There are 5 messages totalling 675 lines in this issue. Topics in this special issue:
1. PROJ> [Hilites => Projects] Ages 8-15 Native Cultures Around the Globe 2. PROJ> [Hilites => Projects] Ages 9-15 Let's Explore Australia! 3. K12> Teaching & Understanding Sept 11 4. K12> Resource: Teaching about 9-11 5. K12> Dangers to Kids Online and How to Avoid Them ************************************************************************* If you want to unsubscribe, click and send (no body or subject: required) mailto:[EMAIL PROTECTED] Archives for Net-happenings can be found at: http://www.classroom.com/community/email/archives.jhtml?A0=NET-HAPPENINGS Newsgroups: news:comp.internet.net-happenings http://groups.google.com/groups?hl=en&GROUP;=comp.internet.net-happenings ******************************************* ---------------------------------------------------------------------- Date: Mon, 9 Sep 2002 12:35:54 -0500 From: Gleason Sackmann <[EMAIL PROTECTED]> Subject: PROJ> [Hilites => Projects] Ages 8-15 Native Cultures Around the Globe From: [EMAIL PROTECTED] To: <[EMAIL PROTECTED]> Sent: Mon, 09 Sep 2002 08:55:23 -0700 Subject: [Hilites => Projects] Ages 8-15 Native Cultures Around the Globe Global SchoolNet Foundation provides this service free of charge to its worldwide education community. [PERMISSION TO RE-POST AS APPROPRIATE] DO NOT REPLY TO THIS EMAIL. SEND REPLIES, questions, comments to [EMAIL PROTECTED] Project Information ------------------- Project Author: Barbara Schulz <[EMAIL PROTECTED]> Project Title: Native Cultures Around the Globe Project Begin & End Dates: 9/20/02 to 12/01/02 Project Summary: Classes will be sharing research about the Natives Cultures from their country with others around the World using geography skills, literary discussions, writing Math word problems, and writing Native ghost stories or legends. ------------------- Project Details ------------------- Project Level: Advanced Curriculum Area: History and Social Studies, Language, Mathematics, Technology Technologies Used: Email Project Sponsor: Kidlink Full Project Description: Come join us in our new project: Native Cultures Around the Globe 2002 http://65.42.153.210/kidspace/start.cfm?HoldNode=623 Classes will be sharing research about the Natives from their country with others around the World. Students will be: *using geography skills to locate the tribes of the participating classes on a map. *share literary experiences by reading either The Island of the Blue Dolphins OR Call It Courage (or another book about Natives), and responding to the events or characters in the stories. *writing Math word problems the Natives may have used. *share Native "ghost stories or legends". *digitally designing an artifact box for their native culture which will be posted on the web page. The project starts in October, 2002 and will end around November 30th, 2002. Students and teachers will be able to post project work in KidSpace. Register by September 20th, 2002 Directions for registering are found on the project website. Project Moderator: Mrs. Barbara Schulz {{ This is an official KIDLINK announcement. These messages }} {{ go to everyone subscribed to any KIDLINK list in English. }} Objectives: Objectives Standards/Outcomes: Language Arts - Construct multiple responses to a wide variety of literature and language experiences, and recognize how literature influences understanding of self and others. Students will demonstrate their understanding that literature reflects, examines, and influences universal problems and conditions by connecting literature experiences to experiences from the world around them. Construct multiple responses to a wide variety of literature and language experiences, and recognize how literature influences understanding of self and others. Students will demonstrate their understanding that literature reflects, examines, and influences universal problems and conditions by connecting literature experiences to experiences from the world around them. Students will use technological resources to access, retrieve, manage, and produce information. Use language to create intellectual, artistic, and practical products and performances to fulfill expressed needs. Students will speak and write to inform a specific audience by gathering, organizing, and presenting factual information using appropriate forms of writing, including reports. Writing to Inform A. Language Development Provides accurate, specific information that is extended and expanded to fully explain the topic Organization - Established an organizational plan and consistently maintains it. Attention to Audience - Provides information relative to the needs of the audience B. Language - Provides language choices to enhance the text. Social Studies Students will demonstrate an understanding of geographic concepts and processes by analyzing, through the use of maps and other informational resources, the distribution of population and human activity Students will demonstrate an understanding of the history, diversity, and commonality of the peoples of our nation and world by describing the evolution of roles and relationships among diverse individuals or groups within the United States, and by describing how diverse cultures and human interdependence impact the need for cooperation among the peoples of the nation and world. Students will demonstrate attainment of positive self concept and empathy towards others by recognizing and developing an appreciation for the dignity and worth of diverse peoples in the United States and in the world, and by explaining the possible influence of various institutions on the behavior of individuals, groups, and nations Recognize the dignity and worth of people from cultural, racial, religious, ethnic, and other diverse groups. Participate in classroom and school activities in which respect for majority rule and the rights of the individual is demonstrated. Math Students will choose appropriate technological tools and use them effectively in investigations, problem solving situations, and calculations. Students will make connections by being able to link conceptual and procedural knowledge; by recognizing relationships among different topics in mathematics; by using mathematics in other curriculum areas; and by using mathematics from real life situations. Students will collect, organize, and display data on stem and leaf plots and scaled pictographs; interpret and describe data using statistical terms; Science Students will demonstrate their acquisition and integration of major concepts and unifying themes from earth science by describing how the earth*s features and conditions support life. ------------------- Project Registration Information -------------------------------- Project Email Address: [EMAIL PROTECTED] Registration Acceptance Dates: 9/01/02 to 9/20/02 Number of Classrooms: 10 Age Range: 8 to 15 years Target Audience: Anyone Project URL: http://65.42.153.210/kidspace/start.cfm?HoldNode=623 Registration Instructions: http://staff.uscolo.edu/schulz/natives02/register.htm Please register by September 20, 2002 by filling out the Registration Form To be able to get your passwords which allow you to submit materials for the project, you need join and subscribe to the Kidproj list. The participating children need to answer the "Kidlink 4 Questions" and submit their response using the online form. Once you have registered, you can start working on the first activity called Find a Tribe. We are looking forward to meeting you! Mrs. Schulz -------------------------------- Project Contact Information ---------------------------- Barbara Schulz - mailto:[EMAIL PROTECTED] Instructional Technology Specialist - University of Southern Colorado Pueblo West, Colorado US ---------------------------- _______________________________________________ [EMAIL PROTECTED] - K-12 Project Announcements Unsubscribe at http://www.gsh.org/lists/hilites.html =.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=. Global SchoolNet Foundation: Communicate, collaborate, & celebrate learning! Email: [EMAIL PROTECTED] Ph:(760)635-0001 Fax:(760)635-0003 Global SchoolNet is a 501(c)(3) not-for-profit education organization. GSN, a developer of online content since 1984, partners with schools, communities and businesses to provide collaborative learning activities that prepare students for the workforce and help them to become responsible global citizens. For more information about the services and programs provided by Global SchoolNet, please visit www.globalschoolnet.org ------------------------------ Date: Mon, 9 Sep 2002 12:36:08 -0500 From: Gleason Sackmann <[EMAIL PROTECTED]> Subject: PROJ> [Hilites => Projects] Ages 9-15 Let's Explore Australia! From: [EMAIL PROTECTED] To: <[EMAIL PROTECTED]> Sent: Mon, 09 Sep 2002 08:56:04 -0700 Subject: [Hilites => Projects] Ages 9-15 Let's Explore Australia! Global SchoolNet Foundation provides this service free of charge to its worldwide education community. [PERMISSION TO RE-POST AS APPROPRIATE] DO NOT REPLY TO THIS EMAIL. SEND REPLIES, questions, comments to [EMAIL PROTECTED] Project Information ------------------- Project Author: Barbara Schulz <[EMAIL PROTECTED]> Project Title: Let's Explore Australia! Project Begin & End Dates: 10/01/02 to 12/30/02 Project Summary: Students will explore Australia by reading journals from an explorer team, and performing Math, Science, and Social Studies activities. ------------------- Project Details ------------------- Project Level: Advanced Curriculum Area: History and Social Studies, Language, Mathematics, Science, Technology Technologies Used: Email, Web Based Discussion Forum Project Sponsor: Expedition 360 and University of Southern Colorad Full Project Description: Participants will view a video created by Explorer Jason Lewis and his team as they biked across Australia. Then students will perform Math , Science & Social Studies activities that connect to the expedition. Objectives: The many varied activities meet National Standards across all disciplines: NATIONAL STANDARDS for PHYSICAL EDUCATION: The National Standards for Physical Education indicate that a physically educated student: 1. Demonstrates competency in many movement forms and proficiency in a few movement forms. 2. Applies involvement concepts and principles to the learning and development of motor skills. 3. Exhibits a physically active lifestyle. 4. Achieves and maintains a health-enhancing level of physical fitness. 5. Demonstrates responsible personal and social behavior in physical activity settings. 6. Demonstrates understanding and respect for differences among people in physical activity settings. 7. Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction. NATIONAL STANDARDS for GEOGRAPHY: The Eighteen National Geography Standards: The Geographically Informed Person knows and understands . . . THE WORLD IN SPATIAL TERMS: STANDARD 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information. STANDARD 2: How to use mental maps to organize information about people, places, and environments. STANDARD 3: How to analyze the spatial organization of people, places, and environments on Earth's surface. PLACES AND REGIONS: STANDARD 4: The physical and human characteristics of places. STANDARD 5: That people create regions to interpret Earth's complexity. STANDARD 6: How culture and experience influence people's perception of places and regions. PHYSICAL SYSTEMS: STANDARD 7: The physical processes that shape the patterns of Earth's surface. STANDARD 8: The characteristics and spatial distribution of ecosystems on Earth's surface. HUMAN SYSTEMS: STANDARD 9: The characteristics, distribution, and migration of human populations on Earth's surface. STANDARD 10: The characteristics, distributions, and complexity of Earth's cultural mosaics. STANDARD 11: The patterns and networks of economic interdependence on Earth's surface. STANDARD 12: The process, patterns, and functions of human settlement. STANDARD 13: How forces of cooperation and conflict among people influence the division and control of Earth's surface. ENVIRONMENT AND SOCIETY: STANDARD 14: How human actions modify the physical environment. STANDARD 15: How physical systems affect human systems. STANDARD 16: The changes that occur in the meaning, use, distribution, and importance of resources. THE USES OF GEOGRAPHY: STANDARD 17: How to apply geography to interptret the past. STANDARD 18: To apply geography to interpret the present and plan for the future. NATIONAL STANDARDS for ENGLISH LANGUAGE ARTS: Standard 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Standard 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions of human experience. Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understandingof textual features. Standard 4. Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes. Standard 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Standard 6. Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Standard 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience. Standard 8. Students use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge. Standard 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Standard 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. NATIONAL STANDARDS for MATHEMATICS: STANDARD 1: NUMBER AND OPERATION STANDARD 2 : PATTERNS, FUNCTIONS, AND ALGEBRA STANDARD 3 : GEOMETRY AND SPATIAL SENSE STANDARD 4 : MEASUREMENT STANDARD 5 : DATA ANALYSIS, STATISTICS, AND PROBABILITY STANDARD 6 : PROBLEM SOLVING STANDARD 7 : REASONING AND PROOF STANDARD 8 : COMMUNICATION STANDARD 9 : CONNECTIONS STANDARD 10 : REPRESENTATION NATIONAL STANDARDS for SCIENCE: Grades 5-8 Standards CONTENT STANDARD A: SCIENCE AS INQUIRY A1. Abilities necessary to do scientific inquiry: A2. Understanding about scientific inquiry: CONTENT STANDARD B: PHYSICAL SCIENCE B1. Properties and changes of properties in matter B2. Motion and forces B3. Transfer of energy CONTENT STANDARD C: LIFE SCIENCE C1. Structure and function in living systems C2. Reproduction and heredity C3. Regulation and behavior C4. Populations and ecosystems C5. Diversity and adaptations of organisms CONTENT STANDARD D: EARTH AND SPACE SCIENCE D1. Structure of the earth system D2. Earth's history D3. Earth in the solar system CONTENT STANDARD E: SCIENCE AND TECHNOLOGY E1. Abilities of technological design: E2. Understanding about science and technology: CONTENT STANDARD F: SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES F1. Personal health F2. Populations, resources, and environments F3. Natural hazards F4. Risks and benefits F5. Science and technology in society CONTENT STANDARD G: SCIENCE AS INQUIRY G2. Nature of science NATIONAL STANDARDS FOR SOCIAL STUDIES: PERFORMANCE EXPECTATIONS I. Culture Social studies programs should include experiences that provide for the study of culture and cultural diversity. II. Time, Continuity, and Change Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. III. People, Places, and Environments Social studies programs should include experiences that provide for the study of people, places and environments. IV. Individual Development and Identity Social studies programs should include experiences that provide for the study of individual development and identity. V. Individuals, Groups, and Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. VI. Power, Authority, and Governance Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. VIII. Science, Technology, and Society Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. IX. Global Connections Social studies programs should include experiences that provide for the study of global connections and interdependence. ------------------- Project Registration Information -------------------------------- Project Email Address: [EMAIL PROTECTED] Registration Acceptance Dates: 9/01/02 to 9/30/02 Number of Classrooms: 20 Age Range: 9 to 15 years Target Audience: Anyone Project URL: http://www.expedition360.com/australia.htm Registration Instructions: Fill out form at http://staff.uscolo.edu/schulz/AprilsWeb/regformex360.htm and you will be contacted and sent the CD that has the videos for classroom use. -------------------------------- Project Contact Information ---------------------------- Barbara Schulz - mailto:[EMAIL PROTECTED] Instructional Technology Specialist - University of Southern Colorado Pueblo West, Colorado US ---------------------------- _______________________________________________ [EMAIL PROTECTED] - K-12 Project Announcements Unsubscribe at http://www.gsh.org/lists/hilites.html =.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=. Global SchoolNet Foundation: Communicate, collaborate, & celebrate learning! Email: [EMAIL PROTECTED] Ph:(760)635-0001 Fax:(760)635-0003 Global SchoolNet is a 501(c)(3) not-for-profit education organization. GSN, a developer of online content since 1984, partners with schools, communities and businesses to provide collaborative learning activities that prepare students for the workforce and help them to become responsible global citizens. For more information about the services and programs provided by Global SchoolNet, please visit www.globalschoolnet.org ------------------------------ Date: Mon, 9 Sep 2002 12:43:36 -0500 From: Gleason Sackmann <[EMAIL PROTECTED]> Subject: K12> Teaching & Understanding Sept 11 Sent: Mon, 9 Sep 2002 10:36:51 -0700 Subject: Teaching & Understanding Sept 11 From: [EMAIL PROTECTED] (Dr Paul Leighton) Newsgroups: misc.education Hi. I'm doing a project with criminologist Mark Hamm on Teaching and Understanding Sept 11 that has turned into a web-based publication available at http://stopviolence.com/9-11/book/contents.htm Contributions are drawn from sociology, criminology, political science and anthropology to make sense of terrorism, political violence, mid east and global justice. Submissions include syllabi, essays and lesson plans; there are some great thoughts on pedagogy inside many of the syllabi. A bibliography notes the most frequently recommended books, and there are links to longer reading lists, photos, a newsblog and other features. More material will be added over the next weeks. Peace, Paul -- Do 9-11 victims count as homicides in 'crime' reports? Did homicide go up 3% - or 26%? http://stopviolence.com/9-11/law/crimerates.htm Dr Paul S. Leighton http://paulsjusticepage.com Dept of Sociology, Anthropology & Criminology 712 Pray Harrold, Eastern Michigan University Ypsilanti, MI 48197 734/487-0012 ------------------------------ Date: Mon, 9 Sep 2002 12:43:52 -0500 From: Gleason Sackmann <[EMAIL PROTECTED]> Subject: K12> Resource: Teaching about 9-11 Sent: Mon, 9 Sep 2002 10:37:35 -0700 Subject: Resource: Teaching about 9-11 From: Steve <[EMAIL PROTECTED]> Newsgroups: misc.education.home-school.misc Teaching in the Shadow of September 11, 2001: SocialStudies.com has brought together a variety of resources to help students understand the events of September 11 and its aftermath. How can we understand Terrorism in a global context? Where does Islam fit in and what are these references to the "Crusades?" Will new "anti- Terrorism" laws infringe on "our" Civil Rights? How relevant will comparisons to Pearl Harbor, Japanese-American Internment, or McCarthyism become over time? http://www.socialstudies.com/c/@ipB60ofX2ljLU/Pages/currentevents.html Steve ---- ------------------------------ Date: Mon, 9 Sep 2002 12:46:14 -0500 From: Gleason Sackmann <[EMAIL PROTECTED]> Subject: K12> Dangers to Kids Online and How to Avoid Them From: "Tina Koenig - Xpress Press(tm)" <[EMAIL PROTECTED]> Sent: Mon, 09 Sep 2002 13:41:51 -0400 The Real Dangers to Kids Online and How to Avoid Them Did you know ·1 out of 5 kids has been sexually solicited online ·1 out of 4 kids has been sent a picture of naked people or people having sex online ·that May 21, 2002 there was the first death of a child linked directly to an Internet Predator? Parents' biggest concern about the Internet used to be pornography, but there is definitely a greater fear today. You have probably taught your child not to talk to strangers, and in many situations, they would remember this. But the Internet is different. Due to the Internet's anonymity, strangers are talking to children all the time. They try to gain the child's trust by having friendly conversation at first, but over time, their true objective of sexually soliciting the child becomes evident. Children and parents alike are unaware of this, yet this is exactly what is going on via the Internet. What can today's parent do? Armed with information, there's quite a bit a parent can do. Software4Parents.com's Top 5 Internet Safety Tips 1. Tell your child to NEVER EVER reveal their name, address, phone number or any other personal information to ANYONE online. Once you give out this information, it is impossible to retract. 2. Communicate regularly (not just once) with your child about WHAT they do online and WHO they talk to online. If you have actually met the friends they are talking to in person, you'll know it is OK for them to chat with them online. 3. Take computers out of kids' rooms and put them into public areas such as the family room. Many parents think they are helping with homework by giving the kids a computer, but it also opens certain dangers that you may be unaware of. 4. Choose your child's screen name, email address or instant message name wisely - don't' reveal ages, sex, hobbies, and CERTAINLY NOT suggestive or sexy names. Predators are more likely to pursue a child with the screen name "sexyteen5" than "happygirl5" 5. Use technology to help you protect your child. Monitoring software gives you the ability to review your child's Internet usage. Even if you don't look at each and every email or instant message they send, you'll have a good idea if they are making smart choices online. The Internet can open many doors and provide useful information for children. An aware and informed parent can help keep children safe. Resource: Joshua Finer, Internet Safety expert and CEO of Software4Parents.com For free information on choosing the right Internet safety product for your family, email [EMAIL PROTECTED] or visit http://www.software4parents.com/choosing.html ------------------------------ End of NET-HAPPENINGS Digest - 9 Sep 2002 - Special issue (#2002-548) *********************************************************************
