Grasshopper under the microscope. (10x magnification).
I caught a grasshopper in the bushes this morning. They’re a bit of a pest at Heifer so I didn’t feel too badly about bringing it in to inspect under the microscope.
The students found it to be curious as well. So much so, that one decided — of her own volition — to diagram it as well; including one of the small fecal pellets our grasshopper had graciously deposited into its petri dish.
Exploratory diagram of a grasshopper (by E.H.).
When we get back, I’ll point out Cmassingale’s nice grasshopper dissection page. It’s a pretty decent reference for gross anatomy.
“On a particularly humid day, Abby stood, seemingly staring at the goat that was munching and crunching on oak leaves right in front of her. But really, she was contemplating the rather large fire-ant hill at her feet.” — by A.R.
So begins a rather curious short story, based on real-life events, in which a student faces a crucial, life-changing decision. Somewhat life changing for her, but rather more life changing for a bunch of ants.
This journal entry precipitated an impromptu language lesson that ended with a semi-official apprentice-sentence assignment.
Our initial briefing on getting to the Heifer Ranch.
We’re off to Heifer International again with a new crop of middle-schoolers. This time Ms. Vranas is the other chaperone.
With stopping for lunch, stopping for gas, and stopping by a grocery to pick up supplies, the trip out lasted over 8 hours, but we made it out with everyone in good humor. The kids played Head’s Up Seven Up, and their own stashes of snack food.
I use these trips to introduce geology, specifically the dynamics of mountain-building and erosion using the Ozarks as an example. So every time we passed an outcrop (of which there were quite a number) I pointed it out and one of the students would invariably shout out “limestone” (and sometimes it actually was). I’ll actually try to take pictures of the outcrops on the way back when I’m not driving.
After dinners, I usually have the students spend an hour on reflection and discussion. The group gets split in two. While one half writes I discuss something we’ve seen with the other half.
I was planning to talk about the sequence of outcrops tonight, however, the discussion broke in a slightly different direction.
Just after crossing the Arkansas river, I’d asked the students why the land was so flat. It was because we were on the floodplain, but few of them had picked it up. In fact, most of them had not even noticed we’d crossed a fairly large river on a big concrete bridge not 30 seconds before.
So we started talking about why the flood plain is flat, then got on to the erosion of mountains and the deposition of the eroded material on the flood plains and river deltas. The key factor in erosion and deposition is the energy of the stream, which is a function of the slope. This in turn lead us to to talk about the Nile River – as an example -, which lead to the Great Pyramids, and how the fertility of floodplains lead to agriculture and civilization in Egypt, Mesopotamia, Cahokia, and along the Indus. I ended by pointing that most major cities are located on rivers because of their agricultural fertility, and perhaps more importantly today, the utility for transportation.
A) A landscape profile showing areas of erosion and deposition, including a delta. B) An erosional and depositional (lower) valley. C. Map view of a delta (like the Mississippi River delta). D. An older mountain range that’s been eroded.
When the discussions and writing groups broke up, a few started to play Bananagrams, while the rest got a little rowdy. So I pulled them all in again and we talked a little about adolescent development, self-control, and the development of the frontal lobe, as I read them the riot act on proper behavior. It turned into a pretty neat discussion, because they ended up interrogating me about the way I behave toward them: why I always pause a moment before answering even their simplest questions; why I laughed two weeks ago when one of them told me that I was their, “least favorite teacher”; things like that.
Scott Woodbury holds two wild plums, collected up on the slope next to the school at the boundary between the prairie and tall trees. The school building is in the background.
I asked Scott Woodbury to give my Biology students another tour of their campus. The last time was for the Environmental Science class, with a focus on invasive species. This time we spent a little more time identifying species for students’ ecology projects; they each had to identify and research a species found on the campus.
One of the more interesting finds was a wild plum (Prunus americana) that we found on the slope at the boundary between the grassy/shrubby slope and the taller trees of the forest above.
The plums tree was located up on the slope at the edge of the forest’s tree line.
The plums are edible. They’re supposed to be good for pies and sauces. The Shaw Nature Center finds that these tall shrubs/small trees are a good sellers at their plant sales.
Propagation from seed is apparently a little tricky. The best way is to process them through the digestive system of a coyote. Alternatively, you have to let them ferment for a while to break down the outer coating of the seeds.
They would be a nice, native addition to our orchard.
Some algae I collected over the summer (July 25th). The creek is almost all dried up at the moment and we can’t find any right now, but I want a student to see what she can find out about it.
Algae in the creek.Under the microscope.Magnification ?.
