, deciduous forests, the skink can grow a new tail if his comes off.  Page 418

 

gavial - This is a crocodile found in the tropical rain forests of India.  Page 418

 

lamprey - This jawless fish sucks blood and body fluids from other fish.  Its young live in fresh water and the adults may live in the ocean.  Page 402

 

tunicate - This sack-like ocean animal has a spinal cord.  It eats from sea water it filters as a clam does.  Page 400

 

red efts - The young of the yellow spotted newt live in damp spots in deciduous forests.  Wash your hands good if you touch one - its skin is poisonous.  Page 411

 

acorn weevil - This long 'nosed' insect drills holes in acorns to lay its eggs.   Page 478

 

chantorelle - This fungus grows in deciduous forests.  Page 761

 

hydra - These tiny, fresh water animals are related to corals.  They catch prey with 'stinging cells'.  Page 97

 

coelacanth - This deep ocean fish was believed to have been extinct for millions of years until one was caught in 1938.  Surprise! 

 

chicory - This North American grassland plant has blue flowers. 

 

basilisk - This tropical rainforest lizard can run across the surface of the water.

 

okapi - An African grassland animal related to the giraffe, this mammal has a short neck, dark coat and striped legs.

 

banyan - This large rain forest tree grows more trunks off of its branches!  One can take up the space of this room. 

 

shrew - This small, mouse like mammal is ounce for ounce the most ferocious animal alive.  It must eat its body weight every 24 hours to survive.  It is a carnivore or scavenger found in deciduous or coniferous forests.

 

saguaro - These cactus live in Arizona deserts.  They have 'arms' that grow in strange shapes, and are filled with water that helps some lost people survive. 

 

lemming - These small, mouse-like animals live in the tundra.  Every 4-6 years they suddenly start running, even jumping into rivers, over cliffs or into the ocean for no apparent reason.

 

bison - Oxlike mammals of the North American grasslands, these buffalo have short horns and shaggy manes.

 

ptarmigan - These tundra birds have feather covered feet for walking on top of snow and change feathers from white in the winter to brown in the summer.

BIOMES STUDYING EXPERIMENT : QUIZ ONE

 

MATCH THE TERMS TO THEIR BEST DEFINITION:

 

addax  

agouti

badger

bromeliad

caribou

cycad

chinook

Elodea

hare

joey

kelp

llianas

lynx

osprey

pholidota

rhea

ruffed grouse

scallop

trillium

tufted titmouse

yucca

 

 

________________ 1. a salmon from Alaska

________________ 2. desert anteater covered with scales

________________ 3. Australian flightless bird

________________ 4. ocean plants found near California

________________ 5. Tough desert plant

________________ 6. baby kangaroo

________________ 7. gymnosperm from tropical rainforests

________________ 8. large fish eating bird of prey found in New York

________________ 9. relative of the clam from the ocean

________________ 10. Deciduous forest bird the size of a chicken

________________ 11. Deciduous forest flower with white or pink petals

________________ 12. South American rodent like a rabbit with short ears and tail

________________ 13. Long vines found in the tropical rainforest

________________ 14. Tropical rain forest plant that grows on the trunks of trees

________________ 15. Pond plant

________________ 16. Small gray bird found in deciduous and coniferous forests

________________ 17. Large male rabbit

________________ 18. Large relative of a deer found in Alaska and other tundra areas

________________ 19. Large burrowing mammal of the taiga and deciduous forests

________________ 20. African antelope with long twisted horns

BIOMES STUDYING EXPERIMENT : QUIZ TWO

 

MATCH THE TERMS TO THEIR BEST DEFINITION:

 

acorn weevil

banyan

basilisk

bison

chantorelle

chicory

coelacanth

gavial

hydra

lamprey

lemming

marmoset

orchid

ptarmigan

okapi

red efts

saguaro

shrew

skink

tunicate

 

________________ 1. Tiny, fresh water animals catch prey with stinging cells

________________ 2. Fungus which grows in deciduous forests

________________ 3. 'long nosed' insect which drills holes in acorns to lay its eggs

________________ 4. Baby of the yellow spotted newt, found in deciduous forests

________________ 5. Ocean animal with a spinal cord, this small animal is shaped like a sack

________________ 6. Crocodile from the tropical rain forests of India

________________ 7. Striped lizard found in Southern states

________________ 8. This furry relative of the rabbit is found at high altitudes and coniferous forests

________________ 9. Tropical rain forest flowers which grow high in trees

________________ 10. This jawless fish sucks blood and body fluids from its hosts

________________ 11. A tropical rain forest lizard which can run on water

________________ 12. A small furry mammal found in deciduous forests which eats living and dead animals

________________ 13. Cactus found in Arizona

________________ 14. Small, mousy animal found on the tundra

________________ 15. Large ox-like mammal of the grasslands, buffalo

________________ 16. Tundra birds which turn white in the winter

________________ 17. Large, tropical rain forest tree found in Hawaii

________________ 18. African grasslands mammal similar to a giraffe

________________ 19. North American grassland plant with blue flowers

________________ 20. A deep ocean fish believed to have been extinct for millions of years

 

 

Create an Animal. . be careful what you wish for!

                  CREATE AN ANIMAL PROJECT

 

   The purpose of this project is to use your knowledge of

the animal phylums and classes.  You and your team will make

up an animal to fit the phylum or class you are assigned.

You will work with your team to describe the animal in

descriptive paragraphs.  You and you partners will also draw

or make a model of your animal.   You will make up a

scientific name and a common name for your animal.   This

project is due on April 10.   It will be graded on

accuracy, effort and creativity.  It will be graded

separately based on what each partner contributes to the

project, so you should include a breakdown of how much time

each person spent on it.  This project will be worth eight

homeworks, and will be graded by the point system below.

 

   The first step in writing a good description of your

animal is to read some descriptions of other animals in your

phylum or class.   To do this, you will need to look in

the reference books in the library.   You are required as

part of your grade (15%) to read about at least three animals

from the same group.   Your evidence of this will be brief

notes on each animal, naming it and telling the most

interesting things you read about it.   Your team should then

think about what kind of animal you want to invent.  You will

write a description of your animal.   It should be one or more

paragraphs.  Your paragraphs must contain a topic sentence.

The description of your animal should be printed on the

computer, using your heading, as it will be displayed with your

model and/or drawings.   You should also make drawings/and or a

model of your animal.

 

   Your final project would include the following: (points)

     _____ Your heading including all team members' names(1)

     _____ The written description of your animal telling the

           following: (50 points)

          _____ the phylum you were assigned

          _____ the scientific name of your organism

                correctly  written (5)

          _____ the common name of your organism (2)

          _____ external appearance

          _____ internal workings

          _____ habitat

          _____ diet

          _____ natural enemies

          _____ life cycle

          _____ importance to people

          _____ any other interesting facts

 

     _____ Your model and/or drawing of the animal (25)

     _____ Your notes on at least 3 real animals in your

           group  (15)

     _____ Bibliography (10)

     _____ The breakdown of how much time each partner spent.

 

Ida Swenson, idathefriz.blogspot.com, 2012 Adapted from 2000