Global Warming update

Global temperature difference (anomoly) of 2000-2009 compared to 1950-1980.

NASA’s Earth Observatory is not only a great place for pictures from space, it also posts regular scientific updates, including the most recent map of the change in temperature since 1980.

The most obvious observation from the map is that the poles are warming faster than the rest of the planet, especially the North Pole. This is a pattern that has been predicted since at least the 90’s, so the temperature observations tend to show that the scientists and computer modelers who do this research may just know what they’re doing.

Blood Falls, Antarctica. Note the tent in the lower left for scale. From the U.S. Antarctic Program.

It’s also important to note that the Antarctic is not warming nearly as fast as the Arctic. The continental glaciers that would most significantly raise sea level (think 10’s of meters) are in Antarctica.

Image from the USGS.

The northern hemisphere warming will likely be difficult for a number of species to deal with. Polar bears, the charismatic megafauna (I love that term) most associated with the effects of the melting Arctic sea-ice, are still in big trouble. Recent research, however, suggests that if something can be done to reduce global warming in the coming century, there will remain places with enough ice that the species may survive.

Update: Interesting article on global warming science and politics in the NY Times. It starts off talking about David Keeling, the scientist who came up with a reliable way to measure atmospheric carbon dioxide.

Reading levels?

One of Google’s new search options lets you assess sites based on reading levels.

The purpose of this blog keeps evolving in my mind. It is a place for me to keep all the notes and pedagogic reflections that I should be recording, but have not, and would not, be keeping otherwise. It’s also a bit like my writer’s notebook in that I use it to experiment my writing style.

I also hope the site can be useful to other Montessori (or any really) teachers because I have a real, fervent belief that everyone gains when we share as much information as possible.

This blog, being in a public space, should also be friendly to parents who might look in once in a while; this way they can get a fair, if perhaps too revealing, glimpse of my educational philosophy, see where I’m going, and get a bit of an explanation of why I do the things I do.

Finally, I occasionally show certain blog posts to my middle school students. It’s an easy place to link videos like the one about the Northwest Passage. Almost inevitably after I do that though, I’ll find some student perusing through the rest of the blog, usually with the exclamation, “Hey that’s not what actually happened!”

So I try to write posts that are accessible to all these different groups. I try not to shy too much away from using longer words, layered meanings, references, and subtexts, because, after all, if students don’t already get them, this is as good a place as any for them to learn.

Barry Schwartz has an interesting post at the Search Engine Roundtable about the new Google option, as does Adrian Chen at Gawker. Both articles post the graphs for a number of different sites. I’ve not yet seen an actual definition of the what the different levels on the graphs mean, but the Muddle sits almost entirely in the intermediate section of the graph, much like the New York Times’ site. This does not seem like bad company to keep, though I do think I’d like to try for more variety. We’ll see.

Vestiges of evolution

Human skeleton. Notice the S-like shape of the spinal column. (Image adapted from Lynch and Jaffe (2006) via Wikipedia).

Rob Dunn at the Smithsonian Magazine has an interesting article on the not-so-useful aspects of human anatomy that resulted from evolutionary history.

It starts with evidence that the mitochondria in our cells were once separate organisms and goes on to explain things like how the change from quadrupedal to bipedal, upright walking resulted in our S-shaped spine (and frequent backaches) and our unsupported intestines. It’s quite the interesting read.

Ngram: The history of words

Graphs of the words Montessori and muddle created with Google Ngram.

If you take all the books ever written and draw a graph showing which words were used when, you’d end up with something like Google’s Ngram. Of course I thought I’d chart “Montessori” and “muddle”.

The “Montessori” graph is interesting. It seems to show the early interest in her work, around 1912, and then an interesting increase in interest in the 1960’s and 1970’s. Like with all statistics, one should really be cautious about how you interpret this type of data, however, I suspect this graph explains a lot about the sources of modern trends in Montessori education. I’d love hear someone with more experience thinks.

Alexis Madrigal has an interesting collection of graphs, while Discover has an article with much more detail about what can be done with Google’s database.

Dinner and a Show

At the end of each year, the Middle School puts on Dinner and a Show. As has become traditional, the students performed a play for the Show, and, for dinner, this year they did a Mediterranean themed meal: lasagna, baklava and some sort of cherry drink. The overwhelming feedback from the not necessarily impartial audience, of family members and faculty, seems to be that food and performance were quite a success. And, I have to say, the same applies from my point of view as well. The students did a great job putting everything together and pulling off the performance.

We usually work on Dinner and a Show for the entire second cycle. The first five weeks revolve around choosing the play, learning lines, and planning the meal. Our director, for the second year running, Ms. Jessica Parker, did a wonderful job with the adaptation, staging and working with the kids.

I was extremely lucky this year that I had two students who were really interested in the project. One, an eight grader, had been planning on taking charge since last year. The other, a seventh grader, really wanted to do the food. What was really nice was that, most of the time, they were the ones pushing me to get stuff done.

I’d ask questions like, “Have you started on the playbill yet?”

“Yes,” they’d reply, with exaggerated patience, “We’re still waiting for you to help with the images.”

The sixth week of the cycle, our immersion week, was dedicated entirely to the event; lots of practicing and food preparation. That’s when the students really shone. We had some help making the baklava (thanks Dr. Jen), but the next day, which was spent assembling two (and eventually three) types of lasagna, I only had a couple queries about what to use to boil water for the pasta (an electrical skillet works fairly well).

Everyone had a part in the play, but were also involved in setting things up. Apart from the cooks, there were separate crews for lighting and the backdrops. Once the crews got going, I spent most of my time staying out of the way. While I’d so like to jump in and help with everything, this is the way I think the middle school should work. I count this week as a really good one.

Connecting themes among texts

XVIII

Oh, when I was in love with you
Then I was clean and brave,
And miles around the wonder grew
How well did I behave.

And now the fancy passes by
And nothing will remain,
And miles around they’ll say that I
Am quite myself again.

– A.E. Housman -from A Shropshire Lad.

Over the last two days, I’ve been trying to focus a little on how different texts can be connected by their shared themes. Poetry is one of the options for students’ presentations during the community meeting every morning, and, to speed things up a little, I’ve been insisting that students have their presentations ready and approved by the facilitator, be it a poem or leading a discussion of one of George Washington’s Rules of Civility, before the meeting starts. Otherwise, I get to choose the poem they present.

So yesterday I chose Shelly’s Ozymandias, and this morning I picked Housman’s Oh, when I was in love with you.

When we do a poem or a rule of civility, the presenter leads a short discussion of the work. For poems this means identifying interesting aspects of the language, but mostly I’ve had them focusing on extracting themes. They’re getting better and better at that with practice, so today I explicitly asked, “What themes do today’s and yesterday’s poems share?”

It took us a while to unpack the two pieces, they had to hear them again, and finally I ended up giving them my opinion.

We need to work on these intertextual comparisons a bit more, but, hopefully, they’ll improve with practice.

I’m considering having them read the lyrics of James Blunt’s You’re Beautiful (the “clean” version) tomorrow, because it fits nicely with the other two poems and a contemporary work might offer them an additional connection to the work. We’ll see.

OzymandiasPercy Bysshe Shelly (via poets.org)

I met a traveller from an antique land
Who said: “Two vast and trunkless legs of stone
Stand in the desert . . . Near them, on the sand,
Half sunk, a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them, and the heart that fed:
And on the pedestal these words appear:
‘My name is Ozymandias, king of kings:
Look on my works, ye Mighty, and despair!’
Nothing beside remains. Round the decay
Of that colossal wreck, boundless and bare
The lone and level sands stretch far away.”

On Rabbit Digestion

Figure 1. Undigested fiber from rabbit fecal pellets.

One of my favorite things is when my students teach me something I didn’t know. One of those things is that rabbits eat their own poop.

Well not exactly. According to Dana Krempels, from the University of Miami, rabbit fecal pellets (poop) are different from the other type of droppings that lagomorphs actually eat, which are called cecotropes (Kempels, 2010; Rabbits: The Mystery of Poop). Cecotropes apparently have lots of helpful bacteria and nutrients. Rabbits that don’t get to eat them tend to suffer from malnutrition.

Figure 2. Rabbit fecal pellets, with one mostly dissected, in a standard petri dish.

Independent Research Project

For her Independent Research Project (IRP) this term, one of my students researched rabbits, and, as was required, tried to find them on our nature trail. She found indirect evidence. Small fecal pellets in the grassy area next to the trail’s exit, just where her research said they might be (which was quite nice). The pellets were brought inside, dissected, and examined under the microscope (see Figures 1 and 2).

The magnified image showed what appeared to be a partially masticated (chewed) piece of fiber, probably grass. This is where I was informed about the double eating called cecotrophy. My student hypothesized that this sample might be something that had not been fully digested and the rabbit would come back and eat it another time.

The Scientific Process

I really like the scientific process that went into this project, even though I’m not sure I agree with the final hypothesis. The project started with background research that yielded a plan for field observation. The field observation resulted in samples being collected and returned to the lab for analysis. The analysis produced some interesting, enigmatic results, which lead to a proposed hypothesis that integrated the observations based on the original background research.

The only things I would like to add to this type of IRP is to have students include a detailed scientific sketch, much like the sketches of the early botanists and naturalists. I really like how these drawings integrate acute observation and artistic interpretation.

Visuwords: a visual dictionary

The definition of parasite on Visuwords.

Visuwords is a great visual dictionary. It not only gives definitions, but shows the links between antonyms, synonyms and etymology.

I plugged in a few of the words from this cycle’s vocabulary lists (parasite, circumnavigate, host, viceroy etc.) and the results were quite neat.

Also, if you double click a word/node it expands to show you the things it’s connected to. This can lead to a quite complex diagram. It would have been great to use it for the word navigator, because it gives a graphic organizer that pretty much covers what we talked about for social world this cycle.

Definition of eukaryote. Notice it links to the word prokaryote (the red line indicates that it's an antonym).