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Table of Contents - Vol. 18 No. 3 - December 2001

  1. Notes and Quotes
    This regular column provides information on a potpourri of technological "tidbits".
  2. HOW TO ... engage your students in meaningful research
    Gretchen Offutt, of Silver Beach Elementary School in Bellingham, Washington,  has kindly granted me permission to quote from her highly motivating and engaging web research activity entitled "Explorers Homeport". This Social Studies activity, together with many of the other valuable curricular links at the end of the article, are based on Jamie McKenzie's "Research Cycle".
  3. Convince Him/Her to Always Investigate Need (CHAIN)
    Brian Metcalfe shares some recent e-mail, together with strategies to validate and verify that the claims are legitimate before one passes along the e-mail to friends and colleagues.
  4. Treasure Hunt, Internet 'n' Kids - T.H.I.N.K. Project
    Once again Brian Metcalfe, a.k.a. "Buccaneer Brian", invites Grade 4 and 5 teachers to engage their classes in an on-line activity which reinforces navigation and map reading skills using compass directions. The T.H.I.N.K. project, which will run from January 18 - February 7, 2002, uses a pirate and buried treasure theme to engage students in problem solving and collaboration using e-mail and paintbrush activities. Make sure you register before the December 21 deadline.
  5. Christmas Carol Quiz
    Someone has used their thesaurus to substitute the more familiar words in the titles of familiar Christmas carols. How many of them can you figure out?
  6. Freebie Favourites
    MaryLouise Lisi and Keith Benson have collaborated to acquire an extensive list of freeware for use within our Division. Unfortunately, although a CD is being complied, it will not be loaned out to individual teachers due to agreements made with the creators. However, MaryLouise and Keith have generously shared Word files that include the name of the software, company, grade level, curriculum area, description and live web links so readers can acquire their own versions of this freebie resource. 

 Have a very relaxing holiday surrounded by family and friends.

from the staff of Research, Planning & Technology


"Bits and Bytes" is an educational publication for the students and staff of The Winnipeg School Division No. 1
Brian Metcalfe - Editor - E-mail: bitsandbytes@wsd1.org                                Copyright © 2001 (ISSN 1195-5864)
Last revision date: December 5, 2001                                                               Information has been shared with
Hit Counter

Notes and Quotes

by Brian Metcalfe - Technology Education


An animated Christmas card for you

Our former Chief Librarian, Gerry Brown, sent me this very unique animated Christmas card that was created by Jacquie Lawson. Although it can be shared as a rather large executable file (472KB), I have chosen to share it directly as a link from Jacquie Lawson's own web page. Click on this Christmas card link at: http://www.jacquielawson.com/xmas2000.htm to enjoy her creative talents.

MINET & MBNET domains cease to exist
As of December 31, 2001 the domains of "minet.gov.mb.ca" and "mbnet.mb.ca" will no longer be valid for any e-mail accounts. Please remove any reference to these domains and replace them with MERLIN.MB.CA in your software settings. If you used e-mail accounts (with the "minet.gov.mb.ca" or "mbnet.mb.ca" domain name) to join mailing lists or listservs make certain you unsubscribe and re-subscribe advising that your new e-mail address now ends with "merlin.mb.ca". To confirm your software settings, please refer to http://www.merlin.mb.ca/isp/ispmer/dialup.html and click on either the Windows or Macintosh settings as required. 

Technology for Country Folk at: http://www.haukenfrers.net/technology_for_country_folk.htm
In this day and age, we often forget that not everyone grew up with technology. This web site has a series of 26 different technology-related terms, illustrations and definitions, like the samples below, to help bridge the gap. Thanks to Lynda Metcalfe, school nurse at John M. King, for sharing this.

MEGA HERTZ

RAM

MODEM

 

 

 

 

 

When yer not keerful
gitten the farwood

That thar thang what splits
 the farwood

Whatcha do to the hay fields

Prime Minister's Awards for Teaching Excellence
Please note that the deadline for applications for this prestigious award has been extended from November 30 to December 14, 2001. If you work with one of the many dedicated and creative educators in our Division, consider applying on their behalf. For more information visit the Prime Minister's Awards web site at: http://www.schoolnet.ca/pma or call the toll-free hotline at 1-800-575-9200.

Quote of the Month - "Warning: Dates on calendar are closer than they appear."

[Table of Contents]

HOW TO ... engage your students in meaningful research

by Gretchen Offutt - reprinted with kind permission*

[Editor: Having had the opportunity to attend workshop sessions which Jamie McKenzie has facilitated, I often peruse his informative "From Now On" web site at: http://www.fno.org  As many of you know I have been interested in how educators can engage their students in meaningful research. When Bernie Dodge and Tom March introduced WebQuests, I believed that this model had the potential to challenge students to use higher order thinking skills as teachers integrated the power of the web into their classroom learning activities.  However it was while I was reviewing Jamie McKenzie's on-line resource entitled "The Research Cycle" that  I came across Gretchen Offutt's Grade 5 innovative research project entitled "Explorers Homeport".

Some educators might be content to have their student's use the Internet and other resources to find out facts about the early sea-faring explorers such as the names of Columbus' three ships. Gretchen, on the other hand, challenges each of her Grade 5 students to use higher order thinking skills to determine under which captain, be it Christopher Columbus, Ferdinand Magellan or Sir Francis Drake, the student would have preferred to serve. 

Gretchen motivates her students by capturing their imagination with the following scenario.]

Wandering through a flea market one rainy Saturday, you find yourself drawn to a cluttered booth filled with teetering towers of boxes and bins. Castaway organs of engines and the rusty innards of discarded toasters hang lifeless from the edges of sagging crates. Among the disarray a man in a dusty three-piece suit beckons mysteriously. A sly smile spreads across his crinkled face as he gestures toward a large object hidden under a greasy blanket.

Intrigued, you approach cautiously. He lifts a corner of the blanket revealing a brass machine spotted with complicated controls and two thick glass windows. He shakes your hand vigorously and invites you to investigate his machine while he whispers secretively of its purpose.
He can tell you are a person of rare courage and curiosity, the sort of person with the intelligence to buy such a fine time machine. He fills your young mind with fabulous adventures at King Arthur's court, front row seats at the first Olympic games and a climb up the Sphinx with the young King Tut, if you are wise enough to purchase this treasure.
Your parents look at each other and sigh when they see the tarnished contraption you pull behind you. Your father insists it is not going in the house. Your mother informs you it is the last monstrosity you are bringing home until you get rid of the rest of your useless "treasures."
In the garage you polish your time machine and dream of places to visit and events to witness. That is, until you clean a dial called the Selector. There are only three choices, and they sound like a history assignment your fifth grade teacher cooked up.
Your choices are:
1. Sail with Christopher Columbus
2. See the world with Ferdinand Magellan
3. Journey with Sir Francis Drake
When you rub away the grime from a nearby gauge more hopes evaporate. The gauge registers only enough fuel for one trip. Even one trip triggers your imagination. You imagine yourself on the bow of a fine sailing ship. The sea breeze lifts your hair and fills the snapping sails, a long journey across uncharted oceans...low supplies...restless crews...mutinies... It occurs to you a good commander might be important on a long voyage! Grabbing some paper from the recycling bin and the pencil behind your ear, you start scribbling a list of qualities you'd want in a leader.

Building questions and getting organized Gathering information

Analyzing information Presenting your decision  

After this introduction, Gretchen provides the above four modules as part of her "Explorers Homeport" web site. Teachers are encouraged to visit Gretchen's on-line resource(s) to gain a better perspective on how she has carefully structured the research process so that the students are doing more than just collecting information. A special THANK YOU to Gretchen for sharing her talents. 

*[The above materials are ©1999, Gretchen Offutt, all rights reserved, but are reprinted here with permission of the author. They may not be duplicated, copied, distributed or used as a template electronically or in print format or in any other manner without first contacting the author and obtaining explicit written permission detailing the conditions of use. goffutt@bham.wednet.edu ]

Relevant links worth investigating:
- The WebQuest Page at: http://edweb.sdsu.edu/webquest/webquest.html
- WebQuests & More at: http://www.ozline.com/learning/
- The Research Cycle at: http://emifyes.iserver.net/fromnow/dec99/rcycle.html
- Explorers Homeport at: http://wwwsil.bham.wednet.edu/Curriculum/homeport.htm
- Explorers Homeport lesson at: http://www.oetc.org/newsletter/Winter01/homeport.html
Planetary Adventure at: http://wwwsil.bham.wednet.edu/Curriculum/paBASECAMP.HTM
Silver Beach Elementary School at: http://wwwsil.bham.wednet.edu/

[Table of Contents]

Convince Him/Her to Always Investigate Need (CHAIN) 

by Brian Metcalfe - Technology Education

Following the September 11 terrorist attack on the World Trade Center, the media bombarded us with information about Osama Bin Laden and Afghanistan.  In mid-October I, along with about 25 other recipient's, received the following e-mail message from a very concerned individual. To protect this person's identity, I have changed the sender's name to the fictitious name of "Patti Pasiton" and have also modified the e-mail addresses of all the e-mail recipients in this article. 

You are encouraged to read through this e-mail message entitled "Women in Fear - Afghanistan" and try to imagine what actions you would take if such a message, or one like it, entered your e-mail input queue one day. 

Date: Mon, 15 Oct 2001 09:33:40 -0500 
From: Patti Pasiton <xxx@merlin.mb.ca> 
X-Mailer: Mozilla 4.77 [en] (Windows NT 5.0; U) 
X-Accept-Language: en 
To:Brian Metcalfe <bmetcalfe@wsdl.org>, 
   "xxx1@merlin.mb.ca" <xxx1@merlin.mb.ca>, 
   "xxx2@merlin.mb.ca" <xxx2@merlin.mb.ca>, 
   xxx3 <xxx3@mb.sympatico.ca>, 
   ... deleted recipients #4-#23 to save space ...
   "xxx24@merlin.mb.ca" <xxx24@merlin.mb.ca>,    
   "xxx25@aol.com" <xxx25@aol.com>

          
Subject: Women in Fear - Afghanistan 
X-RCPT-TO: <xxx22@wsd1.org> 

Hope you will add your name to this important human rights effort. 
xxxy & xxxz
-------- Original Message --------

Re: Afghanistan
If you decide not to forward this, please send it back to me. This is
an actual petition, and "signatures" will be lost if you drop the line.
Please take 3 minutes out of your life to do your part. And be sure to
include other members of your household who are willing to sign. Oprah
recently had a show about this atrocity and it was heartbreaking.
Petition to the United Nations Background Information:
Madhu, the government of Afghanistan, is waging a war upon women. Since
the Taliban took power in 1996, women have had to wear burqua and have
been beaten and stoned in public for not having the proper attire, even
if this means simply not having the mesh covering in front of their eyes.
One woman was beaten to death by an angry mob of fundamentalists for
accidentally exposing her arm(!) while she was driving. Another was
stoned to death for trying to leave the country with a man that was not
a relative.
Women are not allowed to work or even go out in public without a male
relative; professional women such as professors, translators, doctors,
lawyers, artists and writers have been forced from their jobs and
restricted to their homes. Homes where a woman is present must have
their windows painted so that she can never be seen by outsiders. They
must wear silent shoes so that they are never heard. Women live in fear of
their lives for the slightest misbehavior. Because they cannot work, those
without male relatives or husbands are either starving to death or
begging in the street, even if they hold Ph.D.'s. Depression is becoming
so widespread that it has reached emergency levels.
There is no way in such an extreme Islamic society to know the suicide
rate with certainty, but relief workers are estimating that the suicide
rate among women must be extraordinarily high: those who cannot find proper
medication and treatment for severe depression and would rather take their
lives than live in such conditions. At one of the rare hospitals for women,
a reporter found still, nearly lifeless bodies lying motionless on top of
beds, wrapped in their burqua, unwilling to speak, eat, or do anything, 
but slowly wasting away. Others have gone mad and were seen crouched in
corners, perpetually rocking or crying, most of them in fear.
It is at the point where the term "human rights violations" has become
an understatement. Husbands have the power of life and death over their
women relatives, especially their wives, but an angry mob has just as
much right to stone or beat a woman, often to death, for exposing an
inch of flesh or offending them in the slightest way.
Women enjoyed relative freedom to work, to dress generally as they
wanted, and to drive and appear in public alone until only 1996. The
rapidity of this transition is the main reason for the depression and
suicide; Women who were once educators or doctors or simply used to basic
human freedoms are now severely restricted and treated as subhuman in the
name of right-wing fundamentalist Islam. It is not their tradition or 
'culture', but it is alien to them, and it is extreme even for those 
cultures where fundamentalism is the rule. Everyone has a right to a 
tolerable human existence, even if they are women in a Muslim country.
If we can threaten military force in Kosovo the name of human rights
for the sake of ethnic Albanians, citizens of the world can certainly
express peaceful outrage at the oppression, murder and injustice
committed against women by the Taliban.
STATEMENT: In signing this, we agree that the current treatment of women
in Afghanistan is completely UNACCEPTABLE and deserves action by the
United Nations and that the current situation overseas will not be tolerated.
Women's Rights is not a small issue anywhere, and it is UNACCEPTABLE for
women in 2001 to be treated as subhuman and as property. Equality and
human decency is a fundamental RIGHT, not a freedom to be granted,
whether one lives in Afghanistan or elsewhere.
1) Giuliana D. Black, Daly City, CA, USA
2) Mariam Nayiny, Palo Alto, CA, USA
3) Sunaina Gulati-Ruh, Palo Alto, CA USA
4) Megan McCaslin, Palo Alto, CA USA
5) Blake Hallanan, San Francisco, Ca. USA 

... Entries 6 - 290 are deleted to save space ...

291) Christopher Armstrong, Vancouver, BC, Canada
292) D. Solloay, Vancouver, BC, Canada
293) G. Vance, Vancouver, BC, Canada
294) Wayne Xxx, Winnipeg, Man., Canada
295) Terri Yyy, Winnipeg, Man., Canada
296) Jacquie C. Zzz, Winnipeg, Man., Canada
297) Cecile Zzz, Winnipeg, Man., Canada
298) Marcel Zzz, Winnipeg, Man., Canada
299) Patti Pasiton, Winnipeg, MB, Canada

DIRECTIONS: PLEASE COPY this email on to a new message, sign the bottom
and forward it to everyone on your distribution lists. If you receive
this list with more than 300 names on it, please e-mail a copy of it
to:
sarabande@brandeis.edu mailto:sarabande@brandeis.edu

 

So what would you do if you were to receive such a message? Probably if you were as concerned and caring as "Patti", you would forward it to all your contacts in your e-mail address book. After all, you believe that you are indeed helping, in a small way, to mobilize forces to sign this petition to improve the conditions of Afghanistan women. Is there anyone who would not take "3 minutes out of your life" to support this worthwhile initiative?

However when this e-mail was sent to me, I became somewhat cynical. When I noticed that I was the 300th recipient of this e-mail message and, as such, was instructed to e-mail the copy to sarabande@brandeis.edu, I became somewhat skeptical. Certainly I could forwarding this e-mail message on to many more contacts in my address book or I could follow the recommended procedure and mail this message with its 300 signatures on to the e-mail address at Brandeis University (brandeis.edu). Rather I thought that such a sensitive issue warranted taking the time to investigate, validate and check on the legitimacy of the request. 

Fact or Fiction  -- Forward or Ferret

Since the Internet allows one to share information such as the "Women in Fear - Afghanistan" e-mail so widely, it seems fitting that one should use Internet tools to verify that this is indeed a legitimate request. 

I choose the Google search engine (www.google.com) and entered the two unique search strings of "sarabande" and "brandeis".  The very top of my "hit" list contained the message link "Do NOT Respond To Sarabande Chain Letter" which states "Please do not respond in any way; the owner of that address no longer wants the mail. Due to unmanageable volume, the sarabande address has not been receiving email since January 3rd 1999, and will never be a valid email address again." 

This chain letter, like many others, draws upon our sympathy for those less fortunate than ourselves. So all I needed to do was simply delete the message and get on with my life. Right? Well .. no. As a teacher, I believe that our jobs are to help educate and this opportunity seemed like a "teachable moment". However I was faced with the challenge of attempting to notify all of the other recipients of "Patti's" message to warn them not to continue propagating this chain e-mail message. I was concerned as well that since I did not know many of "Patti's" recipients they might accuse me of being very insensitive to a tragic situation. Furthermore because e-mail does not allow body language to be sent as an attachment, I was concerned that I might be labeled as a sexist redneck by those who didn't know me.

However I felt that it was most important to warn "Patti" in advance that I was about to inform all the recipients of her message so that they would better understand the complexities of chain mail. To this end, I sent the following message off to "Patti" to alert her in advance of the more detailed message which I would send out to all her e-mail recipients. 

Hi "Patti" ... THANKS for the basis of another article for "Bits and Bytes". I 
thought I best send this off to you before I send off my "soap-box" 
informational e-mail to all your supportive friends. Please note that I'm not
being critical of you or the cause ... rather I think we need to educate people
on how best to utilize e-mail. So if the next message seems rather egotistical,
it's not intended to be. In fact, I'm smiling (:-) as I type. I'm concerned
from an educator's perspective. 
Please remember in the next message that you read from me .. EDUCATION is my
goal not "finger pointing".
Take care & keep smiling (:-)
Brian

Once "Patti" was informed, I sent the following message off to all 25 of the original recipients to capitalize on the "teachable moment".

Date: Mon, 15 Oct 2001 20:39:02 -0500
To: Patti Pasiton <xxx@merlin.mb.ca>,
recipient #1 <recipient1@hotmail.com>,
recipient #2 <recipient2@minet.gov.mb.ca>, 
... recipients #3 - #24 deleted ...
recipient #25 <recipient25@barbados.cc>
From: Brian Metcalfe <bmetcalfe@wsdl.org>
Subject: Re: Women in Fear - Afghanistan - CHAIN LETTER 
Hi there .... I've bounced this back at the list of e-mail addresses that
were grouped with mine. Please note that I support the cause to which you
avidly subscribe -- the improvement of the quality of life for Afghan women.
However, I noted with some curiosity that the party who sent this to be was 
#299 in the list and I, as recipient #300, was to supposed to:
***************************************
"DIRECTIONS: PLEASE COPY this email on to a new message, sign the bottom
and forward it to everyone on your distribution lists. If you receive
this list with more than 300 names on it, please e -mail a copy of it 
to:
sarabande@brandeis.edu mailto:sarabande@brandeis.edu"
***************************************
I thought it might be wise to do a search on the intended recipient of
this rather large list of 300 or more names. I used Google and entered
"sarabande" & "brandeis" and got several "hits" asking people to stop
flooding this e-mail server with this (and other CHAIN LETTERS). See the 
"hit" reference below:
http://www.brandeis.edu/unet/newschainletter.html
I suggest that if you wish to support this cause that you go directly to
the Feminist Majority web site identified in the above reference at:
http://www.feminist.org/ and follow their link to "Help Afghan Women".
So in summary ... I am not critical of your action - in fact I support it! 
Rather, I'm concerned with how we use and misuse the power of e-mail.
If you have already forwarded the original message on to others then you
might want to share this message with them so they understand the
technological implications of such chain letters.  
I also direct you to an article I wrote in the March 2000 "Bits and Bytes"
entitled "H.E.L.P - Hoax Education for Lay People" which utilizes the chain
letter e-mail process to alert colleagues and friends to potential computer
viruses. Theses individuals, like you, were acting out of compassion to help
their fellow man (woman in this case).

I share this article with you to help you understand how quickly e-mail
chains can fan out and the responsibility we have to verify and validate
such e-mail claims before we continue to propagate the chain. The "H.E.L.P."
article can be found at:
http://www.wsd1.org/bitsbytes/9900/bbmar00/default.htm#STORY1
Take care & keep smiling (:-)
Brian
PS ... Thanks to the individual who forwarded this concern to me as that
party has provided me with the basis of another "Bits and Bytes" article. (:-)

Then again, just last week, Patti's brother "Peter" sent me e-mail which claimed not to be a chain letter. I'll let you read it so that you can decide.

From: "Peter Pasiton" <xxx@mts.net>
To: "yyy1" <yyy1@home.com>,
      "yyy2" <yyy2@mbnet.mb.ca>,
      "Brian Metcalfe" <bmetcalfe@wsdl.org>,
         ... deleted addresses 4-8 to save space ... 
       "yyy9" <yyy9@wsdl.org>,
       "yyy10" <yyy10@canada.com>
Subject: Fw: Fw: I want this back you'll see why.
Date: Fri, 23 Nov 2001 17:05:47 -0600
X-Mailer: Microsoft Outlook Express 6.00.2600.0000
X-RCPT-TO: <yyy9@wsd1.org>
>   Subject: I want this back , you'll understand why
>
>
>    PLEASE READ TO THE END---You'll understand
>
>   * Near to the door*
>   * he paused to stand*
>   * as he took his class ring*
>   * off her hand*
>   * all who were watching*
>   * did not speak*
>   * as a silent tear*
>   * ran down his cheek*
>   * and through his mind*
>   * the memories ran*
>   * of the moments they walked*
>   * and ran in the sand (hand and hand)*
>   * but now her eyes were so terribly cold*
>   * for he would never again*
>   * have her to hold*
>   * they watched in silence*
>   * as he bent near*
>   * and whispered the words..*....
>   * "I LOVE YOU" in her ear*
>   * he touched her face and started to cry*
>   * as he put on his ring and wanted to die*
>   * and just then the wind began to blow*
>   * as they lowered her casket*
>   * into the snow....*
>   * this is what happens*
>   * to man alive.....*
>   * when friends let friends....*
>   * drink and drive.*
>
>   Please send this out to everyone so they understand.
>   It's not a chain letter or a joke.  Thank you! YOU
>   HAVE A HEART!
>
>   ****THE RULES****
>
>   1. You must FORWARD it within 20 minutes or you will
>   spoil it for everyone.
>   2. You must follow these rules and something will
>   pop up on your screen that is so
>   funny 30 sec. after you send it to 15 people.
>   3. Don't drink and drive.
>

Even though this message indicates that it is not a chain letter, it too needs investigation before it is automatically forwarded. Once again, I started Google's search engine and entered strings of characters that I thought might be unique to this message. However, this time I acted on my skepticism by entering the following two search criteria in brackets (+chain   +"Near the door"). The plus signs instruct the search engine to return only references where both sets of strings were present. If this passage was on the net and indexed together with a "chain" reference, any found web sites would advise me. This Google search immediately presented the following two web sites:

The Cost of Chain Mail & Hoaxes 

Generation # of e-mail messages in chain

Other than band-width, is really little any cost associated with chain? Assume for a moment that one creates or passes along a chain e-mail letter to only 20 people in his/her address book. If only half of the recipients forward the message on to another 20 colleagues each who in turn pass it along to only 10 of their closest friends or colleagues the chain mail proliferates extremely quickly. If each cycle or generation took 1 day, in 10 days there would be more than one message for every man, woman and child in the world.  

The cost of such a hoax or chain mail doesn't seem costly when one thinks of one chain letter per computer. However if one assumes that the average business person is paid $30.00 per hour and takes 1 second to read and discard a chain letter or hoax, at the end of one week, it conceivably could cost:

10,000,000 x 1/60 x $30.00 =  $5 million

1 10
2 100
3 1,000
4 10,000
5 100,000
6 1,000,000
7 10,000,000
8 100,000,000
9 1,000,000,000
10 10,000,000,000

Not only must we be aware of the potential exponential growth of e-mail chain letters, we must also recognize their potential for e-mail address "harvesting". I'm sure that many Internet readers are receiving more and more electronic junk mail. People that send out junk e-mail through this "spamming" process simply flood the system. Internet users are warned never to acknowledge spam e-mail by replying to the sender asking to be removed from the distribution list since this just verifies that the e-mail address is valid. Such "spammers" are always looking for creative ways to acquire valid e-mail addresses. Imagine if you received an e-mail chain message like the "Women in Fear" and, as a trusting 300th recipient, you e-mailed the message off to an individual. In this example, this individual now has 25 valid e-mail addresses that s/he can use for spamming. If this process is repeated by other well-intention individuals, this person can quickly acquire a sizable list of valid e-mail addresses which may be passed on or sold to electronic marketing firms.

In summary, before you pass on chain e-mail or hoaxes, always search to verify or validate the contents. Failing this you might recommend to colleagues and friends that send you chain e-mail that they take the "E-mailer's Pledge" or better yet they follow the maxim "When in doubt ... Don't send it out!

Relevant Links worth investigating:

[Table of Contents]

Treasure Hunt, Internet, 'n' Kids - T.H.I.N.K. Project

by Brian Metcalfe - Technology Education

hotdog.gif (1397 bytes)

Once again, Brian Metcalfe (a.k.a. "Buccaneer Brian"), will be coordinating this curriculum-driven T.H.I.N.K. project during late January and early February 2002. This project, which engaged 20 classrooms last January, was designed to reinforce navigation and map reading skills using compass directions. The project uses a pirate and buried treasure theme to engage students in problem solving and collaboration using e-mail and Paint/Paintbrush activities.

pirate.gif (12018 bytes)This T.H.I.N.K. project has a tight curriculum fit within the Social Studies, and in particular, the Grade 4 Mathematics - Shape and Space (Transformations) unit. Following completion of this T.H.I.N.K. project, students should be able to meet the following specific outcomes:

  • XII.1 - communicates and applies terms of direction such as north, south, east and west, relates them to maps and grids, and places an object on a grid, using columns and rows (SS-XII.1.4)

  • XII.2 - traces a path, using oral and written instructions, and writes instructions for a given path (SS-XII.2.4)

Captains (educators) who would like to learn more about how they might engage their crew (students) in a daring adventure on the high seas are encouraged to set their course and begin navigating towards the T.H.I.N.K. web site at:

http://www.wsd1.org/think

Educators are encouraged to explore the above web site in detail and if they want to become involved in this thematic project which is scheduled to run for approximately three weeks from Friday, January 18 to Thursday, February 7, 2002, they must sign up their class by completing the on-line "Register" link off the web site before Friday, December 21, 2001. Those failing to meet this deadline, may be forced to "walk the plank". Should any captain, wish to gain additional information or ask questions, s/he is encouraged to send an e-mail message in a bottle, off on the high tide, to "Buccaneer Brian" at: think@wsd1.org

At the completion of this activity, all participating classes will be sent a free copy of "The N.E.W.S. Review". Educators can use this educational software activity, that Buccaneer Brian has developed, to reinforce compass skills. Students are challenged to "drive" a vehicle through a series of mazes using only the keys "N", "E", "W" & "S" to direct the vehicle to turn North, East, West and South respectfully. This new software activity is a natural follow-up to the problem-solving and navigating strategies that your students will employ when they are challenged by the T.H.I.N.K. project.

"So avoid a mutiny by gettin' yer crew on-board. 'Tis adventure that awaits all captains and crews. I be a lookin' fer each captain's "mark" on my register and the name of yer pirate band. I've told me lookout in the crows-nest to keep his eye peeled and shout when he sees yer sail comin' over the horizon.  I be lookin' forward to seeing you on the high seas!"  -- Buccaneer Brian

[Table of Contents]

Christmas Carol Quiz

from the Wilkinson Family Home Site at: http://www.wilk4.com/default.htm

Turn these sentences into Christmas carols. How many can you figure out? 

Christmas Carol Quiz 1

  •      Approach everyone who is steadfast. 
  •      Ecstasy toward the orb. 
  •      Listen! The Foretelling spirits harmonize. 
  •      Hey, Minuscule urban area southeast of Jerusalem. 
  •      Quiescent Nocturnal period. 
  •      The Autocrat troika originating near the ascent of Apollo. 
  •      The primary carol. 
  •      Embellish the corridors. 
  •      I'm fantasizing concerning a blanched yuletide. 
  •      I apprehended my maternal parent osculating with a corpulent unshaven male
         in crimson disguise. 
  •      During the time ovine caretakers supervised their charges past midnight. 
  •      The thing manifests itself at the onset of a transparent day. 
  •      The coniferous nativity. 
  •      What offspring abides thus? 
  •      Removed in a bovine feeding trough. 
  •      Creator, cool it, you kooky cats! 
  •      Valentino, the roseate proboscises wapiti. 
  •      The slight percussionist lad. 
  •      Father Christmas approaches the metropolis. 
  •      Seraphim we aurally detected in the stratosphere. 
  •      The tatterdemalion ebony atmosphere. 

Christmas Carol Quiz #2

Try to identify the carol from the clues. Some are pretty tricky! The answers
are at the bottom... don't peek if you want to try it for yourself. 

   1. The apartment of 2 psychiatrists. 
   2. The lad is a diminutive percussionist. 
   3. Festoon the entryways with colorful decorations. 
   4. Sir Lancelot with laryngitis. 
   5. A B C D E F G H I J K M N O P Q R S T U V W X Y X Z 
   6. Present me naughty but dual incisors for this festive Yuletide. 
   7. The event transpired when a smog-less bewitching hour arrived. 
   8. Exuberation to this orb. 
   9. 288 Yuletide hours. 
  10. Do you perceive the same longitudinal pressure which stimulates my auditory sense organs? 
  11. The red-suited pa is due in this burg. 
  12. Stepping on the pad cover. 
  13. Uncouth dolt has his beezer in the booze and thinks he is Dark Cloud's boyfriend. 
  14. Far back in a hay bin. 
  15. Leave and do an elevated broadcast. 
  16. That exiguous hamlet south of the holy city. 
  17. Behold! I envisioned a trio of nautical vessels. 
  18. Listen, the winged heavenly messengers are proclaiming tunefully. 
  19. A joyful song relative to hollow metallic vessels which vibrate and 
        bring forth a ringing sound when struck. 
  20. As the guardians of little woolly animals protected their charges
        in  the shadows of the earth.

The answers to Christmas Carol Quiz #2 can be viewed by clicking on this link.

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by Brian Metcalfe - Technology Education

MaryLouise Lisi, Technology Education Support Teacher, and Keith Benson, North District Technology Support Teacher, have invested an inordinate amount of time and energy in researching an extensive list of educational freeware. With the help of Kenn Olson, of AV & Computer Repair, they are in the process of compiling these resources onto a limited number of CDs for installation within our schools. Although all of the programs are freeware, not all freeware licenses give the "taker" free installation rights. MaryLouise and Keith read over the licensing agreements and where necessary contacted the authors for permission to put the software on a CD for installation within schools in our Division. Everyone who was contacted gave limited permission. In other words, we were given "Division" rights only. Consequently this CD, once it is compiled, cannot be shared outside our schools and arrangements must be made to have this freeware installed.

However knowing that there are many educators who might like to evaluate the products at home or explore them with their own children or relatives over the holiday break, MaryLouise and Keith have provided me with several Microsoft Word files which identify the company, program name, grade level, curriculum area, description and, most important, the embedded Internet address, so that readers can use it to acquire any of the products that they would like to investigate. Users who do not have Microsoft Word, or the free Word viewer installed on their computer, will need to download the viewer first (by clicking on the previous link) before downloading and perusing these very extensive educational freeware lists:

It's Free(ware) That Is! - MaryLouise Lisi & Keith Benson                                               [#313]

Freeware Listing (in Microsoft Word format) for:

[Table of Contents]


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