One Million Bones

Monday, November 19 – Grade 6  students learned about how they can join the One Million Bones challenge. Terrance Smith and Stephanie Roberts from Global Nomads talked to us about the current crisis in The Democratic Republic of Congo and Somalia.  “Conflict in the DR Congo has resulted in an estimated 5.4 million civilian deaths since 1996.” We learned that the three major contributing factors in the Congo are lack of access to health care, lack of education, and unemployment.

Terrance and Stephanie introduced a social arts project that will raise awareness about the humanitarian crisis occurring in the Democratic Republic of Congo by creating a a large scale installation at the National mall in Washington, DC. They showed us how to make ‘bones’ out of newspaper and masking tape. Each bone equals one dollar to be donated by the Bezos Family Foundation. The goal is one million bones made by people of all ages and from all nations to be exhibited in the Washington Mall in June 2013.

Terrance and Stephanie showed us how to make simple bones and we had three hundred by the end of the day!

Grade 6 Biddy and Fruhling classes will also have the opportunity for two video conferences,  one with members of Care International to be followed by one with students at the ETN school in the DC of Congo.


Please see Terrance Smith’s initial invitation to join this project:

I am Terrance Smith current Program Fellow at Global Nomads Group, a non-profit organization that fosters communication and dialogue amongst the worlds youth. We are currently working on a project through our Students Rebuild program called “One Million Bones“. It is a social arts project that will raise awareness about the humanitarian crises occurring in the Democratic Republic of Congo by creating a a large scale installation at the National mall in Washington, DC. Students, community members, and organizations from around the world have joined this cause and now I would like to extend the opportunity to participate to your school.

A little bit more about the our program and project: Students Rebuild, an organization that mobilizes youth around the country to take action on global issues, is partnering with for our next social arts project, using education and hands-on art making to raise awareness of humanitarian crises across the world. This project will culminate in June 2013, when we will come together to lay one million bones on the National Mall as a visual petition representing the victims of human crises, and instill hope, solidarity, and our connectedness as individuals. 

 As we join this project, we will be going on tour visiting schools and communities across the country and facilitating bone-making workshops and presentations that are aligned with standard core curriculum. Every bone that is made during our tour is a visual petition to end humanitarian crises worldwide, and will trigger a donation by The Bezos Family Foundation to our partner schools in The Democratic Republic of Congo and Somalia. There is no cost to participate in our programs, as our goal is to create awareness and empower students to consider the challenges our peers face abroad.

Check out one of our events held in New Mexico… and start to imagine what we can together! I would greatly appreciate the opportunity to speak with you and explore how we can move forward.

Franco Harris Heart of a Hall of Famer

Jackie Perich’s grade 8 students watched Franco Harris, powerhouse running back for the Pittsburgh Steelers, inducted into the Pro Football Hall of Fame in 1990. He played 13 seasons, 173 games in all. “Harris established himself as a future superstar when he became only the fourth rookie in NFL annals to rush for 1,000 yards. He gained additional attention by being on the receiving end of the famous “Immaculate Reception” pass from Terry Bradshaw that gave the Steelers their first-ever playoff win, a 13-7 victory over the Oakland Raiders. In his 13 seasons, the last of which was spent with the Seattle Seahawks in 1984, Harris rushed 2,949 times for 12,120 yards and 91 touchdowns.” http://www.profootballhof.com

Mr. Harris spoke to the students about perseverance and making the right choices in life:

  • When you listen to the good it will point you in the right direction. When you listen to the bad it will push you in the wrong direction
  • You control the outcome of your life
  • Role Models: Always act like your little brother is by your side and think how you would act and what would you do if your little brother was with you. What we do off the field is just as important as what we do on the field.
  • Don’t limit yourself. Try new things. Experience different sports and different subjects. Put time into whatever you do!
  • Don’t ever give up!

Many thanks to the Pro Football Hall of Fame this special opportunity.

Skype for Peace 2012

Julia Jaffee’s class Skyped with students from Nyack Middle School and computer teacher, Christina Hennessy on September 21 for Peace Day. Each class used Google Earth to find the location of their partner school. They displayed peace symbols which they created as a class. The students also exchanged ideas about what peace means. Ms. Jaffee’s students wrote the questions and took photos of the event.

Videoconferencing News

Two interesting pieces of videoconferencing news this August:
1. An article by By for Virtually Speaking about  iMeet: A cloud-based audio and videoconferencing service. “ iMeet lets up to 15 people meet face-to-face online from anywhere in the world using their desktop, tablet or smartphone.  iMeet is one tool for all your audio, web and video meetings, and it has received several leading industry awards, including the Silver award for New Product Innovation by the internationally renowned 2012 Edison Awards.”
http://www.zdnet.com/pleased-to-imeet-you-a-cloud-based-audio-and-video-conferencing-service-7000002493/

2. A press release from bizjournals.com of an Analysis of the Global Videoconference Infrastructure Market: “The global videoconferencing infrastructure market continues to grow at a torrent pace. There are, however, signs of a future slowdown. Vendors must understand market trends and challenges in order to develop sustainable growth strategies in the five major product categories. This research service provides an analysis of market growth potential, a discussion of market drivers and restraints, and an assessment of competitor strategies and market positioning. It will help vendors and other participants identify growth opportunities and potential threats, and position themselves more competitively in this market.”
http://www.bizjournals.com/prnewswire/press_releases/2012/08/09/SP54972

Welcome to China

Team Beta grade six students (Jaffee and Fruhling) learned about China from the South Central Kansas Service Center at Clearwater.
Many thanks to presenter Kun Zhang for an excellent program! Students learned about Chinese schools, dance, folklore, family, and geography. There was also time for questions.
Program Description:
“Students will experience a tour from America to China and “visit” the teacher’s home town. While in China, students will see sites of the city, including McDonalds, KFC, and Wal-Mart. Students will also experience Chinese music, dance, and the Chinese classroom. They will learn basic Chinese greetings and write simple characters.” This program is provided through the CILC database of Content Providers (Center for Learning Interaction and Collaboration).

National Standards:
Foreign Language Standards: K-12
Cultures: Gain knowledge and Understanding of Other Cultures

Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture
Studies.

Standard 2.2
Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Standard 3.2
Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.

Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Social Studies Standards K-12
The World in Spatial Terms

-Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.
-Understand how to use mental maps to organize information about people, places, and environments in a spatial context.
-Understand how to analyze the spatial organization of people, places, and environments on Earth’s surface.

Places and Regions
-Understand the physical and human characteristics of places.
-Understand that people create regions to interpret Earth’s complexity
-Understand how culture and experience influence people’s perceptions of places and regions.

Physical Systems
-Understand the physical processes that shape the pattern of Earth’s surface.
-Understand the characteristics and spatial distribution of ecosystems on Earth’s surface

Human Systems
-Understand the characteristics, distribution, and complexity of Earth’s cultural mosaics.
Understand the patterns and networks of economic interdependence on Earth’s surface.
-Understand the processes, patterns, and functions of human settlement.
-Understand how the forces of cooperation and conflict among people influence the division and control of Earth’s surface.

Environment and Society
-Understand how human actions modify the physical environment.
-Understand how physical systems affect human systems.
-Understand the changes that occur in the meaning, use, distribution, and importance of resources.

The Use of Geography
-Understand how to apply geography to interpret the past.
-Understand how to apply geography to interpret the present and plan for the future.

The Great Wall of China

ImageXuan Wang’s grade 6 class learned about The Great Wall with a videoconference through Smokey Hill Education Service Center through CILC (Center for Interactive Learning and Collaboration). Program Description: “Students will take a virtual field trip to the Great Wall of China. Through games and experiments, they will learn about the Great Wall in respect to its location, the building materials used to build it, and the functions of the wall. Legends about the Great Wall will enlighten students on how the Chinese people view leadership.”

OBJECTIVES: Participants will…
gain a better understanding of the history and purpose of the Great Wall.
learn legends about the Great Wall.
learn what leadership should be in Chinese people’s eyes.

NATIONAL STANDARDS:
World History
NSS-WH.5-12.5 ERA 5: INTENSIFIED HEMISPHERIC INTERACTIONS, 1000-1500 CE
The student in grades 5-12 should understand:
•the maturing of an interregional system of communication, trade, and cultural exchange in an era of Chinese economic power and Islamic expansion.
•the rise of the Mongol empire and its consequences for Eurasian peoples, 1200-1350.

Geography
NSS-G.K-12.1 THE WORLD IN SPATIAL TERMS

As a result of activities in grades K-12, all students should:
•Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.
NSS-G.K-12.2 PLACES AND REGIONS
As a result of their activities in grades K-12, all students should”
•Understand the physical and human characteristics of places.
•Understand that people create regions to interpret Earth’s complexity.
•Understand how culture and experience influence people’s perceptions of places and regions
NSS-G.K-12.6 THE USES OF GEOGRAPHY
As a result of activities in grades K-12, all students should:
•Understand how to apply geography to interpret the past.

Statistics

Pat Boswell’s grade 7 classes learned how to use statistics to calculate batting averages of players with the Baseball Hall of Fame.

From the Baseball Hall of Fame web site:

“It’s the final day of the 1941 season and Ted Williams’ batting average is .39955. What will he do? Sit this one out and guarantee an historic .400 season or take a chance and aim for mathematic immortality? At the Rookie and Intermediate Levels, students will find the answer to this and other exciting stories in a unit full of whole numbers, fractions and decimals, percentages, proportions and problem solving. This thematic unit teaches fundamental concepts that connect the calculator and the clubhouse while using and interpreting the statistics of famous ballplayers. At the Advanced Level, this thematic unit covers some of the basic topics of a beginning statistics course using baseball as the primary source of applications. If your students are particularly interested in baseball statistics, this unit is a great starting point for further research and analysis.”
http://baseballhall.org/education/school-programs/curriculum/statistics