I’m still messing around with engaging elementary students with measurement and estimation. My own kids seem pretty interested. I don’t know if that’s a good measure at all. It has been a new experience for me to see how the different ages are able to engage with the same media. It is interesting to have your own tiered test group at hand- no matter how biased.
This particular structure was sparked by one of the elementary specialists commenting that the students would often guess similar weights for a lion and a cat. My idea is to present similar animals but of very different sizes.
I see it going something like this.
Solicit comments about what kids know. Have the students guess which one is bigger. How much bigger?
I may need a child sized silhouette rather than an adult- probably a good idea to mix the gender as well. I don’t know if that opens up additional areas of confusion. This is a also where I might add a zoomed in slide that breaks things down by inches. I think it’d be important to have a scale grid on the wall for students to measure themselves against. If it had the silhouettes, on it all the better.
Now we have a much larger scale. What unit of measurement do you use? How big is this lobster? How can you tell?
The actual statue in Shediac, New Brunswick is supposed to be 35 feet long. That seems a little off if we assume the guy is about 6 feet tall. It may be that the perspective is messing things up some. It may be that guy is very large (and with a very large woman). Troubleshooting estimation issues in photographs with students would be worthwhile I think. You could play some fun games with that especially given things like Japanese perspective photo fads.
This week we tear apart the difference between Truth, Fact, and Evidence, and the quiet, but irreplaceable, role of the humble factchecker in our media:
Author/factchecker Jim Fingal on the Lifespan of a Fact
Former GQ intern and factchecker Gillian Brassil
Veteran Atlantic Monthly factchecking department head Yvonne Rolzhausen
David Weinberger, author of the recent book Too Big To Know
From the New Blogs
Why was melamine so toxic? “Because it’s not, really. It’s not supposed to be absorbable by the human body,” Jia says. Its LD-50 (“lethal dose-50?), or the dose at which 50 percent of those exposed would die, is 3161 mg/kg in rats, an incredibly low toxicity. So why had so many children gotten sick?
There are so many things memorized in school but never understood at all.
“If you were standing at arm’s length from someone and each of you had one percent more electrons than protons, the repelling force would be incredible. How great? Enough to lift the Empire State Building? No! To lift Mount Everest? No! The repulsion would be enough to lift a “weight” equal to that of the entire earth!”
In order to detect prey it senses slight changes in air currents with bumps on its skin and chemical sensors on its antennae to let them essentially taste something to determine if its food. When a prey item is eventually encountered, the slime is forcefully squirted through oral papillae near the head and launched up to 30cm in a sort of spray-and-pray manner. Once the slime contacts the victim, it quickly dries ensnaring it, where now the worm then seeks to eat the organism by injecting its saliva and digestive enzymes turning the innards into a slurpee. Mmm delicious.
The velvet worm are primarily nocturnal ambush predators and their senses and locomotion allow them to hunt. They move silently and fluidly with pneumatically inflated sets of valves to inflate/deflate their legs, meaning they don’t really rely on muscles for movement and is why it looks so cool as they glide along the ground. Another awesome thing about them is they have a tubular heart that extends almost the entire length of the body creating an open circulatory system.
Essentially, you have the perfect horror movie monster- nocturnal, crazy attack method, liquifying victims, silent and creepy method of transport, non-standard circulatory system (not sure if this would make them easier or harder to kill – heart shot would be anywhere but would it matter?). Use as writing prompt or as encouragement for research on anything that could be worse if only it was large enough to eat humans.
This makes me want to graph lots of things like this. I’d want kids making their own posters for the room.
This would be my introduction to scientific research, properly intro’d by bringing in an old McDonald’s burger and leading kids into the assumption.
I would be all over this Justin Long flamewar story in English and it might actually be a story that could be used to talk about the Internet and propriety without sounding like an old, clueless person1.
A hodgepodge of links that inspired me and rough ideas on how I’d use them in class.
Wondermark1 What is it? It’s a poster that lets you build your own story by picking component pieces- think MadLibs but for story construction. What I’d do with it- This would be a really interesting culminating activity after studying a genera, author, poet or historical era. The students have to figure out the basic elements that are present in the author’s works or major people/conflicts/geography of the era. They then build a similar poster. It’d be hard to figure out which elements would be the variables and which would be consistent. Lots of thinking involved. Thinking about it, it might be a fun thing to build in Google forms using the new branching options.
The Shadow2 What is it? An artist who’s envisioning a boy with a monstrous shadow. What I’d do with it- It’d be fun to depict the inner-selves of historical and literary figures as their shadows. So you’d have students analyzing the characters or historical figures and then drawing representative shadows. The key would be in how they explain what the shadow represents and how they explain the difference between the public persona and the inner-self. It could represent their hidden dark side, kind of like what I did with George Washington or it could be an interesting mix of what drives them as individuals.
Vikings never wore helmets with horns What is it? It’s an ad campaign trumpeting the idea that good ads take precedence over facts. What I’d do with it- It wouldn’t work with everything but for lots “common knowledge” history and science “facts” students would have lots of misconceptions to debunk. Doing it in poster format would allow you to display them and spread the love.
The Apollo Landing Disaster Speech3 What is it? This is the speech William Safire wrote in case the astronauts were stranded on the moon. It’s kind of like a pre-written eulogy but for an event. What I’d do with it- Students write failure or success speeches. Take famous speeches and reverse them. What would they have sounded like had the occasion been reversed?