Earth Day

Earth Day 2010

Our school celebrates Earth Day by designing a dozen or so activities that the students cycle through, dependig on age and interest. These range from demonstrations of worm culture and composting, field trips to our water treatment plant and landfill/baler, drinking water facility, treeplanting, etc. Kids can choose to ride in a fully electric car, make solar powered robots, plant trees, and many other activities. It is pretty much a full day of activities and we culminate with a parade in front of school, everyone wearing goofy hats of recycled materials.

In conjuction with my final project here, my 5th grade class will create a “learning center” on global warming with poster displays, some short video from this course, and some demonstrations. The goal is to produce an age appropriate 15 minute primer on global warming for small groups of kids from 1st to 5th grade. Working in groups of 4, the presenters will trade off so each student is involved in activity.

Our center will consist of 3 concepts:

1) What is global warming?

Create a series of 3 posters showing the greenhouse effect.

2) Why is global warning something to be concerned about?

Show simple images of sea level rising, climate change, food web intreruptions

3) What can we do to help?

Show simple images on what kids and their families can do

We will also have an ongoing demonstration of the effect of global warning on Arctic sea ice:

As a demonstration of th ealbedo effect, we will have two pieces of aluminum, shaped roughtly like the Arctic ice cap on a table. One will be painted white, the other wil be painted dark blue. With a lightbulb representing the sun, it will shine on them both. A thermometer will show temps on each ice cap. Students will be encourage to touch each ice cap to feel the difference.

Example of visual 1

Example of visual 2

Example of visual 3

Here are some of the TD and NASA sources we will use:

1) Global Warming: The Physics of the Greenhouse Effect
http://www.teachersdomain.org/resource/phy03.sci.phys.matter.greenhouse2/

2) Global Warming: Carbon Dioxide and the Greenhouse Effect
http://www.teachersdomain.org/resource/phy03.sci.ess.watcyc.co2/

3) Inuit Observations of Climate Change
http://www.teachersdomain.org/resource/ipy07.sci.ess.watcyc.inuitobserv/

4) Earth’s Albedo and Global Warming
http://www.teachersdomain.org/resource/ipy07.sci.ess.watcyc.albedo/

5) Global Climate Change
http://climate.nasa.gov/kids/index.cfm

Connections in the Blogosphere

It was a pleasure reading the journals of my classmates these past two months. While I did not read every single post, I’m pretty sure I got to the great majority of them. The diversity of ideas combined with the range of grade levels and geographic locations made for compelling reading. Picking just a couple of sites to comment on seems unfair so instead I am going to give you my take on what makes a good blog as it relates to this class. A disclaimer... I did not always practice what I preach here - sometime life gets in the way and you have to hit that post button, ready or not.

I enjoyed the posts best that added new details and information to the topic. Having already visted and read the course content, I didn’t feel the need to reread them again in someone else words. That is why the personal stories held so much interest throughout the course. Beside offering new info, they also brought concrete meaning to sometimes abstract science concepts. Personal stories also allowed me to make a connection with the author, which can lead to valuable insights. The high school science teachers are the go-to guys for true expertise on subject matter, art teachers demonstrate right brain thinking, young teacher bring unfettered excitement and enthusiasm, and retired teachers share a wealth of experience.

For me, succinct was good. In this setting, I feel the blog should capture the essential essence of the particular module. Writers who captured the wonder of the natural world usually captured my attention as a reader. Tied to this is an economy of visual media. Every image should be an attention grabber and there were some awesome ones out there, including many excellent author composed photos. That said, fuzzy, pixelated, or too small pictures hindered otherwise good blogs. I was glad to see fewer Google Earth screen shots as we went along. They sometimes don’t capture the beauty of the original image.

The real value of taking a course like this is the sharing of teaching ideas and quality websites. Some folks are doing amazing things. It was especially cool to hear veteran science teachers share thoughts on how they managed to convey complex ideas to their kids. I now have more excellent science links than I will use in this lifetime.

I admired those who consistently considered Native connections. For me, living in a community that is not primarily Native Alaskan made that aspect of my blogging less compelling. It was harder work tracking down the stories or the individuals. In fact, much of the info I found about native connections came from non-native sources. I could write a blog just about that topic alone.

A few things that I personally was not fond of included harsh color schemes, especially when used with text, small fonts, poor grammar, multiple typos, and photos of large, dead, big game animals (not that they weren't cool photos, they just seem out of context to the subject at hand).

Finally, kuddos folks who figure out how to do neat sidebars, whole page background graphics, slideshow, embedded NPR stations, and the like. They really added to your websites... wish I knew how to do that.

Under Devils Thumb - The Cryosphere in Southeast

Here in rainy Southeast Alaska we probably take our water for granted. With over 100 inches of precipitation per year, micro climatic changes do not seem readily apparent. The snow capped mountains of the Coast Range are a visual indicator of the geological/hydrological processes of the cryosphere, a visual laboratory observed right from our classroom window. Water and ice are the reason this community is located where it is: abundant stream filled with salmon and glacial ice used for early cold storage facilities. It is not an uncommon sight for icebergs to follow the tides and wind right into the Wrangell Narrow and end up high and dry on the beach in front of your home.

This weeks module, filled with more information than any digital immigrant can possibly digest, hinted that climate events can occur quickly, sometimes as rapidly as 1 to 3 years. The TD video Climate Change suggested that if a particular critical threshold is crossed, the result can trigger sudden changes in the climate. These "triggers" are undefined except for the example of dramatic changes in greenhouse gasses.

Using the Alaska Climate Summaries site I was able to compare the period 1949 - 1983 to 1983- 205. Historical data show a 1.9º increase in the average high temp, a 1.2º increase in the average low temp and a nearly 45 inch decrease in average winter snowfall. Overall this seems rather substantial, especially when combined with data from further north. My students (5th grade) are currently working on a project to write a synopsis of climate data for Petersburg to be added to the Petersburg Wikipedia page. We were going to use Weather Underground but now I am planning on adding this information into the mix. This project not only helps us define what a wiki is and it's value, but it will allow us to take a peak at this data in the context of a real project and possibly look for correlations with other geo and climatic phenomena.

The dramatic changes in glaciers is the theme of the Extreme Ice Survey. James Balog and his team have mounted time lapse cameras to capture real time movement of glaciers across the planet. Added as a layer to Google Earth, it becomes a powerful teaching tool in any classroom. Here in Petersburg, our high school has implemented their own version of the Extreme Ice Survey.

Beginning in 1983, lead by geology teacher, Paul Bowen, groups of Petersburg high school seniors have been surveying the face of the Le Conte Glacier, located approx 15 miles south of town. The project web site, linked through the district web page includes maps, photos and videos, including a short synopsis by the current instructor, Vic Troutman. This is a powerful learning experience for all who participate and is another instance of students doing real science.

On Thin Ice

This week we added another strand to the web of systems that allow this planet to function. The connections continue.

The cryosphere, that part of the earth covered with snow and ice, has a function that is little appreciated by most living in the mid and low latitudes. But the fact of the matter is that the ice caps serve as the “canary in the coal mine”, crucial indicators of the health of the entire planet. From the TD video The Cryosphere: The Arctic : “Because of the interrelationships between the cryosphere and other parts of the Earth system, any change in the cryosphere will have implications for climate worldwide.” Atmospheric and thermohaline circulation patterns affect all of us, not just residents of the far north. Extreme changes in temperature, precipitation, sea level, and seasons have profound effects on culture, economy, politics, and lifestyles across the globe... maybe the reason for the title of the image below:

The Arctic is the early warning, the health barometer for the planet. Whatever happens in the world occurs here first. If you wish to see how healthy the planet is, come here to take its pulse. (Sheila Watt- Cloutier).

This quote is a lead in to the cultural videos from this weeks module. Shishmaref is just one of many communities dealing with extreme erosion problems in connection with climate change.

We also learned of the thinning of the ice, the skewing of the seasons: shorter winters, longer summers, and changes in the biotic composition of the ecosystem. Far removed from mainstream culture, native communities struggle with the rapid onset of multiple ecological catastrophes.

The upside to this is the resilience of the people like Sheila Watt-Cloutier, and groups like the Inuit Circumpolar Council and the 2009 Indigenous Peoples' Global Summit on Climate Change and their willingness to confront climate change on a global stage.

Finally, this weeks module was filled with great “hands on” experiments to compliment some abstract physics concepts such as transfer of energy, the albedo effect, and volume displacement of ice. These are excellent activities, as are many of the Digital Bits experiment. Some of the material in this module is outside the scope of my science curriculum but I am finding it so engaging that I am envisioning ways to incorporate it into my lesson. I might have to turn my “Sea Week” into “Sea Month”.

Big Science in the Northern Latitudes

For the folks conducting actual climate research, it's big math and big science to fit the pieces the puzzle together properly. (Clay Good)

Here begins the deep water. Global climate change can be framed as a complex issue, and indeed, organic chemistry and advanced physics are not for the meek. But just as citizen of our country have a responsibility to understand how our government works, as citizens of this planet, it is our responsibility to understand the basic science that allows us to survive. As teachers, we have the added responsibility of making sure our students are exposed to that knowledge in an age appropriate way. Our job is to get all kids to think like scientists.

This weeks lesson was filled with excellent resources that “even” a 5th grader could understand. One that I found quite intriguing was Soil Microbes and Global Warming. Much to researcher’s surprise, microbial decomposition does not shut down for the long winter as previously thought, and the implication for increasing CO² release is substantial. As everything is connected, this positive feedback loop causes the tree line to migrate north, which further warms the soil by holding snow like a blanket, thus allowing more plant growth and increased soil warming. It is counter intuitive to think that evolutionary plant growth is a “bad” thing but when looked at in the context of climate change, things aren't always what they seem.

All three of the global warming videos from TD: The Physics of the Greenhouse Effect, Carbon Dioxide and the Greenhouse Effect, and Global Warming and the Greenhouse Effect, can be shown to upper elementary kids. Their short format allows for easy playback and lots of discussion. Kids will get excited about scary thermal image of the face disappearing, masked by the added CO² and going out to the parking lot on a sunny day and letting students feel the heat trapped in the car, simple as it is, will make a lasting impression on a student.

So how do we get kids to think like scientists? Most will already come hard wired to it and if we haven’t bored them to tears with textbook lessons, turn them loose with actual research. Allow them to be real scientists. Put a weather station on your campus and start observing. Use Google Earth to visualize global weather patterns. Use Weather Underground (or any other weather site) to compare daily temperatures to you own. Collect data draw conclusions. Check out the link to the Arctic Climate Modeling Project. Here rural Arctic students participate in SNOW: Student Network for Observing Weather. This portal site allows kids to provide data to scientist investigating climate change. The site also has excellent inter-actives and media. A project that my class has participated in is called “Project Budburst”. It is another easy to implement “real world” research project that any age level can participate in. It takes little to no financial investment (although a digital camera is a useful tool for documenting activity) and a small investment of time. Our kids have already seen the early budding of willow and vaccinium due most likely to an El Niño winter.

With the Kyoto Protocol, adopted by nearly every nation but ours in 1997, global warming has been a recognized threat to our well being. Our newest challenge, ocean acidification, has come to the forefront only recently. While rising sea levels from climate change will affect many coastal Alaska communities, the adverse affects of a diminishing ocean ph to commercial and subsistence fisheries could be staggering. Check out this paper from the 2009 Alaska Oceans Science Bowl where high school students studied the impilcations of a changing ocean ecosystem on the fishing communities on Kodiak Island. Real science, done by real kids, here in Alaska.

Connecting with Google

Nothing more visibly captures the connectedness of our planet than atmospheric images of earth and nothing more easily accomplishes this than Google Earth (GE). We use it here in the elementary school on an almost daily basis. Using tools that allow us to write on maps (scribblemaps.com)
or embed video (http://jingproject.com) at spots anywhere on Earth, every point on the globe can become interactive. The essential questions of how the environment shapes our communities and how our communities shape the environment are much easier to picture when you are able to visually see the connections.

One atmospheric phenomenon I explored was the weather patterns across the tropic latitudes. The YouTube video on “global circulation” combined with GE weather overlay clearly shows the subtropical belts of high pressure with their associated dry climates. These large brown bands of arid land that resides around the Tropic of Cancer and Capricorn run through Saharan Africa, the Indian subcontinent, and much of Australia. This is an incredible image that an atlas just can’t compete with and easily leads to class discussion on environment.

And from these images we can then zoom in and look at cities, towns, and villages and get a better understanding of the cultural difference and similarities we encounter.

There are some limitation with the GE weather overlay, or at least, issues that I could not resolve. GE states that the images are refreshed daily at 9:00 am GMT. It would be nice to have some sort of a time stamp to get an exact time and date. Also, there is no accompanying identification of weather systems to help describe what you are observing. For that reason, visiting MODIS Image of the Day at http://modis.gsfc.nasa.gov/gallery/index.php# is an essential aid to recognizing some of the natural phenomena observed from satellite images. This is an especially good tool for our introductory lesson on basic landforms. The photo below show a major phytoplankton bloom off the coast of British Columbia and the Olympic Peninsula

Across the curriculum, Google Earth has become an indispensable teaching and learning tool. Adding the TD resources from this class, as well as NASA & NOAA video, YouTube, Discovery Education, and other web 2.0 tools, our students are making global connection.

The Garbage Patch: Oceans and Marine Debris

I was born in midwest but have lived less than 200 yards from the ocean for the last 30 years. I have made a few excursions away.... the cloud forest of Costa Rica, the asphalt desert of Arizona, the Cascades of southern Oregon, but seldom for long and usually not by choice. Here in Southeast Alaska, salt water becomes infused in your blood. Tide books litter the glove box of your truck. Rubber boots are the footwear of choice. Understanding the local cycles of the sea are the key to understanding the impending weather, the flow of the tides, the success of a fishing trip, the amount of fuel needed to reach a destination, where and how to anchor your boat... crucial knowledge that might mean the difference between having fish for dinner or just being thankful to make it home. One of the more engaging pastimes on our rocky coast is beach combing. In my younger days I was thrilled to find chunks long line, crab buoys, and the grand prize, floating glass ball from Japan. But over the last decade, I have come to view these abandoned treasures in a completely different light. That was when I first learned the word “Ocean Gyre”. This was to change my perspective on beach combing forever.



Ocean gyres are large, powerful, circular currents of water formed primarily by atmospheric wind patterns. Combined with the corialis effect, they form great, slow moving whirlpools in the middle of the ocean. In Alaska, the prevailing wind pattern blows in a southwesterly direction. The major currents of the Gulf of Alaska flow counter clockwise, forming a small gyre of its own. But as it makes it’s loop on the southern edge, it interacts with a much larger gyre, the North Pacific Gyre. Here is where most of the flotsam and jetsam of our civilization end up. Billions of pieces of plastic waste from bottles, bags, fishing gear, and other “disposable” items break down into small floating chunks and circulate slowly around to the gyre’s center. Exposed to sunlight and the action of waves, much of this plastic breaks down into small chunks and microscopic pieces. These pieces are then ingested by marine organism and then bioaccumulate through the food chain. Some forms of plastic do break down completely in a short time but this is not actually good news because they release toxins that are be quite harmful to the ocean ecosystem.



This floating plastic “raft” of is toxins is invisible to satellite imagery as it lays just under the surface of the ocean. Scientist have no idea how long it will take these plastic to completely break down. The article here from National Geographic explains more. Studies indicate that clean up is nearly impossible given the location and size of the junk gyres. Even if some form of a surface trawl could be devised to skim the plastic up, the amount of zooplankton by-catch would be devastating to the marine ecosystem. It is a problem that most people are completely unaware of, a problem with severe consequences, and a problem with no solution.

http://www.good.is/post/transparency-the-great-pacific-garbage-patch


In the introduction to this unit we revisited the importance of the connections on our planet and the lack of knowledge we have relating to our environment. To use a somewhat cliched metaphor, the ocean is the the blood of the planet. It is an intricate and amazing arrangement designed to nurture all of the systems that provide, directly and indirectly for our sustenance. In May of each year, when the days are long, the tides are big, and the weather might be nice, we take a full week in each and every grade in our school to do nothing but study the sea. Our hope is that we make sure these connections to the ocean remain strong, both spiritually and intellectually. in the end, they will be the ones who to solve the dilemma of the "Garbage Patch”.

A Whole Lotta Shakin' Goin On

The Christmas Day tsunami that destroyed parts of Thailand and Banda Aceh were landmark events in that they were the first major wave disasters of the digital age. Near instant footage of the devastation and even of the actual events were viewed by millions of people. The word tsunami, once just in the vocabulary of ocean dwellers, was now understood by many. This is in contrast to a summer day in 1985 when there was a minor earth quake off the coast near Sitka. It happened around mid-day and our town leaders here in Petersburg decided to evacuate to high ground as a precaution. I remember walking as a group with my coworkers to the high school, which is located on a bit of a hill. One of them, new to Alaska and swept up in the excitement of the moment, finally mustered up the courage to quietly ask me “What’s a tsunami?”

The story of Lituya Bay is one almost every fisherman knows. Anyone who has been in a boat, large or small, on the ocean knows the unforgivingness of waves. We’ve all had that apocalyptic vision of somehow riding out the big one. Petersburg has it’s own version of the Lituya Bay story. Tlingit people tell the story of a village being destroyed by a killer wave prior to European exploration in Alaska. I have not seen his story in print, however, Sealaska (the Native corporation) just selected this area, Bock Bight as one of historical significance. From the Google photo you can see remnants of recent slides coming of the mainland mountains.

Close to home, we have another scenario that reminds us of the past. It is about 5 miles across from Horn Cliffs to Petersburg. There, the steep cliff face of the mountains rise up to an elevation of over 2500 feet while plummeting nearly straight down another thousand feet below the water surface.






Tsunamis can reach up to 400 miles per hour in the open ocean. That means a tsunami generated from a large landslide associated with an earthquake event would could reach Petersburg in under a minute. Historically, these lands are not as prone to landslide as further north in Thomas Bay. Also of significance is the fact that the closest plate boundary is about 100 mile away, offshore. However, the steep face, deep water, and short distance to town still make one take pause. (check out www.scribblemaps.com for tools to write on maps and photos)

Alaska Earthquake Information Center has a great site located here. They also have very detailed tsunami info/videos, including this great poster, located here (excellent tsunami videos).

This was a particularly fun module explore. Humans are in awe of natural cataclysmic events and the richness of resources available on the internet allow any teacher to make earth science fascinating to students. The ability to see detailed landscape on Google Earth and track real-time data increase the understanding and relevancy to the learner. The TD video “Living on the Coast” is a great model for students comparing and contrasting the natural history of two or more “coastal communities” with the end result of having a better understanding of both their own "home" and our "home", Earth.

Water and Ice

Petersburg is in the middle of the Alexander Achipelago. It is best experienced from the water but it’s origins are best observed from the air. The interconnected events of plate tectonics, volcanic activity, and glaciation are working in tandem with the weather cycle to create a water generating machine. The most prominent aspect of the landscape is the the Coast Range Mountains. The steep mountains pushed up from the collision of plates form a barrier to air currents as they move in from the west. Clouds laden with moisture from the warm Pacific currents hit the coast range and dump huge amounts of snow. The result is the Stikine Icefields and numerous advancing and retreating glaciers. Harold Stowell has written and excellent and easy follow text on local geology.
Water is the unifying theme of this area. In Petersburg, we recieve some 150 inches of precipitation a year. This Pacific rainforest biome nurtures a multitude of creeks, streams, and rivers that provide habitat to 5 species of salmon. The rain and conversely, lack of fire, allow for a jungle of coniferous forest made up primarily of spruce and hemlock and a dense undergrowth. These rich forests have some of the highest biomass per acre in the world. For more information on the biological richness of Southeast, Rita O'Clair's Nature of Southeast Alaska is by far the best guide available.

The early inhabitant of this area used the abundant resources to establish a lifestyle of relative ease, although in times of cyclical scarcity, famine was not unheard of. Tlingit clans usually travelled to prize streams in the summer to harvest fish and then spent the winters in permanent villages in plank houses made from the sturdy timbers. They designed large, high browed canoes that were especially seaworthy in the choppy waters of the Inside Passage. Plentiful wildlife and year round access to foods from the sea and tidal zones rounded out their diet.

In the late 1800's, SE Alaska was providing the rich seafood bounty to the Seattle cannery industry. Petersburg provided an ideal spot to build a cannery not just because of good fishing but also because of its location the the LeConte Glacier, a tidewater glacier about 10 mile from town that provided an unending supply of ice to the cold storage facility. Petersburg is still a community (like most in Alaska) that is still very connected to its environment. Our primary industry is still based on the harveting of seafood. Connections to the land and water are still strong by native and non-native alike. Traditonal knowledge extends through the Norwegian, Philipino, and Tlingit cultures/communities. This year, Petersburg celebrates it’s 100th year as an incorparated city. While Scandanavians built the first permanent settlement on the tip of this island, the Petersburg Indian Association works hard to keep it’s cultural heritage alive. They provide a native studies course in the elementary school that introduces all students to the stories and traditions of their culture. Although considered part of the "landless" native groups their connection to the natural landscape that is now Petersburg, is still vibrant.

Land Bridge Animation

Check out this animation for another resource for you classroom. It is short and easy to stop and start. Very effcetive for using in the classroom.

Landscape of My Youth

The yellow pin is where I grew up, about 20 miles due south of Chicago. When I was growing up, my house was at the edge of the first wave of suburban sprawl. Outside my door were miles and miles of cornfields, prairie, and creeks. Growing to my teens, I watched it all disappear. The green pin is my guess of where the sprawl currently ends in the southern direction. That disappearance had a profound influence on me as I moved west and north in my late teens, never to return for more than just a visit.

Spirit and Science

In the video “The Spirit of Subsistence Living”, the indigenous ways of understanding nature are founded on the ‘interdependent relationships’ Native Alaskans had/or have with their environment. The value of this understanding of nature is in essence an element of survival. When you are required to use almost every resource available in your environment for survival, a thorough understanding of how it functions becomes crucial. The spirit embedded in all nature, sila, the “nurturing spirit” as it is referred to in the video, is aptly named, for nature is intimately responsible for all of your sustenance. Indigenous people, especially hunter/gatherers are especially linked to understanding connection- they are all, by their nature, scientists. Likewise, this understanding of connections is evident in any culture that still acquires it’s essential commodities directly from nature. Agricultural communities recognize connections. In the town I live in, Petersburg, commercial and subsistence fishermen recognize connections.

Western science doe not have the urgency of survival as an element to it’s understanding of nature. While some of the goals of scientific inquiry may be to save lives or improve man’s well-being, they are typically far removed from our immediate needs. Ironically, this luxury of time maybe waning as ocean acidification and climate change become better understood. By design, spirit has been taken out of nature in a western scientific view point as a function of objectivity. A western perspective is mechanistic, usually theoretical, with an emphasis on the “how and why” . The advantages of this, shown on the venn diagram from module 1 are that it frequently offers a bigger picture or global perspective as well as a micropersective. These are two important shortcoming of a native perspective in an increasing interconnected planet where pollution from coal fire power plants in China drifts over Alaska or toxins from ocean borne plastics bio accumulate in sea life. Thus, native science without a global view is shortsighted and dangerous as is western science with out a holistic outlook and an acknowledgement of the connected spirituality of nature.

The value of combining the strengths of each of these views is obvious. It would make for not only a more complete understanding of nature, but also of an enhanced respect for nature. As an educator, I strive to get my students to make local connections to the things we study in the classroom. Stealing an article in an old Whole Earth Catalog, we developed a series of lesson called the Home Repair Project based on essential questions like “When you turn on the tap, where does your water come from? When you flush the toilet, where does your waste go? When you flip a switch, where does the power come to turn on the light? These and other similar questions are then addressed in both science and social studies content areas. In a small town in Alaska, it is easy to trace the links that keep our communities working, that allow us to survive and prosper. Teaching about the spirit of nature is less direct and more challenging. Literature and writing work well as we read, write about, and discuss books on nature by Jean Craighead George, Gary Paulsen, excerpts from Richard Nelson, Tlingit myths and legends, and others. It’s my belief that understanding, like empathy, fosters respect and that any scientific undertaking should begin with respect for nature. A similar challenge of respect faces many Native Alaskans and their communities. They, too, are grappling with spirit in nature in their own ways. With the economic realities of our times, how does “sila” apply to native corporations that are involved in clearcut logging, hardrock mining, or factory trawling? Dustin Madden's story of becoming a teacher in Anchorage shows how a vision of a strong education is critical in keeping native communities healthy in a rapidly changing environment. In many cases, their future is dependent on wisdom and traditional knowledge of the elders combined with the technological skills and global awareness of their young people.

Teaching an old dog

First, let me get this out in the open. I am 52 years old and have been a school teacher for 15 years. Next, I know from experience that teachers can be the worst students imaginable (remember your teacher ed classes?). So I post the following observation not as whining, but as a way of understanding.
I am finding that navigating the links to the required content for this class is like reading a fascinating but complex book while the television is turned to the history channel at the same time that NPR is featuring a "driveway moment" story on the radio. It gets just down right hard to focus! Too much interesting stuff. Our high school has a 1-1 laptop program and it is easy to see how kids are beginning to learn in a radically different way than I did. Participating in this class is an excellent opportunity to reframe not only my teaching (which I strive to do continually) but also how I learn. Hopefully, you can teach an old dog.

Once in a ...

Here in Southeast, we're not generally known for our stargazing weather. But it has been quite a treat for us to get to actually see a blue moon and a wolf moon back to back. If this keeps up, I might just need to get that telescope I've always dreamed of.

1st Post

I am neither the Attorney General nor the Mayor of Anchorage but have the much more important job of educating the 10 year olds of this little 'burg in Southeast Alaska.