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Celebrate Earth Month

April is Earth Month. Take this month to celebrate all things Environment and Earth Sciences, all while leading up to Earth Day on April 22. Here are some tips and ideas to promote the environment all month long.

Carbon Footprint
Learn all about your carbon footprint at home, at school and in the community. Calculate your own carbon footprint, then get tips on how to lower it. Start an initiative at your school to encourage a smaller carbon footprint. Then, reach a little higher by implementing this initiative within the community. Get your FREE carbon footprint calculator here.

Click an image to see a selected lesson plan from our ready-made resources.

              

Go Green

Spend some time in the dirt and turn your thumb green. Start a community garden with your class. Grow some wildflowers to help the bee population. Grow some vegetables and cook up a stew. Promote clean air by planting a tree. Teach your students the importance of responsibility by taking care of a plant and watching it grow.

Click an image to see a selected lesson plan from our ready-made resources.

              

Get to Know the Planet Earth

No Earth Month is complete with a study on the planet Earth. Go deep and get to know what makes up the planet with a look at plate tectonics, rocks and minerals. Go to the surface and discover the different ecosystems that inhabit the planet. Go to the sky and find out how the air, wind and atmosphere affect the planet.

Click an image to see a selected lesson plan from our ready-made resources.

              

Reduce, Reuse, Recycle

Go back to the basics and excel at recycling. Implement a recycling program in your classroom, and encourage students to extend this to their home. Learn about product life cycles and come up with alternative methods to decrease waste. Study the effects of climate change and get tips on how to reduce it.

Click an image to see a selected lesson plan from our ready-made resources.

              

Life on Planet Earth

Get to know all the ins and outs of life on planet Earth—from the smallest organism to the largest being. Start with a look at cells and what life needs to prosper on Earth. Start viewing the environment as a living being that needs to be nurtured. Then, extend outward by looking at the different habitats that exist on the planet.

Click an image to see a selected lesson plan from our ready-made resources.

              

Check out our pinterest board for more great Earth ideas: https://www.pinterest.com/ccpinteractive/the-environment/

By Danielle Andrew

The following riddle is claimed to have been written by Einstein as a boy. It's also sometimes attributed to Lewis Carrol, although there's no evidence that either of them actually wrote it. Either way, it's fiendishly clever and is popularly called "Einstein's riddle". It's rumored that only 2% of the world can solve it.

See if you can figure it out:

There are five houses in five different colors in a row. In each house lives a person with a different nationality. The five owners drink a certain type of beverage, smoke a certain brand of cigar and keep a certain pet. No owners have the same pet, smoke the same brand of cigar, or drink the same beverage. Other facts:

1. The Brit lives in the red house. 
2. The Swede keeps dogs as pets. 
3. The Dane drinks tea. 
4. The green house is on the immediate left of the white house. 
5. The green house's owner drinks coffee. 
6. The owner who smokes Pall Mall rears birds. 
7. The owner of the yellow house smokes Dunhill. 
8. The owner living in the center house drinks milk. 
9. The Norwegian lives in the first house. 
10. The owner who smokes Blends lives next to the one who keeps cats. 
11. The owner who keeps the horse lives next to the one who smokes Dunhill. 
12. The owner who smokes Bluemasters drinks beer. 
13. The German smokes Prince. 
14. The Norwegian lives next to the blue house. 
15. The owner who smokes Blends lives next to the one who drinks water. 

The question is: who owns the fish?

There are no tricks, all it requires is simple logic. Those that haven’t the patience to work it out can watch PoETheeds' video, which takes you through the process of solving it step by step. 

Not patience enough? See how to solve it step by step here.

With great power comes great responsibility. We present this poster originally published by Edutopia on the Proactive Knowledge in the digital world but more specifically in the classroom:


To download poster, click here.


By Nicole Krueger

To effectively teach with technology, educators must be able to set boundaries for appropriate use and help students take responsibility for their actions in the digital realm.

But in a world where technology changes faster than teachers can keep up, and students face different expectations for technology use at home than at school, many educators are struggling to develop a cohesive digital citizenship curriculum.

“It's like having a teacher education program without teaching teachers how to manage a classroom,” said technology infusion and professional development coordinator LeeAnn Lindsey. “You can't do all the pedagogical things in a classroom that you want to be able to do if you don't know how to manage a classroom.

“Well, similarly with technology, we can teach teachers how to make learning engaging and effective using devices, but we really can only do that if the teachers and students have a foundation for using that technology responsibly so that we're keeping kids safe and we're keeping teachers safe.”

Below, Lindsey explains the three biggest challenges of teaching digital citizenship.




Nicole Krueger is ISTE's inbound content strategist and lead blogger for the ISTE Connects blog. A former journalist, she has more than a decade of experience as a news reporter and professional blogger.


By Dr. Mike Ribble

Practicing empathy, offering assistance, and staying safe are good behaviors online and off.

Walk down the street, look around in a restaurant, or watch people waiting in line and you’ll notice how fully technology has become integrated into our daily lives. Views of technology and its place in society can be seen in movies, television, and cultural references.

It has become such a part of what we do and who we are that it become to be defined as a sort of “digital” citizenship. So what describes a digital citizen?

In my book Digital Citizenship in Schools, I define a digital citizen as someone who shares ideas, makes purchases, plans activities, asks for answers, interacts both at work and in play and much more on digital devices (computers, laptops, smartphones, tablets, etc.). In short: living within a digital world.

The technology has provided great opportunities for everyone using technology. These tools have increased our productivity and knowledge base in many ways (checking the weather, looking up facts), but these advantages come with a price. Now, by increasing these opportunities to connect, collaborate and engage with our personal and professional networks requires using and understanding these tools differently. Engaging in these behaviors forces us to act in new and sometimes conflicting ways—to be more social but also more individually focused on our technology. These opportunities to find and share information have increased our dependence on technology.

Being overly connected is resulting in FMO (Fear of Missing Out) or worrying what others are doing, saying, posting, liking, or friending at any time. This has become such an issue that some will keep their devices near them even when they go to bed (and will wake up and post/Tweet/chat in the middle of the night). How can users balance this idea of ultimate knowledge with being with others IRL (In Real Life)?

As with everything there is balance. There needs to be an interaction of our two sides, our digital life and our real life. As our lives become overwhelmingly influenced by our digital interaction, we need a new set of rules to guide our behaviors.

It’s easy to lose touch with humanity when engaging with an online community, but being a digital citizenship means having empathy in all that we do. Having empathy is important in any context. However, in our real lives there are many more cues to guide our behaviors and to signal if there is an issue (facial cues, head nodding, a smile). Reading the written word can make it difficult to judge emotions in a digital environment. Online, systems have attempted to help—think emojis—but the lack of direct contact can make this process more difficult. This means communicating in a digital world requires more thought and time to consider the impact of our words, pictures, and videos.

As with everything there is balance. There needs to be an interaction of our two sides, our digital life and our real life. As our lives become overwhelmingly influenced by our digital interaction, we need a new set of rules to guide our behaviors.

It’s easy to lose touch with humanity when engaging with an online community, but being a digital citizenship means having empathy in all that we do. Having empathy is important in any context. However, in our real lives there are many more cues to guide our behaviors and to signal if there is an issue (facial cues, head nodding, a smile). Reading the written word can make it difficult to judge emotions in a digital environment. Online, systems have attempted to help—think emojis—but the lack of direct contact can make this process more difficult. This means communicating in a digital world requires more thought and time to consider the impact of our words, pictures, and videos.

Read more of the article here.

Dr. Mike Ribble is director of technology for a district in Kansas. He is co-chair of ISTE’s Digital Citizenship Professional Learning Network (PLN).

Articles was originally published on E School News.
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