Module IV

Explain:
This module has made me think about the ocean in a new way.  Specifically, I am more aware of the connection between people and the ocean.  I learned that the name "Unangan" means "seaside people" . . . their very name has their landscape incorporated into it.  There is such a strong relationship with the water.  Its is used for sustenance, for craft materials, for travel.  It can give, and when there is an event like a tsunami, it can take away.  But it is constant.  As someone in one of the TD videos summed it up, "she’s our mother, she’s our comforter”.

Extend:
This week's module planted a lot of little seeds in my mind as to what I might be able to develop and use in my classroom.  Volcanoes are a big draw for getting kids into earth science – they are captivated by all the fire and destruction and drama.  I think I could use the Nova resource that profiled the most deadly volcanoes over the centuries.  The kids could compare those volcanoes to recent ones we've had in Alaska, like Redoubt and Augustine.  (I have used PBS resources like Nova resources before, and they're really good . . . there are some clips from a program on the Salem witch trials that I use when we study fungi!)

Where I grew up, we never had volcanoes, earthquakes, or tsunamis.  I did, however, experience one tornado.  I hope to share that story with my kids someday when they are older.  It might be interesting to see if my students can find a family member or neighbor who has a personal experience with one of these natural disasters.  It would be nice to add in some human interest to make this particular science topic more personal for the students. 

Evaluate:
I'm really enjoying learning more about Google Earth.  Previous to this class, I had only used it for looking at different neighborhoods when my husband and I were house hunting.  It has so many capabilities that I never realized, and I'm sure I will use the ruler tool and real time earthquake plug-in when we study earth science.  That said, I do find some images confusing sometimes . . . see the image below of Lituya Bay, for example:

It looks as if there is a composite of three different satellite photographs that show part clouds, part sun, and part different lighting.  While I can interpret what is going on in the picture, I wonder if this would be an impediment to 7th graders trying to understand what they’re seeing.  Maybe someone else who has experience using Google Earth with middle schoolers can share whether or not their students have had difficulty with this?


Other blogs I commented on:

Ernestine has a link to a website that lists movies (good and bad!) with volcanoes.  These can be a fun way to point out bad science.
Matt shares some knowledge about Mt. Edgecumbe and the distinction between bog and muskeg.
Konrad has some interesting ideas for a volcano project that students could do.