Smokin' science at Pine Lane Primary

Product Review

Dry ice: It’s so cold it burns. It goes straight from a solid to a gas. It creates eerie fog and wicked bubbles.

In other words, dry ice is perfect for science experiments that kids will talk about forever.

So Summer Counts jumped on the opportunity to review Steve Spangler’s New Ultimate Dry Ice Kit.

We partnered up with Mr. Stidger, a go-getting science teacher from Pine Lane Primary (Parker, Colorado), to see if what puts the Ultimate in this kit and what could be done in an ordinary classroom.

Mr. Stidger received the kit a couple of days before our science lesson, to sort through the contents and look over the accompanying lesson material.

Mr. Stidger is no stranger to the Spangler curriculum and immediately recognized a few traits that are typical with this vendor’s curriculum; like the funny introductions that kids love, and the standards alignments that teachers appreciate. He quickly pulled together a few of his favorite dry-ice experiments, which he calls the “Spangler’s All Stars Collection,” and got ready to try it out on the schools 5^th and 6^th graders.

The kid’s eyes lit up as they entered the classroom and saw the set up.

Mr. Stidger promptly briefed the students on safety instructions and rules of conduct with the materials.

The class finished a whole 7 projects in one hour using the kit!

The kids compared dry ice and regular ice at room temperature and submerged in water.

They observed dry ice in a film container, and screamed in delight as the pressure popped the top and scared the Bejeebis out of the crowd. Then the students followed up by using water as a catalyst with dry ice in the said film container…and this time took shelter.

After this, the class put dry ice in a balloon, and observed the difference as they placed dry ice and water in a second balloon. I’m not sure who squealed louder, the dry ice or the kids, when they applied pressure with a spoon for “screaming cold ice.”

Mr. Stidger also demonstrated a “dancing bottle” using dry ice and an upside down 2 liter bottle, and what dry ice in water looks like if you put in just a few drops of dish soap.

Lastly, Mr. Stidger showed the class how dry ice can cause different mixtures to change color.

The kit was certainly a hit with the kids.

“My favorite experiment was screaming ice,” said Caley, 5th grade. “It was really funny.”

Stidger blowing kids away with colorchanging dry-ice experiment

“This was a great unit that taught the basic principles of dry ice in a fun, exciting atmosphere,” said Stidger.

Here is the complete evaluation  about the Spangler Dry Ice Kit in Mr. Stidger’s own words:

1. Materials included for up to 6 groups
2. I appreciated the lead in with what dry ice is, and the safety rules
3. The sequence of the experiments from basic to elaborate made for an interesting progression
4. The language is written so that it is easy to comprehend. Those who are not well versed in science would be able to understand the basic concepts, and more experienced practitioners could expand further if they wish.
5. Most of the materials are in the kit. I thought that the ammonia water could have been packed as well. The term ammonia water threw me. Is regular ammonia and ammonia water the same?
6. Consistency in measurement would make the instructions even easier. Some of the experiments used the metric system, others with tablespoons. Others did not.
7. On that note, a milliliter measurement cup would have come in handy.Visit www.SteveSpanglerScience.com for more products and projects.Disclosure: This was not a paid review or endorsement. Summer Counts received the products for review, which we promptly donated to the classroom that participated.

About a week before the release of Spy Kids: All the Time in the World 4D, SummerCounts and some other lucky bloggers got to chat with Jessica Alba herself.

Alba, who has given birth to her second child by now, was fielding tons of curious questions about motherhood and her new movie Spy Kids: All the Time in the World 4D.

Alba plays Marissa Cortez Wilson; a wife, retired secret agent, step-mother to two (spy) kids–and fittingly awaiting–a baby.

The movie is in 4D, meaning 3D plus smell(!). Alba says she did not know the movie would be in 4D until after it was filmed. The effect is sure to dazzle kids who by now expect the top gadgets from Spykids whether real or imaginary. The flick uses 8 aroma cards throughout the movie.

Speaking of senses, did you know that Alba’s little girl Honor is a picky eater?

Alba says she likes snacks like fruit and all American dishes like macaroni and cheese. But like many mothers across the country, she has a little connoisseur on her hands.

Alba says that being a mom the second time has its benefits. She is definitely not as worried this time around, but is experiencing those amplified aches and pains common to multiple pregnancies.

In other words, even beautiful celebrities like Jessica Alba are as human as you and I!

When asked what she has learned from the [spy]kids during filming, Alba said she is amazed how smart child actors are. They are very disciplined and tutored on the set.

In spite of this she does not want her own kids to go into acting until (and we quote) “after college.”

Smart, beautiful, and a protective mom, Alba also is the spokesperson for Hopscout. The company sells those nostalgic children’s products that tug at your heartstring and make you go “I remember that!”

As a matter of fact, the company website says they are very picky.

Hmmm…sounds like Jessica Alba might be the perfect mother for that job.

Don’t miss Spy Kids: All the Time in the World 4D in theaters.

Spangler in action

SC: When did you know you wanted to be a teacher?

Spangler: Becoming a teacher was a natural outgrowth of growing up in a family of professional magicians. As we said at Science in the Rockies… “That’s a whole other Oprah!” My father ran one of the largest training schools for magicians in this part of the U.S. back in the 1970s, and I was fortunate to get to hang around some very cool people as a kid (David Copperfield, Doug Henning, Penn & Teller). Since science is such a big part of being a magician (always using technology and some cool science principle to come up with a way to dazzle people), becoming a science teacher seemed like a wonderful way to combine my love of doing magic and my need to have a full-time job!

SC: What was your favorite teaching moment?

Spangler: I have to attribute most of my success as a teacher to my first class of 3^rd graders. Over the course of nine months, they taught me the importance of using humor to create experiences that transcended the four walls of the classroom and somehow made it to the dinner table as a topic of conversation.

Spangler: No real frustrations other than trying to find more time in the day to accomplish what I’m setting out to do. Any profession has its’ normal frustrations, but teaching is so rewarding that the benefits totally outweigh any rough spots.

SC: What was your worst science experiment gone bad (in the classroom or otherwise)?

Spangler: I’m lucky not to have any really bad war stories when it comes to doing science experiments. Of course, there’s always the occasional explosion followed by shattering windows and lights, then I’m on fire, kids are yelling, “That was awesome!” and I return to the lesson at hand. You know… the normal stuff.

SC: As lovely as it probably is for Mrs. Spangler to have a husband who shoots potatoes and sets things on fire; How do you know when it’s time to wrap up and take it to the warehouse (or at least outside)?

Spangler: What a fun question! Anyone who has any science training is most likely a good observer… and I must say that I can tell when I’m getting “the look” from my wife, Renée. We have three lovely boys ages 12 and twins who are 9 years old and they love to experiment with Dad. This is great to have a house full of “science buddies” because we can all share the blame when a potato accidentally flies through a wall or the oven door falls off after a tiny kaboom. It’s just my way of teaching the kids how to take responsibility for their own actions.

SC: What tips do you have for parents with aspiring scientists?

Spangler: Two things… #1 Support your child by giving him or her every opportunity to wonder, discover, explore, ask questions, test out ideas, fail miserably and find incredible joy in learning something new. (That’s a big #1).
#2 Support your child’s teacher in every way possible. Volunteer in the classroom, search for new opportunities (i.e. conferences, workshops, or other professional development opportunities) for the teacher to attend, and most importantly show them that you care about them as a person and the passion they bring to their teaching. Teachers need our support. Treat a teacher like a professional with dignity and respect and you’ll get amazing results.

SC: What advice do you have for parents with kids who yearn to become teachers?

Spangler: Find someone in your life who is great teacher (someone who everyone says is a great teacher) and have your son or daughter hang out with this person for a few days in the classroom. Consider this an informal job interview. Great teachers can tell very quickly if a person is suppose to be a teacher. It’s a gift or talent that great teachers have, and their accuracy is very good! Bottom line… if you child wants to become a teacher, chances are that they’ll turn out to be a great teacher. Make sure they give it a try before jumping into a profession that is as rewarding as it is challenging.

Learn more about Steve Spangler and his awesome science program at www.SteveSpanglerScience.com.

How many times has a parent uttered the words “We had to make a change for Johnny. He is a project based learner.” What about the reverse? Have you heard parents bragging about their kid’s school because of the awesome hands-on projects that sparred imagination and motivation for their kids that even kept going beyond the classroom?
It is commonly accepted that kids learn by playing. Why should we think that stops just because they turn 5 and scamper off to Kindergarten?
Has the internet and technology substituted those get-yer-hands-dirty education moments in the name of efficiency, test scores, or pedagogical-theory-du-jour?
SummerCounts wants your input as we are heading out to cover this year’s Science of the Rockies, the Ultimate Hands On Science Teacher Workshop.
Watch the video below and see what happened last year when Steve Spangler got 150 teachers from 23 countries together to get their science on.
Please do try this at home. Or at least in your classroom.

Piano Marvel creator Aaron Garner show students how to use the program.

It  isn’t everyday one goes to a Charter School Conference and walks away with an uber-cool music program. But that is exactly what happened to us.

Tucked in the corner of the vendor room was an electric piano. An adorable girl with golden strawberry hair, I’m guessing around 8-10 years old, was playing an impressive riff with great familiarity.

At first I would have guessed this young lady had had years of expensive piano lessons.

My daughter and I stopped and talked to the husband and wife team hosting the Piano Marvel booth.

No, explained the couple, the program is mostly self taught through the internet. This makes it both efficient and affordable. Therefore, they continued, it is ideal for schools and homeschoolers who want to offer music, but short on both funds and staff.

We were thrilled to learn that Piano Marvel offers a FREE 30-day trial, and decided to take the challenge for our own family.

Piano Marvel works by connecting a compatible electric piano or keyboard to a computer with an USB/Midi cable. Believe me when I say it’s easy-peasy as I am no tech-wonder. I was also pleasantly surprised that my 20 year old CASIO keyboard was modern enough to suit the technology.

Signing up for the trial was as easy as registering for an online newsletter.

When logging on you find a home-screen with a complete step-by-step lesson plan.

After choosing your poison, music sheets come up and a voice cursor counts you in. The student simply plays along with the music following the notes on the screen. Instant feedback follows and a percentage of mastery given. When a golden piano is achieved lesson is completed and the student should move on to the next lesson.

So how did this work out for us?

First of all, a little sibling rivalry of the tunes broke out.

The first week my two youngest were sneaking in as many practices as possible to “beat” their siblings in “piano levels.” Apparently the correlated the golden pianos with video game status and were not about to be smoked by a younger sib or…gasp…a girl!

Barely out of week 1 both of them started skipping around in the lessons because their newfound skills made them so excited to see what they would learn to play next.

By the third week my 9 year old started playing the songs learned on our “real piano” upstairs. With BOTH hands!

Needless to say we are very happy customers.

So this summer when you are looking for something different for a rainy day or budget cuts have brutally sent your schools music program into the gutter—look into piano marvel.

At $15 per month (after the FREE trial) it certainly is an affordable comparison to private lessons and

happen at your convenience. Some familiarity with reading music is helpful, but not necessary. The program will explain what each note means by holding the cursor over the information. Also available for guitar and drums.

Contact Holly Plattner plattner@pianomarvel.com (719) 676-2777 with Music Marvel for more information about music programs for your school.

This is part 5 of 5 in the series “Origin of Public Education.”

How much has public education changed in the United States over the last 30 years?

…*Crickets*…

If you compare this time period in the US with most others in its young 250 year (or so) history, you will find that something seems stuck in the cogs of meaningful evolution of academic growth.

The first two hundred years of establishing this country was spent fighting for freedom of various flavors. By the mid 1900’s education was not only a right, but compulsory, for all children of age regardless of color, socio economics, gender and ability. With all kids getting educated, one would expect literacy rates to sky rocket and public schooling being one of the most valued national treasures of this country. No snickering, please.

But before we can even get to the dialogue of quality versus quantity, and whether or not we have to give up one for the other, we need to answer the first question of this blog: What happened in the 1980’s?

 Well, by now you know that there was a report titled a Nation at Risk, which settled the rumors that American Education was a flop in this paraphrase: We are doomed.

And in international comparisons?—We were putting me in mediocrity.

But instead of the swift response when the Sputnik had taunted the US as runner up, the efficiency in how reforms issued by president Regan and congress were executed was…well…mediocre.

In short, the reforms recommended were: Teaching. More teaching. Here is what to teach. Money. More money. And kids—We expect more of you as a result.

It’s curious, because recommendations for reform since then look eerily familiar, but don new pseudonyms. And of course a new budget.

Bill Clinton passed the Improving America’s Schools Act in 1994, George W Bush signed No Child Left Behind into law in 2001, and Barack Obama has made some amendments based on similar philosophies. But you know what they say about doing the same thing over and over, but expecting a different result.

The timeline we have covered is a snapshot via blog and does not even come close to covering every event, presidency or man-made impression on US public education. And as each day adds to our timeline of history like a living document, we too are part of making it.

Here are the concluding thoughts of this series:

Throughout this country’s young history the promise that all men are equal has sparked many civil right debates. None less is education. The fundamental questions have not changed much over time:

• Who is public education designed for? Who is “the public” in public education? Is it the children in our classrooms? The staff hired using our tax-moneys? Or is it the taxpayers themselves?
• What defines success? Does every child really have the right to equal access of such?

To this day, is access to education fair or equal? Although sex, color and creed are no longer a determining factor in compulsory education, income and socioeconomics still play a role in the equal access part. Millions of children today attend schools that are considered subpar from all sorts of aspects, academically lacking, and in some cases unsafe. Should the family be fortunate to be able to pay twice for education (taxes to keep the subpar area school still afloat, while paying out of pocket for other schooling), they have options that other families don’t.

This is where the next civil rights battle in education may lie.

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This is Part IV in the series History of Public Education.

In just a century and a half, give or take, public education United States by the 1950’s had gone from infant beginnings to the largest schooling system in the world; scared by wars and calloused by politics. The American public education system was celebrated by many as the best in the world. Until, one Soviet Union satellite Sputniked into space, that is. What a blow to US National pride!

If the United States of America had the best education in the world, then why was it not first in space? The power of acquired knowledge and innovation in science, and its impact on national security, was fresh on people’s mind since World War II. It wasn’t long before US officials responded by beefing up science in its schools. The National Defense Education Act was passed in 1958 to finance both scientific research and education. So away went the trend about home economics and—hello, Cold-War-style science education!

About a decade later the United States of America was the first to land on the moon.

Many milestones in US history which relates to education can be listed off: The passing of the Civil Rights Act (about time!), the Immigration Act, Bilingual Education Act (later repealed and replaced with No Child Left Behind), and of course—another round of “Monkey Trials.” Darwinists had been long been fighting for their right to teach evolution in schools. In the 1920’s the appeals had lost in court. This time though, Epperson v. Arkansas, was ruled in favor of monkey business, and prohibiting teaching of evolution as a theory considered unconstitutional based on the first amendment.

But even in the wake of the Civil Rights movement, there were some children who still were left out. It wasn’t until 1971 and the case of Pennsylvania Association for Retarded Citizens v. Pennsylvania that children who were classified as “mentally retarded” were legally allowed a free public education.

But don’t underestimate the power of the press. A 1975 Newsweek story called Why Johnny Can’t Write sparked strong interest in back-to-basic education. No, not science. Not wood-wittling either. The other stuff; reading, writing, and math. What a concept!

One wonders what how history would be different if former president Ronald Regan had actually carried out his vow to abolish the Department of Education. The DOE had attained cabinet status during the Carter era, which is a direct eye-poke for those who believe in market education. Alas, we cannot do more than speculate because the dis never materialized beyond campaign promise.

But Regan didn’t sit idle when it came to education. In 1983 the National Commission of Excellence in Education issued a report titled “A Nation at Risk.”  Americans were once more reminded that our schools were not as hot as we thought. Or as the report’s author, James J. Harvey, said in his own famous words: “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war.”

Well knowing how strongly America feels about the connection of education and National Security (remember the Sputnik, fear of foreign influence during World War I and II–or heck–even the Revolutionary War), you are certain that them are fighting words. That is all it took for the US to launch a counterattack on milk-toast education and fix the exposed threat to our kid’s futures, right?

Well, not quite…Let’s talk more Regan era, then we  have the 90’s to cover, and the fear of millenium change until today.

Follow our conversation and conclusion of History of Public Education by checking www.summercounts.com frequently, or by subscribing or following us on Facebook.

http://summercounts.com/blog/2011/02/02/origin-of-public-education-part-i-the-purpose-of-common-schools/

http://summercounts.com/blog/2011/02/03/origin-of-public-education-part-ii-is-compulsory-just-for-some/

http://summercounts.com/blog/2011/04/12/604/

 http://education.stateuniversity.com/pages/2002/Gary-Schools.html

http://www.cloudnet.com/~edrbsass/educationhistorytimeline.html

http://www.pbs.org/kcet/publicschool/roots_in_history/choice.html

http://www.aoh61.com/history/bible/nativism_chronology.htm

http://en.wikipedia.org/wiki/English-only_movement

http://www.congresslink.org/print_basics_histmats_civilrights64text.htm

http://en.wikipedia.org/wiki/Epperson_v._Arkansas

http://www.faculty.piercelaw.edu/redfield/library/case-parc.pennsylvania.htm