THE PLAGUE GENERATION
In this lesson, the student will be able to make predictions,
test, and draw conclusions about the rate a plague can be spread.
MATERIALS (for 30 Students):
30 plastic cup
a base (clear detergent, etc) that looks like water
indicator (Can be made from dissolved ex-lax pill) phenolphthalein
1. Fill 28 cups half full of water
2. Fill 2 cups half full of base
3. Give each student a cup with a liquid
4. Tell students that two cups contain the plague while the
others do not -- No smelling, shaking, tasting, etc
5. Each student will share liquids with others; student A
pours his liquid into cup of student B, student B then pours half of it back
into cup of student A. They each proceed to two other doing the same thing,
until all 30 have shared 3 cups. At this time predict how many of the 30 cups
now hold the plague germs.
6. Add a few drops of indicator to each cup.
8. Conclusions: Discuss the rate the plague spread. Does the
information relate in some way to real life situations? What are some of the
errors that could cause you to draw the wrong conclusions.
GAIL R. DACUS
C. T. WALKER MAGNET SCHOOL
MoonQuest encourages students to generate and answer questions
about the Moon. It includes several assessment points (AP’s) and wraps
up with an info-art project.
- posters or other images of the Moon
- basic art supplies (poster board, scissors, crayons/markers, glitter,
glue, felt, etc.)
- Internet access (essential for the teacher, optional for students)
- Begin by having students talk about anything they know or want to
know about the Moon. Have a prepared list (for yourself) of a dozen or
so interesting facts about the Moon, which you can easily compile using
Internet resources, and share these facts with students after they’ve
made their comments and questions.
- Next, have students observe several different moon images: full, half,
crescent; photos of the Moon displaying different color and size appearances;
NASA images from the Apollo missions and other lunar explorations, etc.
Allow students sufficient time to fully observe and take notes about
- After viewing the images, read a couple of myths about the Moon from
various cultures. (For an excellent myth resource, go to www.windows.ucar.edu
and click on myths.) Time permitting, encourage students to create their
own original myths about the Moon as an in-class or homework assignment.
- Between the all facts, images, and myths about the Moon, students
will inevitably have several new questions about it. Have each student
make a list of his or her “Top 5” questions about the Moon.
(AP #2) Collect all lists, shuffle them up, and read a dozen or so of
them aloud. Many of the questions will be the same or similar: “What’s
the moon made of?” “Is there life on the Moon?” “Where
did the Moon come from?” “What’s an eclipse?”
- Select three to six of the most often-asked questions. These will
be the MoonQuest questions that students will work in groups to answer.
Use the Internet to gather as much info as you can on these questions,
and create a packet to photocopy and distribute to each student. If there
is opportunity and the students are Internet-savvy, they should search
for and create their own packets. (AP #3)
- Break students into as many groups as you have MoonQuest questions.
Model how to extract relevant info from the packet (i.e., don’t
use info from the packet on what the moon is made of if the group’s
question is on eclipses); also how organize the info, double-check to
make sure the original MoonQuest question has been sufficiently answered,
and finally, how to make a class presentation. The presentation can be
as simple as groups sharing out what they’ve discovered, or they
can be more elaborate and involved. (AP #4)
- As the grand finale, have each student create a MoonQuest poster.
(AP #5) The poster must include three different Moon images, three Moon
factoids, and a summary paragraph on whichever MoonQuest question the
student worked on in his/her group. Encourage students to include space-related
artwork on their posters (planets with rings, comets, aliens, etc.).
GEORGE A. LEWIS MIDDLE SCHOOL
no e-mail listed
TEN BEST FOODS, TEN WORST FOODS
Childhood obesity has more than doubled in the past 20 years,
and leads to a variety of health problems as a result of dangerous diets.
Children need to switch to healthy foods in order to avoid heart disease
and raised blood pressure
- Have the students go to the Internet site: Ten
Best Foods Ten Worst Foods: http://www.tqnyc.org/NYC063364
- Students will examine the best foods to eat to manage weight and
cure common ailments.
- They will then identify the worst foods which have become all to
prevelant in our society.
- They can study the foods that heal chart and then take the challenging
- When they answer all the answers correctly they receive their just
JOHN F. KENNEDY HIGH SCHOOL
NEW YORK CITY, NY
This activity presents an opportunity for students to expand
skills of classification. Originally designed for science, it can be used
in varied disciplines.
- Variety of items students can choose to bring in, poster board, markers
In everyday-life here are many areas of pursuit that entail
the use of dozens or more items that can be classified into taxonomic groups
and assigned names.
- Provide students with a list of suggested areas they can begin their
item selection and classification from. Some examples: Sporting goods,
fasteners (anything that holds 2 or more items together temporally
or permanently.) foods, cooking utensils, items used in schools, beverages,
vehicles, toys, student suggestions.
- Students will classify their items as to a broad general group for
all the items name the largest group and then begin to divide them
into smaller groups based on features and uses. Names will be assigned
to the smaller groupings.
- Students should attempt to work from the large group to the smallest
group with the fewest possible, specific items based on common features.
They can report on and justify their groupings
You can suggest that students bring in as many of the items
in their broad category that they are able to. This is a very challenging
activity that can yield mixed results. Be prepared to help students so
they do not become frustrated. You can use this exercise to remind students
of the difficulties involved in classifying newly found items or materials
and, how people work out systems to resolve problems and organize everything
we deal with to make it easier for us to learn about and keep track of
all there is around us.
CAMDEN CITY N.J. SCHOOLS
CAMDEN CITY, NJ