District Administration - February 2007 - (Page 22)
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CurriculumUpdate • Trout in School Ken Royal la ssroom aquaria most
often contain pet fi sh, but classrooms from Maine to California at all
grade levels are raising trout to make a real life connection to
ecological curricula and a local environmental impact. Students raise the
trout or salmon depending on the school’s locat ion , from eggs to
alevin to fry to fi ngerlings in their classroom. Through grants, gifts
from parents and school groups, local wildlife or state department s of
environmental protection and Trout Unlimited organizations, the $1000 set
up is usually covered. These partnerships make fi nding a place to put
the tank more of a problem than the cost. The great thing is that once a
school has the equipment it can be reused for future classes. Jer r y
Rickart, a Trout in the Classroom Northeast regional coordinator, oversees
twenty school trout tank projects and says supplies include the tank
usually 55 gallons , chiller the most expensive item , sterilizer, fi
lter, pump, aerator, and of course, trout eggs, which are usually supplied
by the state or local environmental organization. While the project differs
slightly depending on the state, or the sponsori ng agency, the outcome is
always more than science and lab notebooks. Students learn ecology and a
respect for life, with curriculum connections in math, language arts, and
even art and music. Some students have sung trout release songs, or
recited poems while emptying a fondly named fi ngerling from a plastic
cup into its new river home. R ivers, like the Pootatuck in Newtown,
Connecticut, have been sites of ecological study and clean up. Students,
through the Trout in the Classroom project, play a part in actually
replenishing these resources. That makes classroom science more concrete.
Dr. Anthony Salvatore, assistant principal at the Reed Intermediate School
in Newtown, Connecticut, says it’s a perfect connection for their sixth
grade Water and Weather, Population and Ecosystems, and Science and
Technology units. He adds, “Teachers and students think it’s a great
idea and it’s thrilling to watch them grow”. At release time, students
and trout take a field trip to a designated river or lake, where students
splash and fi sh swim free. www.tu.org C Sharing Curriculum Ideas Carla
Baird, began the Web English Teacher site in 2000 when her student teacher
was spending hours trying to find language arts and literature ideas for
classroom lessons. This media specialist/English teacher from
Connersville, Indiana thought that someone should make that information
more accessible. Well, Carla did just that, and the Web English Teacher
Web site was born. Today, Carla’s site is unique in the way it shares
specific curriculum links, lessons, sources, and ideas for writing and
literature. Instead of a listing of links, curriculum specialists and
teachers can use this free online source to complement their existing
literature, writing, English, and language arts curricula, as well as
share ideas. “Think of it as the faculty library and workroom on a
global scale,” says Carla. Teachers can search a subject, book, or
author and get quick results. www.webenglishteacher.com CL ASSROOM ECOLOGY
Middle school students in Connecticut raise trout in their science lab to
replenish the Pootatuck River. 22 February 2007 District Administration
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http://www.tu.org
http://www.webenglishteacher.com
Table of Contents for the Digital Edition of District Administration - February 2007
Contents
Editor's Letter
Update
Inside the Law
Curriculum Update
Tackling Health Care Together
Administrator Profile
District Profile
Curriculum Hotspots
New Information Systems Track Student Progress
Students Wanted!
Spread the Word
Mentors Boost Student Reading Levels
The Online Edge
Speaking Out
Research Corner
Problem/Solution
Leadership Books
New Products
Calendar of Events
Professional Opinion
District Administration - February 2007
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